One of the exciting aspects of being a school principal is planning, and implementing, a strategy wh ch will see the school grow and improve.
The School Board and Leadership Team spent a good deal of 1 2011 working on the School's strategic directions, and a new strategic plan to replace the one which ended in 2011
Like many organisations, schools operate in ever-changing environments; ones in which 'unknowns' can creep in at any time, If we look at the last few yeas, government initiatives such as Building the Education Revolution and National Curriculum have required schools to respond in short time-frames to a dynamic and, at times, vola!ile educational landscape. The great challenge is therefore to charter a course which is true to the core values and mandate of the School while equally recognising that "we don't know what we don't know" about the future.
For this reason, our future panning has been structured around a two-tiered approach: a five-year Strategic Plan (2012 2016) supported by a biennial
Strategic Goal
To be a lighthouse school for student
Operational Plan (2012-13). The former sets the long-term vision while the latter is the road map of how we will get there.
The Strategic Plan 2012-2016 was ratified by the School Board at the end of 2011, and presented to the school community tor the first time at the PTF's Annual General Meeting in March. I am delighted to share it with you in this issue of Jigsaw. See page opposite.
For the reasons cited above, the fourteen goals in the Strategic Plan are quite broad, and intentionally so. What do these look like on the ground? The following is a snapshot of some of our Operational Plan actions which will suppo the realisation of our Strategic Plan over the next two years.
It is an ambitious but exciting agenda for the School; one which I look forward to implementing with the School Board, Leadership Team and the wider School community.
Michael Maniska Principal
Operational IPlan Action
Implement a new Memorandum of well-being Understanding with the Brain, Mind & Research Institute at Sydney University
To provide a dynamic and rigorous curriculum and pedagogy which embrace intercultural understanding and promote personal achievement
To connect effectively with past, present and future members of our school community
To attract, retain and develop quality staff
To secure the long-term accommodation requirements of the School
Undertake Consideration Study to become an International Baccalaureate school
Build and maintain a database of Alumni
Establist- a bursary program for relevant staff professional learning opportunities
Develop long-term strategy in light of 2012 Rent Review
IGS Straterlir* 01,n ,
dfl '),')fl1 C
International Grammar School Strategic Plan
2012-2016
Theuls ot tr ie StlategicPot or underpinned by International Grammar School's values Diversity, Personal achievement, Authenticity, Connectedness, Vibrancy
The Student Environment
u To provide a safe, secure and inclusive environment for al students.
i To be a igbthouse school for student well-being.
i To nurture and celebrate student achievement
Teaching and Learning
To provide a dynamic and rigorous curriculum and pedagogy which embrace intercultural understanding and promote personal achievement
i To nurture social awareness and ethical behaviours and values in our students.
i To provide a contemporary and hi r t irr r c or r nrnm
Community Relations
To connect effectively will i cc present and future members f cji school community
To create partnerships with, r id promote the School within, the wide, community.
Leadership and Management
To attract, retain and develop qua ity staff.
To keep the School at the forefront oi educational practice
To develop implement and evaluate. , coherent po icies and processes
Corporate Development and Services
To identity, develop and execute non-core revenue opportunities
To increase philanthropic giving to the School and its associated bodies/organisations
To secure the long-term accommodation iequirements for i lool
4
4i .
By far the biggest project this year and perhaps in recent memory was the spreading of our musical talents in late February 'across the ditch' to another land, the 'Land of the Long White C oud', New Zealand After six months of intensive preparation, planning and many, many rehearsals, 55 of our students and seven staff gathered at the airport early on the morning of Saturday 25 February to begin the inaugural Music Tour to New Zealand's South Island.
In an action-packed adventure over nine days, the IGS musical delegation played to audiences of all ages in venues unknown. In the true spirit of IGS, we were global citizens, appreciating another culture, the Kiwi accent and the landscape —while managing to contribute to those in need by raising $1700 for the Christchurch Earthquake appeal along the way
Alison Housley, Head of Music
Music teacher Kirrili Williams reports.
Flying in to Christchurch and departing immediately for Ashburton, the group spent the fist day viewing a seal colony and penguins in their natural habitat aboard a 'go anywhere, any incline' 8-wheel vehicle called an Argo Alternating our sightseeing and general education with performances and workshops made for a very enriching itinerary.
After arriving in Dunedin and playing two concerts at different schools, band and orchestra members participated in a workshop with students from Otago Boys High School in nvercargi we jot ed with merribers of the Jan-es
Hargest Senor Col ege Concert Band and Choir, shared their repertoire and enjoyed the experience of a combined rehearsal One cf the highlights of this experience was nay ng members of the Christchurch Syrnpbciny facilitating tutorials and presenting a beautifully executed performance as a wind quintet in the evening concert Our fundraising etfors at this concert easily doubled our initial fund and we made headline in The Soorhland Times the next n icr 1
Wedresday saw us riociny down Milford Sound, rna'velling at the beautiful landscape, a iffs and waterfalls, followed by more 'Scenery Emergency Situations' on the bus to Queenstown in vbich sfucents frantically woke ethers from their napping to take photograpns and marvel at the snow-capped mountains and turquoise lakes
At lunch in the picturesque outdoor mall in Oueenst awn we chatted with our Governor General, Her Excellency Quentin Bryce, :ellirg her about our fundraising efforts before moving on to Queenstown Prmary school for our next performance. Later, af.er several exhilarating attempts at breaking the uge record, our evening meal was in the Skyline Restaurant a- the top of Bob's Peak, to 'ebicb we twvelled by gondola The choir gave an impromptu performance in the restaJant after dinner, much to the delight of the other diners, before the boys in the group
were taught the Haka as part of a audience was appreciative. At this, our show incorporating many aspects at final concert, we raised more money traditional and contemporary Maori for the Earthquake Fund, bringing the culture. tour's total to an impressive $1,700.
Our busy Thursday consisted at We visited the Antarctic Centre in moving from a jet boat ride on the Christchurch before boarding the Shotover River to a lunchtime plane home We spilled out at performance at Dunstan High School Kingsford Smith Airport on the Sunday By this stage at the tour we had our evening exhausted and exhilarated. oackdown time down to just 10 The tour was a fabulous musical minutes and we set oft through the experience, giving us all the Southern Alps past Lake Pukaki to opportunity to really refine our spend our last two nights at the base repertoire, to consolidate our roles in I s at Aaraki, Mt Cook, New Zealand the team, to bring our expertise to highest peak students with less experience and to After a breathtakingly spectacular broaden our musical and cultural rubber buckle' boat trip during which experience. we saw, touched and tasted the Tasman Glacier, we staged a
More music... performance of all the small 2012 has so far been one of the ensembles at the magnificent busiest and most exciting musical Hermitage hotel. The experience of years beyond the NZ Music Tour. performing against the backdrop at See page 14 the Alps was un que and a ir large
ii'
Meet Jacqui Baker
a, Bak 0 - I InTo 7 newly-created role of Assistant Principal Academic Programs K 72 earlier this year Having taught higr school maths for the past 79 veam, she tells Jigsaw about some 'K it challenges and visions of her IHV rOe
Q: Tell us a little about your teaching background
JB: 'Kiter i you teacl i rratfs, in particular to the highest levels wnere the content is so abstract and theoretical, you can lose sight of the context in which your content is driven It is a bit like teaching a bag ef skills and tricks with nothing to pin it on This can become very disconcerting or students and teachers In all sub ect areas and particularly in matins, I believe that as teachers, we must show students that there isa driving context I their learning
0: What do you hope to achieve in your new role in Academic Programs?
JB: i am anticipating that my new roe will give me the opportunity to ç an overview and scope of the context of learning for IGS students. I: is not unusual in most schools for teachers to go about their business, teaching their content, and teaching well, without the greater vision of what their students are learning in other subject areas. I wood like to help teachers and students to 'join these dots'. so -o speak There is nothing more satisfying for a teacher to experience than their students having that "ahb I get it" moment or that constant napg ug "have you marked our assignments yet" because they genuinely want to receive feedback on their learn rig
Q: There are constant changes in curriculum and assessment and the next two years will see a lot of movement, for example, the new 'RoSA replacing the School Certificate, a National Curriculum— and then there's IGS's own lB Consideration Study. How will you negotiate or co-ordinate all this from the 'hot seat'?
JB: Coordinate is the keyword here You can't possibly sit in this seat and think that you would have all of the answers to questions that have raken years and years of academic thought and inquiry. I truly believe that the answers for ICS lie within our whole community, staff, students and parents We do have all the necessary expertise ave lab e in our community to determine our curricular needs and direction for this school. My task will be to source and access these answers provoke the right discussions with the right groups and to synthesise the information obtained
0: Are there other issues at play for the way we learn into the future?
JB: Most of n iy own school friends now have careers that did not exist when I was at school. Yet, when i was at school with them, I don't think that they were learning the skills or content that they would need for their careers, it is an information world now and we have access to information at our fingertips When I was at school, the skill to learn was the 'how to access information That, in itself, took up most of our time. Now,it's the 'what' we will do with this information. There's the 'what' information we will value and the 'what' can I do with the information The other issue is that the curriculum has now widened. The curriculum is
not iimited to the classroom. It is al that we come across in the classroom in the school buildings, in the playgrounds and of course, in our virtual classroom, street and payground. Attitudes and values are formed from drop learning and understanding.
Q: And what about social media and learning?
JB: How we behave, our a-tions, are a result of our attitudes and values
The notion of good citizenship wi ci was at school was limited to the boundaries of how one should behave within the context of our environment. Our environment now extends to the virtual environment. That is where information is being sought, so young people need also to learn good citizenship in this extended environment So in summary without doubt we cannot ignore the very real place of social media in learning The more we ignore the place it has, the longer we wait to teach young people w best to use it in every aspect.
0: You have two children who must keep you busy. What do you most like to find time for outside of school?
JB: The highlight of my week is watching my children play soccer This is where I relax I look forward to the Saturday morning coffee van at the sporting field and the change in scenery from the week The other thing I will always make time for, and never take for granted, is regular exercise
I've learned that for me it's the best way of managing stress i also or iju good theatre, film and music
Familiar faces fr.r our hujcv f ,,mUic
The After Care or Out of School Hours Care (OSHC) service allows students from Years 1-6 to till in their time in a variety of ways—either in fairly structured Clubs or through unstructured play, homework or indoor activities. There are sandwiches each afternoon and every second Friday everyone enjoys a barbecue.
Of course, at lOS, you cannot mention After Care without thinking of Manuela. Manuela Bachmann is the very small feisty lady with the German accent and the huge heart. In a former life she was a prima ballerina and now she runs After Care at lOS. She has been doing this now for over ten years and is an institution at the school. Few will know, however, that she was there right at the beginning of the School's existence, nearly 30 years ago (see Manue/a's story below). Manuela has proved to be the most reliable, responsible and understanding of carers. Nothing is too much when it comes to the safety, comfort and care of the children, workers and parents who come into contact with her every day.
OSHC also includes Holiday Care which runs every non-term day except public holidays and the extended Christmas-New Year period. Holiday Care offers excursions and incursions of every kind and is available to all students from Kindergarten to Year 6. It is popular, so bookings are essential.
Just as Manuela is the face of After Care, Wendy is the face of Holiday Care. Head-hunted from another school eight years ago, Wendy Blackburn plans and co-ordinates a terrific program for the students. She is an extremely energetic and caring person who makes the care and the enjoyment of the students her priority. Wendy knows our students well as she works during the term as an assistant and this allows her to give her special care to the students on their vacation.
So don't be afraid of saying a big 'hello' to these wonderful women— they are very important members of our community, especially for our working families!
Paul
Galea, Director of Student Activities
Next page—'Clubs view'
Meeting Manuela
lOS's 'after seh col care (K C co-ordinator' Vienuela Bachmann is the longest sore rig staff member at the School, havig operated her Bachmann School of Dance (along with her popuar husband Til) on the same site as rho School in the Eastern Suburbs in the early 1980s A former prima ballerina with the East German Ballet Company. Mansela is a 'living treasure' for ICE: passonate, reliable, familiar.
Jigsaw caugh- L o with her in her usual Spot one afternoon---cut the front of the Kelly Streer campus.
Manuela has he d the role for 12 years after runn ng dance as an after school activity for several year.; before.
Men asked whet led her to accepting the OSHC management role in the Year 2000 she said: "When the dance school was wrrcrng tack I was looking to' the least bcririg job in town--and I found it!
"There's always something happening, new students to get to snow and new activities
"Running The centre is more challenging then dancing Swan Lake for three hours hut the kids reward me daily with aftecio.n and their humour. It can be chaos hid it's the time of day when they can enjoy qLality play time in The afternoor—it's like their home away from home'.
Note Monocle and other past and cu rent staff and 'udens are being invited to 000tn0Lje to tf e School's special Anniversary bock project--30 Years of Learning Journeys. Do you have a story to ter7 See roage 13
As the story on OSHC on Page 5 notes, after school Clubs are all
the go.
IGS film makers
runners-up in national comp
Year 9 film class stucents combined
he School's focus on social justice with their film-making skills project J. towards the end of last year when they I entered he OASIS foundation (a
Salvation Army initiative) national film / competion on the theme of Homelessness.
Their film, Somebody's Child was
awarded co runner-up alongside the Northern Territory's Nhulunbuy High School with their film Reach Out.
OASIS ambassador and judging panel I membe Cafe Blanchetf presented the -- J prize ($2,000 towards the School's film studies' to the lOS f Im team representatives Jesse Perez and I " Jeremy Booth.
Odd socks bring even chance for Cambodian schools
The Primary School's 'Odd Sox Day' in May raised $762.85 towards Australians for Cambodian Education's work with The Happy School Project. Primary student community leaders Yasmin Kirk and Flinders Twartz are pictured, below, celebrating.
, Pere arid Jeremy Booth with OASIS ambassador Bianca Orewl arid co-judge Sale Biaicheti
HSC celebration with rifr,h P r'a"k
There was great excitement around 'results day' for last year's HSC cohort in December.
Liam Dean-Johnson, Paddy Gidney and Brigitta Summers made the prestigious HSC All-round Achievers list by achieving a Band 6 result (score of 90% or more) in at least 10 units of study. Liam also placed 2nd in the state for Geography and 14th in the state for English Advanced. Anouk Berney placed 9th in the state for Drama. Several other students, including Annie Feng, achieved ATAR scores in the high 90s.
In February this year, lOS hosted a special assembly and welcomed back Liam, Annie, Paddy and Brigitta to share their HSC 'secrets' with our high school students. Thuso Lekwape-accepted into NIDA for acting.—made his appearance via video.
Principal Michael Maniska awarded Liam Dean-Johnson (who scored an ATAR of 99.9 and was also Dux 2011) with the inaugural lOS Academic Scholars Prize at the assembly.
Words of wisdom
I had a quiet moment of satisfaction when I received the news —I was away in the States and at JFK Airport when I heard. I did work hard ... I believe that it you work hard then you can get the mark you deserve. Especially at this school. I stayed grounded and I knew I would have all the help I needed lOS rocksl
Liam studying a Bachelor of Ails at Brown fin/varsity, Rhode Island USA, majoring in political science and human biology. Accepted/deferred Ails/Law Sydney University.
I was passionate about study and the subjects I was studying. I could sometimes put in six hours study a day but I had great support from my mentors. I say enjoy the year, and make use of the whole year. The hard work is worthwhile—it's satisfying to work at everything including the trials. And still enjoy the holidays!
Brigittareading ails at Somerville College, Oxford University UK
I lound keeping study notes at the end each week helped me to spread the task over the year. I really liked my subjects (predominantly science and maths). I did do a lot of work and I revised but getting good at a topic— that was the reward. In Year 12 I think the key is always to be doing something (towards the goal) even if it sometimes means being a 'heartless hernzl' and not on FaceBook
Paddy Studying a Bachelor of Science ..'n Advanced Mathematics, also majoring in Theoretical Physics, Sydney University
IGS was an inspiration for me. The School's support and encouragement has given me the most amazing personal achievement—this place at NIDA. Here I am now putting in days from 9 in the morning to 6 at night and loving it! I was extremely determined, to push myself and I somehow managed to get through my other subjects too (including learning how to read in English!) but it was Drama that with Ms Morabito that helped me find myself lOS lets us see who we are and we are better people (tor it). I'm hoping that one day I will perform in front of my home country, South Africa.
Thuso now studying at the National Institute of Dramatic Ails
I chose a mix of Economics and Science. Even though the pressure rises (for the HSC), Year 12 is a year you can control it. Consider the stress like a rubber band, it will shape itself. You need breaks, so balance your time with exercise. Plan and play. The support system at lOS is there and our teachers are so approachable. I'd suggest these tips: Be consistent; use the syllabus as a gift; do as much exam practice as you can; and keep sight of the end-game---the goal you've set or the score you are aiming for. Now I can think: 'The HSC? It's not that bad'. I've done that and it brings a new confidence.
Annie Studying a Bachelor of Commerce at Sydney University-Cadetship with Ernst and Young
The School is proud of all 66 of our 2011 HSC graduates who have gone on to further studies or other varied and interesting pursuits.
IGS students have excelled in sports at home and away over the past six months. Jigsaw followed the progress of two students over the seas to international competitions in Russia and France.
Matthew parries in Russia
Year 12's Matthew Donald spent a week in Moscow in April, shaping up against the world's best in unior fencing. He competed with a team of three other Australians and placed 83rd in the world (out of 23), achieving his team's highest score. Matthew told Jigsaw that he hopes to gain entrance to university next year and continue into the Opens category in his sport.
Originally a keen and competent swimmer, he took to fencing because of its fitness raising and strategy. He trains up to four times a week at the PCYC in the Inner West and participates in all categories—Epee, Foil, and Sabre.
Matthew learned not only more about his competitors while in Moscow but was also surprised to obse've that some countries refused to engage with each other, even at the junior level, because of political or religious differences.
Olivia's cool challenge in Europe
Year it'S Olivia Neroe-Ne1...ieth returned from the ice skating' Worlds' competition in Europe in April with two team trophies in hand. Olivia has been figure skating for about six years, joining the Majestic Ice competitive Novice team at the Canterbury Rink in 2009. She otters this insight into her cool world of sport.
What do you like about skating and how was Europe?
"What I love most is the feeling that you get when you're moving perfectly across the ice-like flying.
"To win in Europe was incredible. It was sort of surreal, the sort. r.i l thing that just doesn't happen.
The French and Swedish home-crowds watching the events cheered for us, so we felt Incredibly welcome and well supported, despite having so few Australians there.
What were the challenges?
During the short program in Caen we had three falls, which meant we ha.i more deductions at that point than any other team. Going into the free program we weren't sure we could regain the ground we'd lost; but amazingly, we had 'the skate of our lives' and managed to win the competition despite :reing so far behind.
And how did the venues compare?
If you are talking about the aesthetics, you can't go past the Gothenburg rink. However, as a skater I loved the rink in Caen. It has the most beautiful ice have ever skated on. Compared to Canterbury the overseas rinks looked so much more professional, and rnicn more nerve-racking to skate in.
And your plans for future?
Our team hopes to continue qualithinc to skate in overseas competitions ove the next few years, and I personally hope to move up to the Senor team in a few years' time, anc one day to ssate in the Senior World Champic'nships.
Meet the Head Boy
r~ "d ,H r%, 0-~, A r-,; V
Being Head Boy has been a challenging but thoroughly rewarding experience. Lewis Evans, the previous head boy, was also in my Tutor Group, and we had some discussions about his role last year. When I was appointed, my first thoughts were, "I'm not sure how to do this, I hope I do a good job, I don't want to mess this up!"
I realised that despite the conversations I'd had with Lewis I had no idea what to expect, because each year the nature of the job is unique. The School has different goals, new spaces are opened, new issues arise and there's a different team of school leaders.
As a leader, there are often situations where we're put on the spot and have to make decisions, with limited information, quickly. This has been particularly prevalent around Arts Fest preparation this year. Listening to other people's ideas, synthesising information, establishing a goal and plotting a direction to achieve that goal often has to be done within the space of a few weeks, and of course the decisions you make will never satisfy everybody—but that is the nature of a leadership role, it's exciting and it's what we signed up for.
It's mostly about doing what you think is right, keeping an eye on peers' wellbeing, trying to take initiative and instigate change and balancing leadership with studies Working with members of the staff leadership team such as Mr Maniska, Mrs Duma, Mr Dennehy, the Heads of House and Lucy Sensei has given me an insight into the amount of time spent and organisation required to mobilise people and achieve results The role has been eye opening and motivating.
Isaac Harmelin, Head Boy 2012
So far, being Head Girl has been the most wonderful experience. I soon learnt that like most leadership positions it is quite an organic role, designed so that each head boy and girl are able to make their unique contribution to the school. I have been given opportunities to learn about leadership in so many different situations.
I think there are two very distinct sides to the role. One is what the community's sees Isaac and I doing, this may be leading or speaking at assemblies, Open Night and working with other student leaders to represent the School. However, the other side to the role is mostly unseen. We strive to act as a voice for the student cohort and have a concern for the wellbeing of fellow students. At times it has been challenging, forcing me to wOri< quickly and effectively with peopio to make decisions and find solutions to issues. I have learnt to consider issues from different points of view. Interacting every day with students from all different year groups is something that I really enjoy. IGS has such a vibrant and energetic atmosphere that makes my role worthwhile.
It is an incredible honour to work with fantastic staff who have mentored me throughout the year. It is quite surreal and sometimes I'm still a little surprised that I was appointed Head Girl, however, if has been the most rewarding time. My lasting thought is that is that it has been exciting, inspirational and I'm proud to represent my school as Head Girl.
Natasha O'Farrell, Head Girl 2012
Next page—see all our primary and high school school student leaders poised on the staircase of leadership!
Pictured, top down:
The role of Head Boy has given me an insight into the amount of time spent and the
organisation required to mobiluse people anyu achieve results
S
As Head Girl I have learnt to consider issues from different points of view. Interacting every day with students from all different year groups is somethi that I reallyenjy"
Isaac Harmelin
Natasha OFarriUr
Rita Morabito is leading a new IGS 'consortium of the Arts' to prepare for the School's mivament towards the Australian Programme of the 1B.
Wlicd licu, yuui [td.IIirIy jUUIIly been?
RM: As a Foundation Teacher at lOS have taught as a Primary teacher and an Italian Bilingual Language teacher in both Primary and High school. Through my awareness of the level of engagement shown by students when they used creative methods to acquire any subject matter, I was inspired to specialise in Drama.
I have led the Drama Faculty at IGS since the inception of the NSW Drama HSC course in 1991 and have in the past facilitated whole school celebratory events.
What is ADDaM?
RM: This year, I took on an expanded role which involves looking at and leading the creative disciplines of Art, Drama, Design and Media (ADDaM). Exploratory consultation between the respective Faculty leaders Sophie Lampert (Visual Arts), Melissa Silk (Design and Technology) and me—looked at interdisciplinary opportunities which could be forged across these Arts subjects through collaborative teaching, skill sharing, exhibition planning or specific course review and creation.
What are some examples of this collaborative Arts approach?
RM: 'Film studies as Media' is one area of interaction, discussion and review for ADDaM within the context of the Australian Curriculum and MYP framework planning for the Arts, The possibility of collaborative carrips and overseas opportunities has been discussed as has the interdisciplinary
study of Shakespeare. All this has formed port of tho beginnings of creative discussion and analysis with recommendations being passed on to the Assistant Principal Academic Programs, Ms Jacqui Baker.
The Year 12 Major Works showcase vvhilhi takes place early in Term S will see the submitted works displayed in a purpose-built exhibition space (KMB Level 3) for the very first time.
How do you think ADDaM will benefit our students?
RM: We hope to devise opportunities to support students to achieve their creative potential The results of the recent survey conducted by Professor Andrew Martin of the University of Sydney at IGS together with the established work of researcher Professor John Hattie indicates the importance of purposeful guided feedback, riot 'resting on i laurels' arid encouraging students to continue to strive for their personal best.
The Arts is an area where students invest personal and creative ideas through process work, collaboration, risk taking and self-guided learning. They make meaning and respond to their world through engagement with ideas, creative tasks and other people which helps construct their own personal narrative, Knowing who they arc through a sense of connection is a powerful place for a young person to be.
The ADDaM team aims to help our Arts students to achieve their personal best. As we develop opportunities we hope to empower students with skills, resilience and the self-motivation needed to achieve success
Tickets sold out to the School's production of Small Poppies in March...
Yl-^ D'#'I, af
Why IGS needs you to become part of our
history
in Term? a piotessional TV crew could d be found filming iGS students staff and others in the Design and Technology studio. Meanwhile, even the most casual passer by would have noticed that the hall stage had been totally transformed into a photography studio There, primary and secondary teachers were lining up, laughing whilst waving 'interesting' objects from round the world think lederhosen, a boxing kangaroo and a glowing Eiffel Tower as a photographer recorded it all for posterity. Why were these unusual things happening? The reason s that they were part of an exciting prefect that is well underway, a book that involves all ICS staff, students, parents past and present and hopefully you.
In 2014, if will be 30 years since International Grammar School first opened its doors Naturally we're proud of our school's strong sprit, its community and its past. The story of IGS, however, its people and its influence—what it has taught us about the world—has never yet been comprehensively documented
So, as part of the festivities being planned to commemorate this historical birthday, the School and PIP parent volunteers are producing a hook to tell the story of how we got I crc a book that relates not just our hool's history but what we have learned from being part of IGS.
/ rning Journeys celebrating 30 narsoflCS 1984-2014 tells vjDnderful story about how diversity,
avPrOhinin
personal achievement connectedness, authenticity and vibrancy have forged the school we're I so proud of The story unfolds with necdotes from people who were involved when the school came into existence, and bow, from some 40 students housed in an old convent in Randwick it has passed through some fairly precarious years, to blossom into he wonderfully happy and successful educational establishment of 1,200 students and 120 staff it is today.
'no hi those 1',bo have cume io odd .he r part of the story include all of our orincipals from Professor Reg St Leon :0 Michael Man ska, past and present staff, including the significant number of teachers who have worked overseas and the many others who have worked at the school for most of their working lives Above all, we have learning journeys, memories and observations from students past and present
Together this tells a great tale yet we still don't have the whole picture.
The School's story is everyone's story and so Learning Journeys will only be the best it can be if we have your story, your observations and insights The editorial team needs to know your learning journey. What you think makes CS 'IGS' and what do you think sets it apart from other schools? How would you describe the 'essence of IC/n? How would you sum up your experience of CS?
To encourage you to step up and join in, the TV crew—assisted by students made a short film that will be shown at school and on the webste its aim is to encourage everyone to step forward and tell the story of their learning journey at iGS.
As for the lederhosen, boeng kangaroo and Eiffel Tower? Al will be revealed in Learning Journeys watch this space!
Please contact the Editorial Team by end of Term 3 via email at: igsleamingjoumeys@gmail.com or leave a note at Reception.
Ff.
lore musir
/I the time of press (late June), one The School was also privileged to
'our orchestras had just arrived be visited in Term 1 by the Tukros ck with gold from the Engadine Ensemble from Budapest who Music ic Fesfival, introduced Stage 4 studen:s to
This caps a busy semester for music the musical styles, dances and instruments from Hungary and
k it GB. Earlier, in February, students - in Years 4 en dash 7 attended a Transylvania.
- performance by the Royal Australian An Indigenous performer entertained - Navy Band following a workshop run primary school students in Term 2. by the Navy Band for the 1GB Symphonic Wind Band.
Lft " ~ A_
Reaching out
n collaboration w lh lGS, the P b once agan ndicted their Thought Leadership Forums. The first torurT in March featured Principal Michael x1an ska on the topic of the nfernational Baccalaureate —a Jonsideration Study and was repeated n Term 2 for those parents who were unable to attend the first forum
The second forum for the semester attracted a crowd of preschool and unior school parents to hear the School's Director of Oh Id and Adolescent Development Joseph Degeling on the topic of preschool social behaviour and learning
Reaching in
C v,elcomed ir in tar nt J a speakers to the School this sec ester nc uding HSC listed poet Peter Struelecki, Economist Ross Gittins and the ever popular Weapons Man for Medieval Day •
Clockwsie from top:
Ref1prtions, nn F vrhni.i
L anno scorso he partecipato ad uno scambio scolast cc in tal a, un paese on una cuitura ant ca e ricca Prima di part re non mmaginavo che I viagg o d venterebbe l'esper enza piü grat f'cante del a mia vita. La stida piü grande per me è stata attrontare [a r cancanza della ma tamigira munque, la mia tam glia italiana ha ootuto mantenere an sorriso set a mia accia per tutto il ma soggiorno
Ala fine deMo scambio no realizzalo che posso viaggiare da solo e che ran ho bisogno della ma mamma pr itte le cose. Ai'inizo deb scambo - in neraoso e insic ira deb mia an ita di sopravvivere in an paese straniero, ma c'è l'ho tatta La piü grande nompensa deb scamb o, e stata gI amici nuovi che no tatto a che non 1irTentIcherd ma.
Joshua Maxwell
Mon séjour en France a été une experience inoublabe. Je suis restée avec une tamille très sympa et gentile qui me manque énormémant Mon niveau de trangais s'est beaucoup amélioré et cest ça qui me fait le pus pla sir. Si j'avais l'occas on encore, c est sr due l'Y retcurneras et done je vous conse le d'y a Icr si onus pouvez Bien due j'al trouvé quelqaes moments d ttici'es que t'ai Ii aftronter pendant l'échange, Is mont tinaement permis de m3rir et de iernr r Ous ridepenclantc
Justine Blackwell
Prima di partecipare a.o scamb o scotastico pensavo che sarebbe state come una vacanza nvece, era molto ditferente Non aveva nessajn'idea che a av°ei un'espeienza come quela che no avuto Dope 2 settLnane m mancava la ma tam g ia e nolevo tornare a Sydney, ma mia sorella Aphrca mi ha aiutato e mi ha date dei buoni consig i Lei mi ha detto che "F nempre difticile al ' note ma dcv' sentirti a tuo ago.". Lei aveva rag one La prime settimane 2 e 3 eano molto iiftrc'li e tutti erano dspaciuti perO quando he cominciato a sentirmi a mio aqio e a cur L'ela città, n nentivo come una r dente v ra Manet Conolly
Gloria Duong
Le plus grand plaisft de mon échange c'était de rencontrer de nouveaux gens et dêtre accueitie par la tamilIe C'était aussi merveHleux de vivre la culture trancaise Ià-bas et de parler français tout le temps. Maintenant, mrc et ma correspondante on est comme des sours Quand j'étais en France, 'ai appris beaucoup de nouveaux mats et d'expressions idomatques et maintenant je pense cue je pane la angue presque couramment. Vous devriez essayer dater en echange car cAst une excécence merveilleuse.
Oceane Booth
La scarnbio in Italia era l'espenienza pA beta in assoluto della mia vita. La tamiglia che mi ha ospitato era beta e simpatica. Essere in una tamiglia italiana è state laspetto piti importante per me Sono stata dawero tortunata ad avere una bella tamigha per lo scamblo. La famiglia era cosi gentile a me, e mi sono sentita parte della tarriiqliLl Mi hanno portato in tanti posti,
tipo Austria, Torino, Venezia e anche a Be-lino. Mi hanno preparato tanti piatti buani da assaggiare, e hanno parlatn sempre in italiano con me. Mi manca I Italic a Ia rnia riuova tamiqiia Lalianal
H t -a/tOiYB HOD 19 A
1i3A
tcMa
Cétait la meilleure experience de ma vie. Jadorais ma correspondante et ma tamille d'accueil en France Mon trançais s'est beaucoup amélioré et maintenant je suis plus sure de moi en cc qui concerne la langue. En France A me suis fait beaucoup de nouvelles aries et jadorais le lycée. Jespère cue je retournerai a Montpellier cans J-) futur proche.
Nina Pepper
Lucy McPhedran
Hattie Beck and Mann Kondo
IGS is ,.cry proud of the 8enior Theatreocs ream of Jaa es Mitc;he Jack Cdquhmx, Harry McGeo Dp Goold an-, aniel Save OLeary (pictured above) who were jud pipped at the post for a spat in the state fines for the lntersch no! meatrespo'ts con pefiton n June. TCey were awarded 'scene o the gbt' at the semi—finals.
The lntarrneiia:e team (pimurec centre) ceo amformecl well. And ou young Lards (pictured at bottom) performed a Jane at Barcfes
Duke of Edinburgh Scheme
isrveial lCh sluserits d sir virig for their Bronze and Stver Duke of Edinburgh awards The scheme —quires participaris to corn elete '.itdaors ttness anc community service tasks
Guest speaker brings true vision
35-year-alu haVe Mushin lost her sight only three years age. Vs s voluntee' educator with Vision Australia, she spoke to a captivated senor school assembly audience in June about her experience of earning :o cope with ') changes tc her mobility and life. The students asked cand d ques:ions V Aviva's condition and she answered openly, describing her wll 'tn puss through" when she realised she was going blind and how she ncw 'sees' the world as a blind person does, rather than in the way she Lsed to when sighted.
Nicholas Gleeson, a former colleague from Vision Australia, joned Aviva for liar visit to the School. Aviva was accompanied by her Seeing Eye Dog (5EV, Warwick and Nicholas's SED is named 'Unit.,"- fitting in pertect'y 'aith our CS mottci
In harmony with safety
The School's Harmony Day (21 March) brought more than just the co our orange and other brightly coloured attire to iGS Constable Charlie (sporting some orange accessories of his own in the form of his gigantic webbed feet) turned up on the same day with his Ho ice Youth Liaison Unit colleagues to talk to the Junior School about 'staying sate'
As the pic:ures show, Harmony Day and Constable Charlie drew fans both young and old.
rts i-es he best of ti
Arts Fest is something that I look I rward to every year. The theme this (ancienr times) was difficult, but o all made the best of it! My House 'iliad together and worked so hard to induce our winning artworks and our sole-House performance about leopatra and Marc Antony. Although 'eryone was stretched for time, it - ided up being one of the most excellent Arts Fests ever I was proud to see IGS represented so beautifully for my last time through tee very encient music, art, drama, literature sno dances
Lucy McPhedran, Year 12, Kuyal House
Arts Fest is a day where irdivid eels have the opportunity to sowcase their artistic talents. But more importantly, to me, it's the culmination of weeks of practice, where each house comes together to perform. It can be a bit stressful leading up to it for some people, but when it arrives it's definitely the best day of the school year. Everyone s encouraging of one enother, giving many peonle the confidence they need to get up on stage. Arts Fest is sometning that makes our school unique and encompasses nany of the things vhicb are so special about lAS.
Nicola Krishnan Year 12, Gura House
This year's intenhousear:s festival was an outstanding array o' petmmances, the likes of which have not been seen since the 1970s, (the tieme of 2010 that is!) To me Arts Pest is the day that best ackncwledges the individuality of our school as a comrnun H. I: is the one day a year we are aeoa'ated from the uniform of a private school and truly recognised as an arrn,I of individuals rich in talem and creativity For me this is my tavoL rite day of the year because it allows us to uncover the hidden talents of so many individuals amongst us as hell as
Arts Fast is the best day in the school showcase the indefinable nature of year "ou get up on stage with IGS. This day reminds is we are everyone from your House and put on unique from everyone else and should an awesome dance to- the rest of the always he celebrated school. But the day is only half of it, The p-eparation to Arts Fest is almost Lily Packer, Year 12, 3amat House as good Possibly the best part is (horeugraphing the dances with everyone included—arid seeing it change so much from what you envisaged since everyone is so different Also, creating wacky plots II cfl vague fl1iI I 10 Lne II II I 10 is possibly the most crea ive thing 'one will ever do But the main thing e about Arts Fest is the tact you I n t have to be gooc at any sports the other Carnivals) and you can iii come first in your category I
Alexaider Lincoln-Dodgson, - Year 12, Baado House /
