JIGSAW Winter 2019

INSIDE

LIMITLESS LEARNING EMPOWERED STUDENTS STRENGTHENING INDIGENOUS EDUCATION GIVING BACK

THE TIES THAT BIND

I am thrilled to share with you the Winter issue of Jigsaw, showcasing the achievements and the efforts of our extraordinary students.

The passing of the School’s Founder, Professor Reg St Leon OAM early in this, our 35th year, has prompted deep reflection this semester on our unique history, our values and our mission.

Our community continues to share stories of those early years.

The 1980s was a challenging decade of bureaucratic and financial struggles for our then little school but these were also the years when our abiding values - Diversity, Personal Achievement, Connectedness, Authenticity and Vibrancy - were forged, along with the motto we continue to cherish, Unity Through Diversity.

That superb educator Josie Nardella, our Deputy Head of Junior School, said to me recently, “We were making a school!”

How fortunate we are to have teachers of Josie’s calibre still sharing their gifts with students and colleagues here at IGS.

Our values and our vibrant culture are the ties that continue to bind us together as a community and they are firmly rooted in our remarkable history.

But the march of time is unstoppable and as you turn the pages of this Issue you will see that in 2019 we are a large and flourishing school, busy providing as many wonderful opportunities as we can for our students from Preschool to Year 12.

Grease has been a spectacular highlight of the school year as you’ll discover through this Issue. To see our students performing to such an exceptionally high standard and enjoying every minute has been uplifting for us all as we continue to build upon our strong performing arts tradition.

Behind every story that we tell in this Issue is a team of dedicated teachers, weaving their magic in the background and I am very grateful for their creative energy and their selfless dedication to our School.

What drives and inspires us all is our students, with all of their promise, their endless capacity for growth and those smiling faces. We want our students to be their best selves, to find their purpose and to know that they are part of something bigger than themselves.

Education is a truly rewarding field.

So, in this issue of Jigsaw, we celebrate the strength and capabilities of our students.

I hope you enjoy the stories we tell!

Shauna Colnan Principal

Photos:

1. IGS Principal Shauna Colnan

2. IGS presents Grease (see more on pages 24 to 27)

FROM THE BOARD

NEW DIRECTORS JOIN THE IGS BOARD

FROM THE CHAIR OF THE BOARD

It is always a privilege to witness the ways in which International Grammar School continues to develop. In this, the 35th year of our School, I was delighted to attend both an extraordinary Open Night and the second annual Aboriginal Studies HSC exhibition of major works.

At both events, I was struck not only by the eloquence of our students and their passion for their studies, but by the many campus improvements which further empower effective learning.

While the Open Night took place in many locations, allowing visitors to see aspects of learning for students from Preschool to Year 12, the Aboriginal Studies exhibition was hosted in the Imaginarium, a new, flexible learning space on the ground floor of the Wright Building which from all accounts demonstrates its utility many times over, every day.

In a similar way, the Global Learning Centre (GLC) for the teaching and learning of languages has enriched IGS. It is an important stepping stone to a reimagined campus as part of our Master Plan and Strategic Plan Into the World 2016-2020.

The vibrant new GLC is home to the distinctive Berlin, Beijing, Madrid, Tokyo, Paris and Rome rooms as well as flexible, collaborative learning pods and other zones which are serving the language learning needs of students of all ages in flexible ways.

We are delighted that Isabell St Leon and son, Carl, agreed to open this magnificent, purpose-built centre in the iconic Kerrie Murphy Building.

The opening of this fitting home for language learning at IGS was attended on my behalf by fellow Board Director Judith Waldock and is covered later in this issue of Jigsaw.

Our Strategic Plan commits us to building on our unique history of excellence in education, by re-imagining and redesigning our campus to inspire and facilitate the highest quality teaching and learning.

The completion of the GLC demonstrates how seriously we take our responsibility to honour and fulfil Reg St Leon’s vision for multilingual education. We want to ensure that languages remain

at the heart of an IGS education as we continue to educate students in new and inspiring ways that are fit for the future.

Also in this issue, long-serving staff share their memories of the School’s founder, the late Professor Reg St Leon OAM, and his passion for languages education.

I thank the parents and caregivers who participated in the recent Calnin International Schools Improvement Toolkit (CISIT), sharing their feedback as the School continues to adapt to a changing world.

We received 524 responses, a response rate of 26 per cent. The ratings indicate that on the whole, respondents were satisfied with the School.

There were particularly high levels of satisfaction with the School’s values, its vibrant culture, the support provided by the teachers, and the opportunities on offer for their children at IGS.

The comments confirmed that there are areas on which the School must continue to focus its attention.

These include supporting consistent quality teaching, administration and communication, allocation of resources, management of student behaviour and affordability of tuition fees.

The Board, the Principal and the School’s Leadership Team are carefully working through the results of the survey to understand the School’s strengths and areas for improvement more deeply from a parent and caregiver perspective.

At this point, I would like to thank outgoing Director Professor Liam Semler for his many contributions to the School’s governance.

I take this opportunity to welcome four new Directors. They are Elizabeth Grady, Lesley Harbon, Dyranda Hortle and Jim Meynink.

Dr Marie Leech Board Chair

IGS warmly welcomes new members of the Board of Directors. They join Board Chair Dr Marie Leech, Rita Fin, Michael Heenan, Vince Tropiano and Judith Waldock.

ELIZABETH GRADY

Elizabeth Grady is Head of Development at Australia for UNHCR, an international aid agency that raises funds to support the humanitarian operations of the United Nations Refugee Agency, and leads all aspects of philanthropy within the organisation.

Prior to joining Australia for UNHCR, Elizabeth was the Development and Donor Relations Officer for Mercy Works, a development organisation with projects in Papua New Guinea, Australia and Timor-Leste. In this role Elizabeth had extensive engagement with a broad range of school communities to implement Mercy Works’ social justice outreach program.

Elizabeth has also worked in the tertiary education sector as Alumni Donor Relations at Sancta Sophia College, within the University of Sydney, with responsibility for alumni relations. Elizabeth has more than 15 years’ experience in government and international development both in Australia and internationally.

LESLEY HARBON

Lesley Harbon is Professor and Head of School in the School of International Studies and Education at the University of Technology Sydney. She has taught Indonesian and German at primary, secondary and tertiary levels in the Northern Territory, Queensland and rural NSW.

Her career has included preservice language teacher education at the University of Tasmania and the University of Sydney, and editing Babel, Journal of the Australian Federation of Modern Language Teachers’ Associations, for which she has also served as President.

Lesley has a Masters degree in Education and a PhD, and is a Graduate of the Australian Institute of Company Directors. She has previously been on the Board of Scotch Oakburn College in Launceston, Tasmania.

She is a researcher in bilingual education, a field introduced to her by the School’s founder, the late Professor Reg St Leon OAM, and believes that languages and cultures education “can enhance an individual’s intercultural orientation and interpersonal understanding, important competencies for life in an increasingly globalised world”.

DYRANDA HORTLE

Dyranda Hortle is a senior marketing and communications executive with a strong commitment to making a difference. She is currently engaged as General Manager of Marketing and Communications with Cerebral Palsy Alliance (CPA) where she is working on the transitioning of services to the NDIS marketplace.

Prior to her work with CPA, she worked for Cochlear Limited where she held a number of global and regional roles including Director of Marketing for Asia Pacific and Group Manager Global Communications. She spent her early career in the arts working for the Arts Council of NSW, the Queensland Performing Arts Centre and Queensland Theatre Company.

Dyranda remains passionate about the role of the arts in community. “I am excited about contributing to IGS. The contemporary school curriculum coupled with its secular, international focus is a refreshing context for private school education.”

JIM MEYNINK

Jim Meynink has recently completed a number of assignments with management consultants Oliver Wyman (formerly Mercer Consulting) in the role as a senior adviser for Australia and New Zealand.

Jim has held senior positions with Caltex and Chevron in Asia, USA, Middle East, Africa and Australia. While with Chevron, Jim was selected for Management Consulting training with Mercer Management based in New York, including intensive skills development in customer research, competitive intelligence, financial analysis and business planning.

He started his career with Caltex Australia from the ground up in service stations, moving through positions including Manager Corporate Planning and National Retail Manager. Jim was seconded for three years development as Marketing Manager for Emirates Petroleum Company, based in Dubai.

Jim’s Board positions have included Director Vitalgas, an Australian LPG JV, Director of Chevron Nigeria, Country Chair Chevron Philippines, and Board Director and VP of Manila International School. He holds a BA in Science, a Graduate Diploma of Legal Studies and a Masters of Management.

EARLY LEARNING

EARLY LEARNING AN EXCITING ‘SPACE’ FOR LIMITLESS LEARNING

Springboarding from her students’ interests, Early Learning Transition teacher Robeka Bresovski has been taking “limitless learning” into the universe each day.

“Hello, everyone. Are we ready to blast off?”

They settle on the mat for their latest space book, in front of a diorama of the solar system and their own questions, printed out and pinned up against the black background.

“We are on planet Earth right now and I love it! We need facts to take back to planet earth. We need evidence.

“What we have discovered in space is the Milky Way. There are so many stars! Two billion.

“We are going to make our very own Milky Way around our art table.”

After splattering milk on their artwork, the children break into smaller groups. Two disappear into the rocket ship tent with torches.

Two explore space apps on iPads. Others play with a rocket ship similar to a dolls house, while others create their own rockets using cardboard tubes.

“Think about what your rocket needs. Does it need windows? Does it need a door?”

Robeka said the unit stemmed from the children’s interests and fascinations, reflected in their play.

“I am just feeling the children’s pathway to learning. Our learning is open ended. We offer small group experiences. We’ve even made up a song.

“I love the opportunities we give to the children at IGS. It’s all about limitless learning.

“The children are at the centre of their learning. As teachers, we can facilitate and spark new interests, and we have time to do that. We come to know the children and their interests very well.

LOVE OF LEARNING HONOURS STUDENTS’ PASSIONS

Director of Teacher Effectiveness Lisa Kelliher is observing all teachers in the classroom this year and providing them with valuable feedback as we continue to build the quality of teaching across the campus and share what works well. Lisa was particularly inspired by what she saw in Robeka’s classroom. This is what she wrote:

Framed by a life-sized diorama representing the solar system, Robeka captivated her class of four-year-old children for over half an hour.

With fairy lights and images of the planets surrounding her, she began a lesson which drew on prior learning and on previous questions posed by her students.

Acknowledging the areas of interest of her students, Robeka had sourced an entrancing story book which she read with such energy and creativity that all in the room were mesmerised. It was extraordinary to witness the depth of the questions which emerged from the students in the room, coupled with the respect and genuine interest Robeka showed her students in response to each and every question.

CREATING HATS WITH CHARACTER

IGS Preschool and Transition students created their own hat to represent themselves and their passions.

Director of Early Learning, Rebecca said a Cultural Hat Parade, rather than an Easter Hat Parade, was a perfect fit for the IGS Unity Through Diversity motto.

Students were encouraged to prepare a hat that represented something that is meaningful to them, whether it was inspired by their cultural heritage or their favourite food.

“It is to reinforce who they are and celebrate that,” Rebecca said. “It falls at a time of the year where we are focusing on a sense of belonging.”

Rebecca said she was really impressed, after talking to some of the parents, to see how determined the children were about their hat designs.

Robeka modelled a love of learning, a passion for reading and a desire to honour the learning path of every child in the room.

The seamless transitioning from the fantastical and creative to the scientific throughout the lesson was embraced by the children, who were captivated by the imaginative element of the lesson which saw them take trips to space in their own rockets.

Lisa Kelliher IGS Director of Teacher Effectiveness

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Photos:

1. Robeka Bresovski with early learners

2. Alexander Tong, Ouna Li and Alyssa Kisirwani in the IGS rocket

3. The Adamik family enjoying the IGS Cultural Hat Parade

MODERN CHILDREN AND ANCIENT VOICES: WEAVING THE PAST INTO THE PRESENT

Head of Kindergarten to Year 2

Jessica Slater shares her rationale for this enriching new project for Kindergarten.

After researching into Indigenous murals and speaking to Aboriginal community members and friends, I was inspired by the idea of learning stones.

The Indigenous voice of this country, more than 65,000 years old, includes know-how, practices, skills and innovation, in agricultural, scientific, technical, ecological and medicinal fields, as well as biodiversity-related knowledge.

This knowledge connects us to Country, to an understanding of Country and to a people who are the oldest continuing culture on the planet.

The United Nations General Assembly has declared 2019 the International Year of Indigenous Languages to raise awareness of the crucial role languages play in people’s daily lives. In Australia, of the estimated original 250 Aboriginal and Torres Strait Islander languages, only around 120 are still spoken. Of these, approximately 90 per cent are endangered.

Photos:

1. Making a mark on Kindergarten’s learning stones

2. Tui Hill and Alahni Elbourne of Kindergarten with Jessica Slater and the Learning Stones

3. Rena Bishop

4. Sophia Paipetis

Modern Children, Ancient Voices allowed us to improve preservation and promotion of Australia’s Aboriginal and Torres Strait Islander languages and cultural heritage, and to introduce children to the ancient forms of communication and how they can still be heard and viewed today.

IGS students gained knowledge of diverse Aboriginal and Torres Strait Islander cultures, through dance, art making, language and storytelling and cultural practice. They developed their intercultural understanding by increasing respect, awareness and understanding of other times and places, cultural identity and its continued relevance to all learners today.

Research indicates that cross-curricular, project and performance-based learning is key to enhancing young students’ understanding and enthusiasm, and that it promotes more success than simply watching or listening.

Modern Children, Ancient Voices emphasised the importance of using and teaching accurate, respectful and culturally appropriate materials and information, reinforcing the personal identity, cultural heritage and histories of Aboriginal children at IGS.

CONNECTING WITH THE LAND

Kindergarten students ventured out of their classrooms to learn more about Indigenous Australians and to create their own connections with the land, plants and animals.

They visited the Royal Botanic Garden, later creating geometric patterns, or mandalas, with leaves, seeds and petals they had collected.

“It was our first time as a class using the Imaginarium, and the wooden bench tops and floor were a lovely natural backdrop for these artworks,” said Kindergarten Green Home Class Teacher Alex Davis.

Later in the week, through Indigenous Infusion, Kindergarten heard from the multi-talented Walangari Karntawarra, an Arrernte Aboriginal Elder from Alice Springs who lives and works in Sydney, an international award-winning, contemporary “Western Desert” painter as well as an accomplished musician and performer.

They learnt some language, heard a Dreamtime story about the didgeridoo, found out about some of the Central Australian iconography based on shapes in sand, and saw examples of bushfood including the bush banana, and lomandra longifolia.

The learning continued with the visit of Stone and Bones presenter Dave Harrington, who helped Kindergarten appreciate Aboriginal culture here on Gadigal country.

The week culminated in the Learning Stones project, when Kindergarten and Year 1 students made their marks in their house colours on the walls of the Reg St Leon building in a mural designed by teacher Sarah Elwafsi.

I told the students that the first sign on the path is a symbol for a meeting place as we gather together on Gadigal land every day at IGS.

The next four signs are the symbols of our houses, that represent the four ancient elements of fire, air, water and earth, all of which are found within each human being. The last symbol is our Indigenous school logo which links us together.

Modern Children and Ancient Voices was an enriching and exciting act of collaborative learning shared between teachers and students alike.

Jessica

Slater

Head

of Kindergarten to Year 2

STUDENT REFLECTIONS

• “I did not know anything about Aboriginal culture. But now I think that you can eat some plants and that kookaburras laugh when rain comes.”

• “Aboriginal culture is not the same now.”

• “I learnt about the different responsibilities Aboriginal people have when they are older and younger.”

• “I want to be Aboriginal.”

• “Aboriginal people were on this land long before us.”

• “I want to do this every day.”

EMINENCE PROJECT STRETCHES AND SATISFIES YEAR 5

Throughout Term 2, Year 5 students dived deep into their own learning to research and present on an eminent person of their choice.

The cross-curricular project culminated in an exhibition of learning to families, teachers, classmates and fellow students, dressed as their chosen person.

A great range of eminent people were represented, from sailor Jessica Watson OAM and Diana, Princess of Wales, to crocodile hunters, American aviation pioneers and mathematicians.

“Throughout history, many people have used their extraordinary strengths, passions, obsessions and gifts to influence the world,” said Head of Teacher Accreditation and Development Michelle Weir.

“There are, and have been, many great people who have made a difference in a number of fields.

“It is important for students to become aware of these people and to investigate their impact.

“Year 5 completed a variety of activities to convey their knowledge, skills and understanding.

“All Year 5 teachers, parents and friends were extremely impressed by the high standard achieved by all our students.”

Matilda of Year 5 said ever since she was little she has been interested in women’s rights.

“Malala stood up for girls’ education,” she said. Charlotte chose Amelia Earhart after picking up a book on her life.

“I knew she was a pilot but it would have taken a lot of courage because she flew around the world,” she said. “I like how she had a lot of trust, and she did it by herself.”

Kai chose the creator of Lego, Ole Kirk Christiansen. Kai loves Lego but said he was interested in researching someone who wasn’t particularly well known, even though his creation has been enormously successful.

Principal Shauna Colnan commented “For students in Year 5 to come to a deep understanding of eminence will certainly enhance their intellectual development at this formative moment in their schooling.”

Photos:

1. Matilda Brown as Malala Yousafzai

2. 5 Green dressed as the eminent people they researched

3. Kai Humphreys as Ole Kirk Christiansen

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STRONG RESULTS IN THE GREAT OUTDOORS

RUNNERS ARE GRINNERS

IGS primary students hit the ground running at the annual Cross Country Carnival at Wentworth Park.

PDHPE teacher Dan Collins gave the students some advice ahead of time.

“Pace yourself; try going at a pace you can maintain the whole time,” he said.

High School students were also in attendance to help the students to the finish line.

Year 3 student Chenelle Carr won first place in the age 8 to 9 category and said she felt “really excited, really happy”.

Primary School Cross Country carnival entrants

Teamwork a balancing act

Chenelle Carr first place winner

Chenelle, who said she loves to run, had been training in preparation for the race. Her mum told her if she came in with a “good attitude” she would be successful.

Chenelle’s sister Armani, in Year 6, placed fifth this year, after representing IGS in the Combined Independent Schools (CIS) competition last year.

“Some of it’s hard, but you have to try,” Armani said.

“I have to focus on my breathing, focus on keeping a pace, staying behind the people who are leading.

“Right before the end, you just take off, because you have a feeling that you need to. You feel excited, because you are trying your hardest.”

Congratulations to all students who gave of their best and finished the race.

NEW STRENGTHS AND TEAMWORK AT YEAR 7 CAMP

Year 7 students enjoyed some of their earliest days of High School together at Wombaroo Camp, a beautiful property in the Southern Highlands.

Led by qualified and certified instructors, and supported by IGS staff and Year 11 camp helpers, students new to IGS and those who have continued from IGS Primary School got to know each other better, tried new activities, improved their teamwork skills and had fun together.

The programmed activities included canoeing, bush walking, mountain biking, low ropes, archery and more.

The challenges encouraged students to go beyond their comfort zones, discovering new strengths.

The camp helped them to settle into the next phase of their schooling, make new friends, meet new teachers and embrace High School at IGS.

It’s all about having fun, building skills and making memories in the great outdoors.

RUBEN ON TRACK FOR SUCCESS

Year 3 student Ruben Shepard competed in Australia’s largest junior cycling event in Canberra and finished in third place.

Ruben, 8, started riding at the age of 4, becoming more serious about the sport two years ago, beginning with BMX and progressing to road racing.

Ruben is passionate about his training, and will usually train many times a week.

Ruben has also recently competed in the Inter school NSW/ACT Track Championships where he received a Gold Medal in the Under 11s and came first in all three events.

He received silver medals at the ACT Junior Road and Time Trial Championships.

In the Victorian State Junior Track Championships he received three silver medals for the under 11’s category and made Bronze in the NSW State Junior Track Championships.

“These were the best riders in the country… I am happy with my result and will be back next year,” Ruben said.

TENNIS STARS IN THE MAKING

Chloe Katerdjian of Year 11 recently returned from Bathurst after being successfully selected for the NSW All Schools State Tennis Team to play for the strenuous Pizzey Cup at the National High Schools Tennis tournament in Adelaide in May.

Selection involved a series of pool matches and playoffs in order to arrive at the teams of eight girls and eight boys.

“It was an experience I’ll never forget, I learnt so much about the sport and myself,” Chloe said. “I got to know others on my team as well as players from other states, which is amazing to me and something I never thought I would get to do.”

Chloe, who started playing tennis at the age of 7, is also set to compete in the School Sport Australia singles Tennis Championships in October, the highest possible level for school representation in tennis.

“I love both the social and the competitive aspects of tennis. I really enjoy building skill and experience in the sport. It’s something that I know will be a part of my life no matter what. I can’t wait until I’m an old lady going down the road and meeting up with my friends to play at the local courts.

“The most challenging part of tennis is probably the mental side and having enough confidence in myself to try new things within the sport. It’s also a challenge keeping up with school work and balancing my priorities.”

Chloe prepares mentally and physically for each competition, drawing confidence from the knowledge that she has “done the work in practice” and it will show in matches.

“Tennis is a very high demand sport both mentally and physically, so I’ve learnt along the way how to deal with high pressure situations.

“I love IGS because of the diversity and how kind everyone is here. There are so many opportunities and different events going on all the time.

“I’ve been learning Japanese since I’ve been at this school and I love it. It is so cool to me that I’m able to learn and understand another language.”

We also congratulate Ryan Kitchin of Year 11 who represented IGS in tennis in Bathurst recently.

We’re proud of all our students who give of their best in all of their diverse interests.

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Photos:

Ruben Shepard of Year 3 in action

Chloe Katerdjian of Year 11 makes her point

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KAT WINS TROP JR

IGS Year 11 student Katerina Alexander has won Trop Jr, the world’s largest short film festival for young people.

Kat’s film, Rewire, was filmed at IGS and in other parts of Sydney.

“It’s about a robot who tries to rewire her hardwiring,” said Kat, who acts in the film along with her friends, and has thanked the School for allowing her to film on site.

Kat plays the humanoid in the film, created by an old scientist who constructs the robotic teen in the image of his daughter.

Kat said she was “speechless” when her film was announced as the winner.

“I was up against some really tough competition, so I was very shocked, but I also felt very proud to win,” she said.

“A group of my friends were there and ran up to hug me, which was really special.”

Another of Kat’s works was selected for the finals of Trop Jr in 2018.

Kat will be old enough to enter the Tropfest competition in 2020, and said she has already started writing the script and plans to shoot the film mid 2019.

Photos:

1. 2019 Trop Jr winner Kat Alexander

2. Kat as a humanoid robot in her winning film

IGS DI HIGH CONNECTS TO ‘MAKE MAGIC HAPPEN’

In its third year, IGS Digital Innovation (DI) High partners with start-up companies and tertiary educators to expose students in Years 7 to 10 to diverse emerging technologies.

The digital skills that many now consider to be specialised areas are rapidly becoming the essential skills of tomorrow.

We want our students to be agile creatives who have the ability to iterate, integrate and move between digital platforms.

This is driven by what is fast becoming one of the most important languages in the world: Coding.

Billy Blue College of Design recently provided two days of solid, fun, digital learning. On Day 1, Billy Blue Senior Learning Facilitator and Game Developer Trent Naylor guided our students through 3D modelling and coding inside Unity. This is the most widely used gaming engine for Virtual Reality used in Australia.

Students were able to work with an industry professional to create their own animations and games. Some students were able to create a fully playable 3D game within six hours.

On Day 2 we worked with Torrens University lecturer Ivan Kintanar who is an expert in 3D motion capturing for film and gaming.

Our students had an amazing time working with industry professionals, learning to map surfaces to computer generated characters using motive software, capturing students’ motion in a “ping pong ball” suit, the same ones used in animated film and sports and adventure games.

The students spent the last half of the day using Maya, the software that is used in computer animated films and for a range of visual effects in cinema and television.

When we first arrived and entered the green screen and motion capture studio, one of the students remarked: “This is where the magic happens.”

Another responded: “If you want magic, you have to make it happen.”

Previous DI High collaborations have included:

• “Design to make a difference” project workshops at the Michael Crouch Innovation Centre (MCIC), to assist Rohingya refugee children from Myanmar in Bangladesh, creating apps and games with recycled materials

• Visiting Dragon Education to gain first-hand experience of the principles of digital film and video

• Visiting the UNSW Faculty of Art and Design (UNSWAD) EPICentre in Paddington, incorporating an array of interactive 3D environments for interpreting large data sets and including a modern Mixed Reality lab (XR-LAB), where visualisations are being deployed across Virtual Reality (VR), Augmented Reality (AR), hemispherical projections and multi-touch walls

• Visiting nearby Academy of Information Technology (AIT) for a day of learning to design and code in Unity, an engine that creates virtual environments and content for Virtual Reality platforms like Daydream and the HTC Vive VR headset.

• Visiting Academy Xi in Surry Hills to examine “futural” reality, and share in their in VR and User Experience Training

• Exploring drones with JAR Aerospace

• Visiting the Academy of Information Technology, Ultimo, to explore animation, game design, film and digital design, and use the Unity VR building engine to create their own VR roller coaster.

• A day of Aboriginal Cultural Immersion with Brett Levy and Virtual Songlines.

Director of ICT and Digital Innovation

Graham Clarkson

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Photos: 1. Creative IT

2. The 2018 DI High team taking a new look at three dimensions

3. Green screen excitement

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THE GLOBAL LEARNING CENTRE OPENS

IGS hosted distinguished guests, staff and students at the vibrant official opening of the Global Learning Centre for the teaching and learning of languages in the Imaginarium.

The wife and son of IGS founder the late Professor Reg St Leon OAM, Isabell and Carl, cut the ribbon, following acknowledgements of country in Wiradjuri, English, French, German, Italian, Japanese and Spanish, performances from Year 12 Music students and speeches.

Principal Shauna Colnan paid tribute to Reg St Leon’s “bold vision” for a multilingual school, where languages were “at the heart of the School”.

She described the consultation and planning process which began in 2015 and included students, staff, the IGS community and BVN Architecture.

She spoke of the transformation of small rooms and corridors into the flexible Imaginarium, and the creative reconfiguration of internal spaces of the iconic Kerrie Murphy Building into the distinctive Berlin, Beijing, Madrid, Tokyo, Paris and Rome rooms and flexible, collaborative learning pods and other areas, acknowledging the hard work of staff and the support of the IGS Board, parents, caregivers and donors.

“Our students love it,” Ms Colnan said. “At last, our School now has a specialist teaching and learning wing befitting our aspiration to be Australia’s leading languages school.”

Director of Languages Rosalba Genua-Petrovic described the centre as “a long-time dream” and “inspiring” and said “students are grateful and very happy, as are many people who have been here from the start”.

Distinguished guests included Japanese Consul-General Keizo Takewaka, NESA Inspector of Languages Melissa GouldDrakeley, Association of Independent Schools (AIS) Languages Consultant Merryl Wahlin, inaugural IGS Director of Languages Kathy Kerestes, UTS Head of School, International Studies and Education Professor Lesley Harbon, University of Sydney Acting Head of the School of Languages and Cultures Professor Adrian Vickers, Macquarie University Head of Department of International Studies, Languages and Cultures Associate Professor Ulrike Garde, UTS Deputy Head of the School of International Studies Associate Professor Andrew Hurley, IGS Board Member Judith Waldock, PTF President Andrea Belunek, BVN Architect Nicholas Souksamrane, former IGS staff and many more.

Nicholas described IGS as “a beautiful client” and the project as “a fantastic challenge” and “a big honour”.

“We soon realised that language learning is so intricate” that diverse learning spaces were required, to accommodate students from Preschool to Year 12, in groups ranging from five students to up to 75 students at a time, and students learning alone or one on one with teachers,” Nicholas said.

Ms Waldock said she was privileged to speak on behalf of Board Chair Dr Marie Leech, saying languages were one of the things that made IGS “such a great centre of learning”. She marvelled at IGS as “a fantastically energised environment”.

LANGUAGES A ‘SUPERPOWER’

Head Girl Siena Scott-Hickie began her speech in French, switching to English.

“If you had told me as a preschooler that I’d be able to visit Madrid, Paris, Rome, Tokyo and Beijing all in one school day, I would have told you it was impossible,” she said, going on to describe language ability as “a superpower”.

“In an age where we continue to be threatened by narrow mindedness, with the building of walls instead of bridges, and preferring to exit rather than stay and fix our problems, our greatest skill is our ability to communicate with one another.”

She explained that her language skills strengthened her other learning.

“These triumphs are achieved through a core understanding of how we construct language to express ourselves; a skill that will continue to be integral in a society that is constantly evolving.”

The “superpower” analogy was echoed by IGS alumni: “now language teachers, interpreters, journalists and lawyers, all living proof that learning languages is a power that outlasts our time at IGS and its application only limited by our imagination.”.

“With the opening of this building, IGS will finally have a dedicated space for learning languages, languages that continue to be taught and supported by super heroes in their own right, our teachers and parents.

“With their help, I can’t wait to see where IGS kids will end up in the future. Who knows. We might even help save the world.”

Photo:

1. IGS Head Girl Siena Scott-Hickie (left) and Head Boy Fadi Al Hatu (right) hold the red ribbon for Carl and Isabell St Leon as they open the Global Learning Centre

ABORIGINAL STUDIES IGNITES FRESH PERSPECTIVES

IGS Aboriginal Studies Year 12 major works sparked deep discussions at a recent exhibition in the Imaginarium, as dignitaries, teachers, friends, family and fellow students explored the diverse topics represented.

In this second annual major works exhibition at IGS, students expressed fresh perspectives about our National Anthem and Australia Day, preserving lost languages, the role of Bush Tucker, suicide statistics, Aboriginal people and the criminal justice system, the outstanding impact Indigenous people have had on screen culture in Australia and much more.

The finely-worked, woven baskets of Ivy Jones-Evans, an impressive bush tucker cookbook by Lily Ballard-Shires and a children’s story book by Emma Hayman, The Lost Yarramundi retelling Australia’s Aboriginal past and effects of invasion, were on show, along with detailed journals in which students shared and reflected on their learning.

Academic Mentor for Indigenous Students and Stage 6

Aboriginal Studies Teacher Jade Carr said she was impressed with the depth of knowledge gained and the way students had chosen to present their “two terms of hard work”, which included consulting with Aboriginal people.

“They should really be pleased with their efforts,” Ms Carr said.

IGS Principal Shauna Colnan said she loved the fact that the IGS community was also “on a learning journey” about Aboriginal languages and culture.

“You’ve done what you wanted to do and you are inspiring us all,” Ms Colnan said as she acknowledged the passion and hard work students had invested in their projects.

Abby Mahemoff examined mental health statistics from Aboriginal communities and analysed reasons for them, along with government and community responses, and suggested solutions.

“I interviewed six Aboriginal people, attended a workshop, participated in a healing circle and spent a day immersed in cultural activities,” Abby said.

“It was good to see how the power of culture can change mental health problems.

“Not enough is being done, and the government is not taking the issue seriously enough. There’s a lot of distrust.”

Abby urged greater understanding of the gravity of the situation, and greater consultation with Aboriginal communities by the government, particularly when cutting back services in particular areas.

“There must be culturally appropriate services that can help to heal the past.”

Max Rodie investigated two local pathways into higher education for Aboriginal people, including Tranby National Indigenous Adult Education and Training in Glebe, and Jumbunna Institute for Indigenous Education and Research within UTS.

“Jumbunna helps Aboriginal people enter tertiary education and currently caters for about 350 students aged from 17 to their 70s who are offered additional mentoring and tutoring,” Max said.

Max said he learnt that cultural responsibilities meant that many students were required to leave their studies for up to six weeks at at time, following the death of a relative.

“It takes time, respect and learning, both ways,” Max said.

Saskia Hillard investigated the effects of fracking on remote communities of the Northern Territory, with assistance from Lock the Gate and Protect NT political activists.

“A lot of people don’t know about it,” Saskia said. “Last year, the Northern Territory Government lifted its moratorium on fracking.”

Saskia said she felt the remote communities were being “completely disregarded” and had no way of opposing the decision to frack, even though their water supplies were under threat.

“Many Aboriginal communities are being misinformed about how this will impact their land. Fracking will poison ground water, affect natural waterways and ecosystems, impact health and kill country and culture.

“My project is an awareness campaign to inform the public of what fracking is and how it will affect Indigenous communities.”

She created detailed logbooks and a video which she plans to share with the organisations that assisted her, to help promote awareness of the issue.

“Through the video, I was able to communicate so much of what is happening. It’s a really good way of getting the message across.”

1.

Photos:

Celebrating the impact of Indigenous Australians on film and television

2. IGS Board Chair Dr Marie Leech and Principal Shauna Colnan (rear) with Iona Warren, Armani, Chenelle and Jade Carr, and Max Rodie

WISE WORDS FROM A SPECIAL VISITOR TO KOORI CLUB

Aboriginal culture is celebrated in more ways than ever at IGS since the IGS Wiradjuri Club started up early in 2019. IGS now acknowledges country in English, Chinese, French, German, Italian, Japanese, Spanish and Wiradjuri.

Wiradjuri Club, on Friday lunchtimes, is open to all students from Years 4 to 12, and is taught by Peta-Joy Williams, a Wiradjuri woman born in Sydney.

In addition to exploring language and culture, the students have also been learning how to sing songs in Wiradjuri, including the Seekers’ I am Australian, which they recently performed at assembly.

The new club is in addition to Koori Club, which welcomes IGS students with Aboriginal heritage, including those in the IGS Kindergarten to Year 12 Indigenous Scholarship Program. The children talk, play games and enjoy morning tea together once a term, often hearing from IGS Indigenous Scholarship Ambassadors.

“This has been a fine school from the very first day,” said IGS Indigenous Scholarship Ambassador Professor The Honourable Dame Marie Bashir AD CVO, visiting IGS Koori Club in Semester 1.

“It is very fine and optimistic. I have been coming here for a very long time and the idea always delighted me.

“They are very progressive parents, sending their children here.”

Professor Bashir told the children their education was going to be “something very wonderful for Australia”.

“You are growing up knowing each other even though your grandparents came from different countries.

“Aboriginal people are the longest living culture on Earth.

“You kids have the benefit of going to a wonderful school.”

Professor Bashir grew up in Wiradjuri country, in Narrandera on the Murrumbidgee River, where she went to school with many Aboriginal children.

“We wanted to be one family, sisters and brothers.

“Even though families might have come from different parts of the world and Australia, you are all together as one family.”

She said people visit Australia from all over the world and are surprised by the “harmony between the people”.

“This lovely school does all of these things. I love coming here because I see that you are going to make Australia greater than ever, and show everyone how we can play different sports, but when it comes down to what’s important, we love and respect one another.

“I think we get that from our Aboriginal people, the first Australians, who were so far away from the rest of the world for so long.

“They were very very intelligent. They knew how to get along, what to eat and how to keep healthy.

“This is the best place in the world to live. We love and respect one another and you young people will take that message in your life and hand it down to your children when you are grown, to look after one another and look after the country, too. It’s a beautiful country.”

Fellow IGS Indigenous Scholarship Ambassador NITV presenter Natalie Ahmat visited at the same time, sharing that she had grown up in Canberra, far from her ancestral roots in Wave Hill in the Northern Territory.

“It took 25 years before I had family and friends around me who were other Aboriginal people, who had had similar experiences I could relate to.

“Sometimes we see different things through different eyes.

“I am glad you are at the forefront of learning and will carry on with language and different cultural activities despite the fact you live in the city.

“I’m really proud to know you will be carrying the flag for us.”

It is always a special day of learning and sharing when Koori Club gathers together with special guests such as Professor Bashir and Natalie Ahmat.

WHAT DO THE STUDENTS THINK OF KOORI CLUB?

Tiana Lyons of Year 9: It’s fun how we get together and talk.

Jai Wright of Year 8: It’s good to get together. We are close to each other. We all know each other outside school and in school, and it’s good.

Kevin Mundine of Year 8: It’s good to catch up with everyone.

Coco Gillies of Year 9: I think it’s a great way for all of us to connect as a group. It’s a great way for us to talk and to get to see each other, and we get time to talk about culture and events in the community related to Indigenous people. We talk to the little kids about uni and jobs; keeping them motivated. 2.

Photos:

1. Professor The Honourable Dame Marie Bashir AD CVO with Head of Kindergarten to Year 2 Jessica Slater

2. The IGS Koori Club welcomes ambassadors Professor Bashir and NITV presenter Natalie Ahmat

PRINCIPAL’S REVIEW

GREASE IS THE WORD!

PRINCIPAL

The cast and crew of this term’s sensational production of Grease breathed new life into this much-loved rock’n’roll musical classic. It was clear from the show’s opening moment that we were in for something special.

The band struck up under the accomplished musical direction of Mr Nik Glass, and Rydell High’s graduating class of 1959 instantly transported us back sixty years into the teen angst world of 1950’s America as they posed centre stage and sang out in multi-part harmonies to We go Together. This confident feelgood opening laid the foundations for the songfest that was to follow and on which the show continued to build right to the last moment when we really didn’t want it all to end.

It was clear that each member of the cast was crucial to the success of the show. This meant that each cast member was a principal performer, from the Groupies, to the Rydell Elites, to the Mathletes, to the Athletes. They were poised, sassy, in character and out there. Their confidence and their talent blew us away. Their joy was infectious and if any of them was nervous, it didn’t show.

The stage was filled with triple threats and they sang, danced and acted as if they’d been doing it for a lifetime.

SHAUNA COLNAN REVIEWS IGS'S RECENT PRODUCTION OF GREASE.

“Brilliant.” “Professional.” “Amazing.” “A lot of fun.”

Building upon each other’s creative energy was one of the secret ingredients of the show’s success. And there were so many highlights.

Bianca Kotoulas’ hilarious Freddy My Love with her comedic talent and beautiful voice; Nye Morrison absolutely nailing it as Kenickie on top of the blue VW, pushing the show into the stratosphere with Greased Lightnin’ alongside the amazing boys in the cast such as the super-confident Joe Manning as Sonny, and the ever effervescent cheerleaders, led by the perfectly cast Kera Pulman who played Patty Simcox.

An audible gasp rippled through the audience as Saskia Misko belted out Hopelessly Devoted to You with that huge gorgeous musical theatre voice. Saskia was astonishing as Sandy. And Francis Burkhard lit up the stage as Danny Zuko, with his smooth stage presence, fantastic voice and extraordinary depth of talent.

Photos:

1. Every member of the cast of the IGS 2019 production of Grease could sing, dance and act 2. Oscar Killick-Dodd

Jack Scott-Hickie as Roger and Niamh Brand as Jan brought Act 1 to an end with their hilarious tongue-in-cheek rendition of Mooning, sending us out into interval wanting more and wondering if there’s anything these kids can’t do.

Everybody loved Miss Lynch, Rydell’s High’s school principal, played with nuance and perfect comic timing by the brilliant Gabi Fitzgerald.

New talent emerged too. Tom Poulton as Doody had it all. He’s one to watch, as are Liv Rey-Laaksonen as the feisty Cha-Cha, Jake Hardiman as the welloiled Vince Fontaine and the skilled physical comedian Aaron Bonduriansky as Eugene.

Oliver Parry as Johnny Casino lifted the roof off the hall when he took the lead in the opening of Act Two with Born to Hand Jive. What a talent! His was a bold and audacious performance which is just what the show demands.

A special mention has to go to Ilse Johannsen who played Rizzo. Ilse’s rendition of There are Worse Things I Could Do was a blockbuster. She provided the pathos and brought home some of the more serious issues explored in Grease and we couldn’t imagine anybody playing Rizzo with such grace and power. Ilse’s interpretation and embodiment of Rizzo’s dilemma was truly awe inspiring. She’s a star!

And then there was that moment of transcendent theatrical magic when Oscar Killick-Dodd as Teen Angel, surrounded by a bevy of silver-clad beauty school inmates sauntered through the hall and up onto the stage in a surreal cloud of chiffon, bubbles and swirling lights, to surround Frenchy, the superbly talented Katya Greenup, and sing Beauty School Dropout. Only Oscar could deliver this song with its dripping irony with such aplomb. The audience roared with laughter and loved every minute.

“Excitement generated by the IGS production of Grease the musical continues to percolate as cast, crew and audiences continue to sing the songs and remember the immersive experience.”

Being in a high school musical changes lives for the better, provides a sense of belonging and brings joy like nothing else can. It’s a very special experience. The type of excellence we saw in Grease is only possible with an army of supporters, including our extraordinary parents, teachers and friends, an inspired production team and a visionary director and musical director. Congratulations and many thanks to the brilliant Peter Mussared and Nik Glass! This was a collaboration that will go down in IGS history as an artistic triumph of the very highest quality!

Shauna Colnan Principal

Photos:

1. Francis Burkhard as Danny and Saskia Misko as Sandy

2. Ilse Johannsen as Betty Rizzo

3. Oliver Parry, Charlie Slater, Antigone Marchbank and fellow cast members

4. Ned Woodcock, Orlando Read and Leah Charles

5. Alicia Miletta

6. Nye Morrison as Kenickie

IGS congratulates all 100 Year 12 students of the graduating Class of 2018. Our students worked tenaciously to achieve a strong collective outcome under the guidance of their dedicated teachers. mission at IGS is to equip our students to be ready for the world, and we provide a snapshot of their exciting plans for the future

NEWS FROM OUR LATEST IGS GRADUATES

Six months after the IGS Class of 2018 stepped into the world, each in a different direction, they share some views on how IGS helped nurture their capabilities and strengths.

JACK LYONS

Jack Lyons, who placed 3rd in the State for Spanish Continuers, and was also recognised as a Distinguished Achiever for Spanish Continuers, French Extension, Economics and Mathematics, is a Dalyell Scholar at the University of Sydney, for high achieving students, studying Civil Engineering and Commerce.

“The state ranking was a bonus for me and it made me feel really proud of my progress in the Spanish language over the past couple of years,” said Jack, who achieved an ATAR of 98.65.

“After learning in the classroom, I was able to make connections, get around and just fit so well into different environments, and this was evident when I went to Spain on exchange,” he said.

“Mathematics was also a course that I loved as it taught me important skills that are often overlooked by many people, but have endless applications to the real world.”

His love for languages stems from being able to “gain insight into the lives of other people in other cultures.

“Languages give you the chance to gain a new perspective and, best of all, provide you with the ability to learn the stories of other people, which can sometimes be locked behind a language barrier,” he said.

Jack’s tips for younger students studying languages: “I would urge any language students to really immerse themselves as much as possible by listening to music, reading books and watching foreign news on TV in the language.

“I would also advise any students to go on exchange if they have the opportunity as it was one of the most extraordinary experiences of my life, and it helped me not only improve my language skills but gain a deeper understanding of the Spanish culture.”

Jack

shared that his highlight of IGS was “the culture of the School, the friendliness of the students, the dedication of the teachers and the sense of community which is part of school life”.

“This community spirit is something very special. IGS offers so many wonderful possibilities.”

In addition to university studies this year, Jack is “playing in a football club with all my good friends from Year 12”.

“I am also working part-time and am starting to do a lot of tutoring which I thoroughly enjoy!

“As a Dalyell Scholar at the University of Sydney, a stream for high-achieving students, I get the opportunity to be a leader. Conducting group projects and working with others to solve real world problems has been a personal highlight, among other great experiences.”

What community contributions did you make while at IGS?

“At IGS, I enjoyed representing the School with its languages program.

“I participated in a video to promote the alumni exchange scholarship program and also conducted parts of assemblies in different languages, which I enjoyed doing, as this is a symbol of one of IGS’s most important qualities - diversity.

“Working as a tour guide for Open Night and Meet the Principal events was also something I did, as well as participating in all inter-house competitions which I always got into and loved.”

TESS BREWER

Tess Brewer will begin studying Exercise Science at Colorado State University later this year, where she will also be playing volleyball.

Tess’s volleyball skills stood out when she was at IGS, and she was on the Combined Independent Schools (CIS) representative team for three years.

She also credits the IGS tutor system with giving her confidence, saying she was able to interact with students from all High School years from her first day in Year 7.

“Tutor Group really helped give me confidence to speak to people older and younger than me,” Tess said.

Inter-House competitions and the Antipodeans expedition to Laos and Cambodia also helped to give her confidence, she said.

Tess said she enjoyed helping out Primary School students during their afternoon Homework Club while completing her Duke of Edinburgh’s Bronze level award during Year 9.

She is excited to be preparing to depart shortly for Europe where she will visit her exchange family in Italy, and to start studying and playing volleyball in the US in August.

Photos: 1. Bamal and Kuyal leaders accepting the 2018 Interhouse School Shield on Speech Night

MI-KAISHA MASELLA

2018 Head Girl Mi-Kaisha Masella has just been named NAIDOC Youth of the Year. She has been working with the ABC Music label, with responsibility for handling social media platforms, liaising with artists and being exposed to the contracts area.

The talented performer and songwriter has been offered a coveted position at New York University’s Clive Davis Institute of Recorded Music, which is among the top Music Schools in the world for Recording Artists and Music Entrepreneurs.

A former IGS Indigenous Scholar, Mi-kaisha has been accepted into a four-year Degree in Fine Arts (Recorded Music) which commences in September this year.

How did IGS contribute to you becoming strong and capable?

“Reflecting back on my time at IGS, I have realised that my school was always a place I felt comfortable taking risks in my work. Creating projects that push boundaries, challenge my own thinking and help me become a more worldly and informed young woman.

“Having the opportunity to travel the world, from Japan to Germany, Cambodia to the APY Lands, at such a young age is not a privilege that every student gets to experience. I learnt so much about other cultures, ways of living, customs, traditions and I also learnt a lot about myself and the woman I’d like to grow into.

What contributions did you make? (Certainly being Head Girl would have been a huge contribution.)

“Another lesson IGS taught me was to give back to your community. The IGS way is giving back to the people around you and maybe even people you don’t know. My identity, as a young Aboriginal and Tongan woman, has always been one of pride, strength and excellence. I think me embodying and embracing who I am was giving back to IGS by breaking stereotypes and sharing my story.

What impact has IGS had on you?

“Giving back to the community has, in many different ways, given me a purpose. It has taught me what it means to be a leader. Finding a purpose in life has certainly made me content, but also given me an immeasurable drive to keep doing what I lovemusic, truth-telling, empowering people, sharing stories, creating change, serving my community and helping others.

“I can’t even begin to express what a privilege it has been to have spent the foundational years of my life at IGS, to be surrounded by passionate young people who challenge the status quo and fight for what is right. There are very few places on Earth like IGS, dare I say it is the only place on Earth of its kind,” she said.

“Education has the power to change lives.

“IGS… I can wholeheartedly say that you have changed mine. Entering the iron gates in January 2006 as a shy and timid girl and leaving them as a robust young woman who is ready to shake up the world… and this world needs shaking up!

“I am a descendent of the oldest living culture in the world – A First Nations Aboriginal woman, from Darumbal country. I also have connections from across the oceans to the beautiful islands of Tonga and Vanuatu...

“The worldly, open-minded, truthful, engaging and inclusive education that I have been privileged to receive at IGS has been one of the circuit breakers to allow me to stop the cycle of intergenerational disadvantage in my community and in my family.

“The IGS education and opportunities have not only impacted on me, but also on my extended family that is far and wide across this country.

“Be assured that your investment has been an investment in many, and will continue to deliver an immeasurable, ongoing impact for years to come.

“Thank you, IGS family, for being part of my story.”

Photo: 1. Mi-kaisha Masella performing at the recent NAIDOC awards celebrations. Photo courtesy Joseph Mayers Photography.

LUKIAN ADAMS

2018 Head Boy Lukian Adams is studying a Bachelor of Commerce/Advanced Studies degree at the University of Sydney. A Dalyell Scholar, Lukian has been appointed one of 10 members of the 2019 NSW Youth Advisory Council (YAC) within the Office of the Advocate for Children and Young People.

“I am majoring in Marketing in the Commerce side of my degree and Biology in the Advanced Studies side,” Lukian said. “I am very involved in the uni life at the moment, in the USYD Jazz Band and cast of Commerce Revue sketch comedy show.”

How did IGS contribute to you becoming strong and capable?

“I have always been quite shy, but the clubs and extra-curricular activities I took part in helped me come out of my shell, and I think I am a more outgoing and confident person now as a result. I also took a lot out of the drama and music programs I was involved in, and both drama and music are both still important creative outlets for me.

What contributions did you make?

“I always tried to be as involved as possible in everything I did, whether it be in clubs, leadership roles or even just socially. For me the most important part of my role as Head Boy was just having a positive presence, leading by example by diving head first into everything I did.

What impact did IGS have on you?

“By putting myself out there for others I definitely felt more connected with the school community.” In his 2018 Speech Night address, Lukian said the IGS culture was outstanding: “A culture that thrives on diversity, where staying true to oneself is celebrated instead of frowned upon.”

“At IGS I have always felt comfortable being myself,” Lukian said.

“IGS is a school which not only gives its students creative freedoms and liberties, but encourages creativity and artistry in all its forms...

“In my eyes, IGS is a school tailor made for the eccentrics, the creative types, and the critical thinkers. There is a sense of individualism that extends throughout the school, where people aren’t afraid to make their voices heard and be themselves, and is something I can only be thankful for.

“Another thing I can be thankful for is the strong and thriving sense of community at IGS...

“The co-curricular program at IGS has been instrumental in making my 15 years as enjoyable as they have been...

“As well as all the fun along the way, the extra-curricular activities offered at IGS have equipped me for life with skills, lessons and experiences I will cherish…

“IGS has a collection of teachers and staff who really care about what they do, and show clear passion in the pursuit of education.”

TOP HSC SHOWCASES

Selected for ARTEXPRESS, an annual exhibition of outstanding artworks created by HSC Visual Arts students

Davis Evans: Drag Dictionary (Lavender Linguistics)

Sapphire Goldberg: Type 55 Youth

Ruby Keeler-Milne: Dead White Males

Hannah Kroeger: My Second Home That Fades Away

Nominated for ENCORE, a program of outstanding performances and compositions by HSC Music students

Mi-kaisha Masella: Daywul Lirlmim by Luke Byrne

Selected as Reserve for OnSTAGE, a presentation and exhibition of outstanding individual and group performances by HSC Drama students

Javier Ardino: Actor by Steven Berkoff

Nominated for OnSTAGE

Jimena Armstrong: Blood Wedding written by Federico Garcia Lorca, adapted by Raimondo Cortese

Ginger Woods: Mother by Daniel Keene

Group performance nominees: Lukian Adams, Dexter Barker, Kyle Rampal for Summer of the Raelians

Selected as Reserve for OnSCREEN, the screening of exemplary videos from HSC Drama

Hugo Johannsen: The Poppy Poet

Nominated for Shape, an exhibition of exemplary Major Projects from HSC Design and Technology, Industrial Technology, and Textiles and Design

Gina Corridore: costume design for the musical production of Priscilla Queen of the Desert

BELLA FITZGERALD

Talented musician Bella Fitzgerald is working on a host of creative projects including experimenting with her own music, writing literary articles and some poetry, recording a single with her own band, and auditioning for Opera Australia and the City of Sydney Eisteddfod while rethinking her choices for next year.

An assistant with the IGS production of Grease, she has also been working as a project intern with OperaExpress.

She has deferred her coveted place in the Conservatorium’s composition degree, while working full-time as a medical receptionist at a Women’s Health practice, and is planning to go backpacking in Thailand and Vietnam with a friend in July.

“Then I am travelling to Zambia to do an internship at a set of epidemiology/public health clinics over two weeks, mainly based in the capital Lusaka,” she said.

“During that time I’ll also be studying the work of doctors, nurses and public health specialists/anthropologists there, as well as the work of a veterinary practice for wild native animals/animal rescue centre

too, which I’m super excited about! I am also visiting a penitentiary centre in Lusaka to study its healthcare system for inmates.

“She’s thinking of starting a double degree in Advanced Science and Arts or Music and is considering pursuing Medicine as a postgraduate option.

How did IGS contribute to you becoming strong and capable?

“IGS is a really unique place, in that as a student you are given space to grow as an individual. You’re allowed and encouraged to stretch your wings and indulge in what you love, regardless of what that might be. What I really appreciated was the opportunity IGS gave students to create their own societies, clubs and sports teams based on their own interests. By extension, this allowed students to develop leadership skills and interpersonal capabilities and connections. I was able to participate in ensembles, musicals, STEM competitions and clubs, mentoring for younger years etc - this is probably what I will look back on most fondly about my time at IGS for many years to come. This is also what I think has set me up the most to be able to deal with adult working life.

What contributions did you make?

“I hope I managed to give something back to a school that has given so much to me during my time there.

“I think the biggest contributions I made were creating a Maths Mentoring Club for girls in Year 11,

and the work I did as a Kuyal house leader

in Year 12.”

“I know I tried my hardest to get to know everyone in my house, especially those from the younger years, because starting in a new place with new people is always a bit scary.

How might your community contributions have helped your own sense of wellbeing?

“By being able to serve and contribute something back to a broader community I’ve been able to develop a strong sense of worth, and therefore an unrelenting sense that I can achieve anything if I put

my mind to it. I am aware that this is an especially important and useful quality I’ve attained, especially as a woman.

“I’ve always been a pretty determined person from a young age, but by honing my teamwork and communication skills at school I feel that I’m now much more equipped to face whatever is thrown my way in life.

“Bella thanked the School for “the incredible and one-of-a-kind leadership opportunities” that she received during her time at IGS.

“Whether it’s Duke of Ed, [Duke of Edinburgh’s International Award] High Resolves, Antipodeans, clubs and societies, mentoring, peer support, community service or House leadership, these aren’t just titles that can be put on a CV, but real experiences that give confidence and clarity to work as part of a team with a common goal,” she said.

“I’ve now gained so many skills, independence and confidence from these opportunities, I just needed to say ‘thank you’ to IGS for them.”

DISTINGUISHED ACHIEVEMENT

There were 43 IGS Distinguished Achievers – students who were awarded 90 per cent or above in at least one course.

IGS students received 82 honourable mentions for the distinguished achievement of 90 per cent or above.

In the newly introduced Aboriginal Studies course, students performed 15.38 per cent above the State mean for this course.

100 per cent of students studying Mathematics Extension 2, Music 1, Music 2, Music Extension, German Beginners, German Extension, Spanish Beginners and Spanish Extension achieved in the top two bands.

JESSICA TREVELYAN

IGS Dux of 2018 Jessica Trevelyan is heading off to study Natural Sciences at Trinity Hall, Cambridge.

Jessica recently returned from trips to Nepal, Sir Lanka and Europe.

“The Cambridge term starts in early October, so I will be heading over in late September to get settled,” she said.

Jessica achieved an ATAR of 99.85 and was recognised on the NSW All-Round Achievers List for attaining top band results in at least 10 units.

How did IGS contribute to you becoming strong and capable?

“I feel very lucky to have been part of IGS’ supportive and encouraging environment. It allowed me to push beyond my comfort zone with the knowledge that I had a network of teachers and friends behind me.

“Applying to study overseas initially seemed a very daunting and ambitious task, but the support of my teachers gave me the confidence to go for it.

“Ms Martin, Ms Loh and Ms Bolt in particular were incredibly helpful in supporting me to put together my application.

“I also feel I have benefited greatly from IGS’ co-curricular program and focus on and beyond the academic.

“I was involved in debating and Mock Trial, both of which I loved. While I used to be terrified of public speaking, my involvement in these programs helped me gain huge confidence in a skill I will undoubtedly carry beyond school.

How did you contribute to the School?

“I completed my Bronze and Silver Duke of Ed awards while at IGS, and really enjoyed volunteering in the Library for the service component of my Silver award.

“During Year 11, I worked with a group of girls to establish and run the Girls’ Maths Mentoring Club. We met with younger girls at lunchtime to help with their maths homework and generally provide a supportive environment to encourage their confidence.

“Being a House Service Leader in Year 10 and a Peer Support Leader in Year 11 were also very rewarding.

How might your contributions have helped your own sense of wellbeing?

“Becoming involved in these activities helped me to feel included and immersed in the IGS community.

“One of IGS’ greatest attributes is the warmth of its community, and I feel very

privileged to have been part of it.

“The Girls’ Maths Mentoring Club was particularly rewarding in this regard, as I felt I was really giving back and fostering the same encouraging environment I benefitted from.

“Completing my Duke of Ed was greatly beneficial to my sense of wellbeing, not only through the volunteering component but also in how it encouraged me to stay involved in cocurricular activities, despite increasing pressure to spend more time studying as I approached the HSC. The breadth of IGS’ co-curricular program made it very easy to find activities for my Duke of Ed.

“I really want to thank all the teachers.

“I have had a fantastic six years at IGS, and will never forget its hugely encouraging and inclusive environment.”

“I am very grateful for the supportive environment at IGS, and for all my encouraging teachers, answering my questions and marking countless past papers, essays and study notes. Their support was invaluable and greatly appreciated.

“My advice to younger students would be to set goals and work towards them, but not to become discouraged by setbacks.

“Stay involved in IGS’ fantastic cocurricular program, and take advantage of opportunities to extend yourself beyond the classroom. Doing Mock Trial and Debating during Year 11 and 12 provided a welcome escape from the stress of the exams, and helped me develop skills I will carry far beyond the HSC.”

Photo: 1. Science teacher Claire Loh, Jessica Trevelyan, Bella Fitzgerald and Kalina Kenney making rose petal acid/base indicator in Year 12 Chemistry

HUNTER FORBES

I’m at the University of Tasmania studying a Bachelor of Marine and Antarctic Science having secured two scholarships. I’m taking units in animal biology, chemistry, Antarctic history/management and ethics and the coursework is super interesting, though definitely a big step up from high school.

“I’m also living on campus at Christ College and that’s also a lot of fun. A lot of my friends at college are keen about hiking, camping and snorkelling/SCUBA diving so I’ve also been doing quite a bit of that on the side and Tassie’s an awesome place for that. Being able to go camping on the weekends or for a SCUBA dive in the morning before a lecture is definitely a very welcome lifestyle change!

“I think that the leadership opportunities I had at IGS, especially everything I did with Sustainable Futures, played a massive part in contributing to my ability to live independently in Tassie like I am and adjust to all the new demands of uni, in terms of it just having forced me to step up and really challenge myself and come into my own in that way. In that vein, I was also elected to be the First Year Representative on the college committee, as well as getting involved in a lot of inter-college sports, things that I think I definitely wouldn’t have been anywhere near as prepared to balance on top of my study had it not been for those leadership opportunities at IGS.

“Also it’s definitely worth mentioning that my academic experiences at IGS, the skills and content I learnt in terms of my study, but even more so all the amazing mentorship I had from my teachers, has been so invaluable in helping me to make the most of uni life, and it’s been great to be able to stay in touch with some of them!”

ISABEL CANT

Busy working as a receptionist at an ultrasound clinic and saving to go to Asia and Europe later this year, Isabel Cant says she remembers her time in the IGS community with great fondness.

She is excited about her study choice of International Studies and Social and Political Sciences in 2020, crediting her study of French with opening her eyes to international possibilities.

She feels that her co-curricular studies, including choir, Symphonic Winds and “definitely the Antipodeans trip to Laos and Cambodia aged 15” helped her grow as a person.

“We were making a water supply, carrying bags of very heavy rocks up a big hill. We were so tired, but I realised all this effort was just to have clean drinking water.”

“I love IGS and I miss it.”

INDIGO CHAMBERS

What are you studying and where?

“I am studying a Bachelor of Arts/Bachelor of Advanced Studies, a double degree majoring in English and Psychology at The University of Sydney. Along with a range of smaller social justice and health subjects, I am also taking a third year course in Germanic Studies! Next semester I will be taking on a Spanish course in addition to German.

What else are you doing this year (work and/or service or uni clubs)?

“I am working part time within the Chandler Macleod Group, a staffing services and human resources company which is part of Recruit, one of the largest recruitment businesses worldwide.

“I am also working as a permanent part time volunteer at Redfern Jarjum College, an Indigenous primary school where, with the help of a senior colleague, we run a reading program aimed at improving the children’s literacy, and ultimately their readiness for high school.

“While I am focusing primarily on making a good start with uni studies this semester, I also intend to take part in the development of the new Germanic Studies Society at Uni. What impact did your time at IGS have on your sense of capability and wellbeing?

“There’s no denying that IGS supported and contributed to my overall global capability, as well as my sustained academic drive. I chose to move schools largely for the language program, and IGS certainly went above and beyond meeting my expectations.

“At IGS I was able to accelerate in both German Continuers and German Extension in 2017, thus starting Year 12 with three successful units “in the bag”. As a result of this I was able to dedicate my focus to all my other subjects, including picking up and pursuing Spanish.

“I attribute IGS to a great extent as having provided me the space and the confidence to work hard and achieve my goals. IGS has not only prepared me for a potential career in the global arena, but has helped me feel strong in my decisions, no matter where I choose to go in life.

“In terms of wellbeing, IGS has shown me the value in asking for help when you need it, as well as the significance of having someone there to help.”

TOP ACHIEVERS

Davis Evans: 1st in the State in German Beginners

Jack Lyons: 3rd in the State in Spanish Continuers

Jessica Trevelyan: 9th in the State in Biology

William Salkeld and Jessica Trevelyan: NSW All Round Achievers, in the top band for at least 10 units of HSC courses.

HANNAH KROEGER

“This year I have taken a gap year and am currently travelling around Europe until late October. Next year I start a Bachelor of Nursing at the University of Sydney and I’m very excited about it.

“I loved the community that IGS has created. Being supported by not only your classmates but by the teachers, friends from tutor group, your House and from various co-curricular activities, means you feel very connected and supported.

“IGS also allowed me to combine my studies with other exciting learning experiences. I was able to take part in musicals, exchanges and leadership programs that were a lot of fun, but also informative and gave me opportunities for growth and development both in social and independent settings. Overall I look back on my 15 years at IGS with lots of good memories.”

Hannah Kroeger with her HSC major work, one of four IGS works selected for ARTEXPRESS

ARTSFEST EXPLORES

‘THE WAY WE WERE’

ArtsFest day is a highlight on the annual calendar, drawing the whole High School into a celebration of innovation, music and performance, and 2019 was no exception.

Students competed in their House in the categories of short film, theatre production, music, dance and poetry.

In celebration of the IGS 35th anniversary, this year’s theme was “the way we were”, giving students and teachers the opportunity to reflect on what makes the School so special.

Each House represents a different element, earth, air, fire and water, and these concepts were incorporated into their performances.

The IGS 2019 ArtsFest winner was Baado, telling the story of how each House came to be, through the character of Avatar.

“It was really nostalgic for me,” said AnaSofia Petrovic of Year 12. “I’ve been here since Preschool, so I wore my Primary School uniform.”

There were opportunities for all students to get involved, from choreographing dance routines to running the lights, music and slideshows for the performing House.

Cadigal Havens of Year 12 described his involvement in the tech team as fun and creative.

“It takes a lot of dedication,” Cadigal said. “I attended all group rehearsals and the ArtsFest day was very busy.”

The School thanks ArtsFest visiting judges IGS parent Claudia Karvan and alumnus Thuso Lekwape (2011), pictured on page 49, and congratulates all participants.

Photos: Staff (left) and students (above) threw themselves into the retro theme of the 2019 IGS ArtsFest

REMEMBERING REG ST LEON OAM

Tributes continue to flow in recognition of the extraordinary vision and achievements of IGS Founder Professor Reg St Leon OAM, who died in March this year.

Reg’s son, Carl St Leon, described him as “an ideas man” whose idea for IGS grew out of the Paddington Project when Reg was Head of Germanic Studies at the University of Sydney.

In 1973, he partnered with Paddington Primary School Principal Bruce Sinclair to teach German by immersing students in German, in contrast to the prevailing “translation” method. Carl had been a pupil in his class.

When IGS was founded in 1984 with just 44 students, it faced significant financial, bureaucratic and campus challenges.

“Dad believed rules and norms existed for the boundaries to be analysed, tested and broken” and he “took the NSW Education Department to the highest court in the land,” Carl said.

Also describing Reg as an “education evangelist”, he recalled the time at the new School’s Surry Hills campus when he refused to be locked out by the landlord, staying seated in his principal’s Chair.

“They picked it up and carried him out the door,” Carl said. “Students lined the streets and parents in cars honked their horns. It was an incredible adventure to be a part of.”

Reg was awarded the Medal of the Order of Australia (OAM) in 2017 for his service to the multicultural community, and to education.

At the time, Reg said: “At the end of my life, I will think, I did one thing that was terribly worthwhile, and that was starting the foreign language teaching at IGS.

“Those kids at IGS are the luckiest children in the world.”

Principal Shauna Colnan: We honour this giant in multilingual education for his far-sighted vision to establish International Grammar School (IGS) in 1984, a School in which students would learn languages from the age of 3.

Reg St Leon was my great friend, mentor and inspiration. He had immense creativity and a restlessness to make things better.

Our School will remain in his debt and we will continue to pursue excellence in all that we do, just as Reg would have wished.

Imagine dreaming up IGS! That’s what Reg did. He drew a picture of the Harbour Bridge and wrote the word “Excellence” above it. It was a simple and powerful vision.

When Reg visited IGS, he marvelled at what the School had become.

So let’s be thankful for the gift that Reg St Leon gave us and honour his legacy by continuing to be the very best that we can be each and every day here at IGS, making the most of every opportunity.

Deputy Principal Mary Duma: Reg’s passion for his dream was bright and beautiful and catching.

It was a spark, and then a fire, because he knew that children can so easily learn other languages when they are young, and that bilingualism and multilingualism bring so many benefits for them, and he had the gift of igniting this passion in others.

Director of Dramatic Arts Rita Morabito: I was one of three founding members of the School, and the first Italian teacher.

Reg’s passion, fervour and unflinching conviction that learning a language was an exercise in academic excellence meant that he took us along with him to create a vision for a school like no other.

Parents mortgaged their homes to help fund this idea. We worked without wages for weeks, so that this School would survive no matter how many obstacles we faced.

Professor St Leon was such a charismatic person, and a man of integrity, humility and wisdom. IGS produces bold and creative thinkers who continue to challenge the status quo to design a fairer and more accepting world.

Head of Primary Languages Vilma Rotellini: Look at IGS today! All of this is because of one man’s extraordinary dream.

Reg was so passionate and had so much fire. He believed every child should have the gift of learning a language.

Reg didn’t stop. Every time he hit a brick wall, he broke it down. IGS is a really vibrant place. I think it always has been. I love that.

What I love and what has really come through, we have had to fight for it, is the language program. I love that language continues to be a really strong focus, because that’s what the School was founded on.

Kindergarten kids are immersed for 40 minutes a day, and Years 1 to 6, for 80 minutes a day. This is a really great gift.

Head of Humanities David Miller: The fight to ensure the School’s survival required enormous energy and belief.

Reg would be very proud of the fact that IGS is as accepting and welcoming today of anyone who enters the gates as it was when the school first started.

The IGS community offers condolences to Isabell, Carl, Reg’s many friends and family and, celebrating 35 years of IGS this year, we give thanks for his vibrant legacy.

Photos:

1. Professor Reg St Leon OAM and Principal Shauna Colnan in 2014

2. Reg and students outside the Surry Hills campus in the tumultuous mid 1980s

3. A 1986 letter from Prime Minister Bob Hawke to a former student wishing “your school every success for the future”.

TAIL-WAGGING FUNDRAISER

There was standing room only at the recent “Who let the dogs out?” ensembles concert, with a host of furry friends sharing the limelight.

Animal face painting, hot dogs and “pupcorn” were available throughout the evening, with IGS PTF volunteers providing valued assistance.

More than $5,000 was raised for Assistance Dogs Australia at the event, with musicians from the Training Band, Bay Street Band, Kelly Street Band, Symphonic Winds, Wind Orchestra, Senior Orchestra, and Year 4 beginner and continuer strings giving impressive performances, often including “dog and animal” themed music.

A catwalk along the centre of the Hall set the stage for the human and dog “best tricks” and “best dressed” competitions, with plenty of entertainment for all.

Beloved dogs impressed the audience with their excellent behaviour throughout the evening, occasionally showing their approval with barks.

Assistance Dogs Australia Top Dog Richard Lord sat on stage with dog trainer Susan and trainee assistance puppy Isaac throughout the evening, thanking IGS for helping raise important funds and awareness for the cause.

Richard returned to IGS to collect the cheque for more than $5,000, thanking the students, pets, staff, the PTF, Director of Music Alison Housley and her enthusiastic team.

Ms Housley said it was the realisation of a long held dream to hold a concert to raise funds for animals, a career highlight.

3.

Photos:

1. Director of Music Alison Housley and Sydney strut the doggie fashion parade catwalk

2. Coco Speirs-Schwaighofer, Mollie Webb and Lara Block and musical friends

Grace Truman supporting the Fly High Billie Charity at IGS

GRACE AND KINDNESS

Grace Truman of Year 10, a Fly High Billie Charity ambassador, recently presented at the B Kinder Night of Hope Fundraiser.

She described how IGS students wrote cards of kindness to others on B Kinder Day and helped raise funds for the organisation, which honours Billie Kinder, who died in a tragic horse accident three years ago at just 12 years of age.

“I

hope to lead by example as ambassador to encourage us all to consider what we can do every day to be kinder,” Grace said.

Grace was recently featured in the book Stand Up for the Future, which highlights exceptional young people who are building a brighter tomorrow.

Grace has just been cast in Bell Shakespeare’s production of Titus Andronicus at the Sydney Opera House.

Grace, who lost her dad suddenly when she was 10 years old, started a web series called “Amazing Grace” to help keep the memories of her dad alive and to also help other young people going through difficult situations.

IGS is following this young woman’s brilliant career with great excitement and interest. 3.

STUDENTS EMPOWERED BY SERVING OTHERS

At IGS we believe that empowered students engage in acts of altruism. Students have made a number of recent community contributions, raising awareness and funds for others while learning about leadership and influence.

IGS students were honoured to be welcomed by patients and families at the Chris O’Brien Lifehouse ahead of Mother’s Day.

The students, from Years 7 and 11, shared the joy of flowers with cancer patients and their families at the hospital.

Gail O’Brien, the wife of the late Professor

Chris O’Brien AO, said “having the students from International Grammar School come and visit us shows the connection we have with the community”.

Allegra, of Year 11, said her family had been affected by cancer and when she found out about the initiative she knew she had to put her hand up to help.

“Having a sick family member with cancer, I know how much it would mean to them, to take the time out of our day and be there for them,” she said.

Patient Angel Sakr described the visit as “very special, very refreshing”.

BAKE SALE BENEFITS

Year 11 student Selin Demir was inspired to lead the IGS Australia’s Biggest Morning Tea effort after discovering several family members had been impacted by cancer.

The fundraiser was a big hit, with students raising around $700 for cancer research.

Students of all year groups were involved in the initiative by bringing in baked goods to sell.

Selin said she was blown away by everyone’s generosity. “I wasn’t expecting it to be as successful as it was,” she said. “So many people from Year 11 made food, and they helped in the morning by selling.”

She particularly wanted to thank the IGS Canteen for donating extra cookies, which were hugely popular, and all parents, caregivers, staff and students who supported the fundraiser.

“I had a parent from Year 6 bake this amazing cake,” she said. “It was really touching.”

“I had people donate $20 for one thing and we had someone buy an entire cake.”

Selin said she had always wanted to do something special for the School.

“I found out recently a lot of my family have been impacted by cancer,” she said.

“I really like the whole idea of it, how people get together to have breakfast and while doing that you get to raise money for such an amazing cause,” she said.

OUT AND ABOUT FOR A GREAT CAUSE

A number of IGS staff and families took part in the Mother’s

Classic in The Domain, an annual fun run and walk raising funds and awareness for breast cancer research.

Day

Photos:

1. Lachlan Kerr, Oscar Killick-Dodd and India Pardoel preparing flowers for Chris O’Brien Lifehouse patients

2. Year 11 student Selin Demir (fourth from right) and her Australia’s Biggest Morning Tea team

3. Some 2019 IGS Mother’s Day Classic participants

2.

PARENT SURVEY INFORMS PLANNING

IGS parents and caregivers rated IGS in a number of key areas of performance earlier this year using the Calnin International School Improvement Tool (CISIT).

The survey is modelled on the Harvard Balanced Scorecard management tool.

The confidential survey collects and analyses both quantitative and qualitative data to measure effective schooling, using key variables which are likely to make a difference to student outcomes, according to CISIT Director Dr Gerard Calnin, a Senior Research Fellow at the University of Melbourne’s Graduate School of Education.

There were 524 respondents, a response rate of 26 per cent, and the ratings indicated that on the whole, respondents were satisfied with the School.

The survey attracted responses from parents and caregivers of students of all ages.

The greatest levels of satisfaction were with the School’s “excellent range of subjects”, students’ enthusiasm about their learning, students’ positivity about their school, “excellent relationships between students and teachers”, the School’s encouragement of participation in community activities, and the way “students from different backgrounds and cultures are treated respectfully” at the School.

Parent comment: “It’s not perfect but we LOVE IGS. Great staff and atmosphere of unity, care and optimism.”

Respondents indicated that they “receive regular communication” from the School, that they “feel welcome” at the School, and that they “are encouraged to participate in school activities”.

Respondents were also particularly positive about “opportunities for students to participate in school life before and after school”, and their access to an “excellent” range of co-curricular offerings, as well as their “access to excellent contemporary learning technologies”.

The highest levels of satisfaction were with the School’s ethos and values, its vibrant culture, the support provided by the teachers, and the opportunities on offer for students at IGS.

Parents and caregivers overwhelmingly agreed that students had respect for the Principal and that the Principal encourages a positive atmosphere in the school.

A majority of parents indicated they were “very satisfied” with their decision to send their child or children to IGS and that they were happy to recommend the School to other parents.

The survey has provided valuable feedback to indicate the need for continued focus on consistent high quality teaching, administration and communication, tuition affordability, student behaviour, and allocation of resources.

FURTHER COMMENTS

“My child feels very happy at IGS.”

“My children are always happy to go to school.”

“IGS is truly a wonderful and remarkable place and the best school I have encountered in Sydney. Here children are encouraged and supported to be strong individuals, to embrace socially progressive values and to contribute to social change. In addition, when they are at school, ALL students are embraced and included given the strong culture of inclusivity and openness. The lunch time extra-curricular activities program is brilliant because it allows students to mix easily with other students and hence not to feel alone or marginalised. The focus on the arts and dramatics is a very positive part of the IGS experience. I particularly like the longer school day that students have as this usually means that they have less homework and home based assignments which works well for my children and our family. I am glad that there is an increasing awareness in the school about the importance of technology (coding, programming etc) learning and STEM subjects given the centrality of these for the future of this generation of students...”

SCHOOL ETHOS AND VALUES

Teachers act in a manner that is consistent with the School’s values

School leaders embody the School’s values

The School’s values are effectively integrate into the School life

Students have opportunities to participate in social justice initiatives

Students feel comfortable in openly expressing their beliefs

The School encourages the development of values in its students

The values of the School are appropriately demonstrated in rituals and events

The School’s values are well understood by students, staff and parents

“...I have witnessed a marked increase in happiness in both my children since they started IGS. They continually talk about older students being kind and inclusive and love tutor group.”

“We

are looking forward in continuing our journey with IGS through to year 12 and would not hesitate to recommend the school to any parent looking for a wholesome 13 years of schooling.”

“We are proud to send our child to IGS.”

While a number of parents responded they were happy with the School “overall,” there were also a number of suggestions for improvements.

This feedback included detailed comments about supporting consistent quality teaching, administration and communication, allocation of resources, management of student behaviour and affordability of tuition fees. It is being taken into account in planning and fine tuning of programs and processes.

The School thanks those members of our community who were able to take part in the survey.

PARENTS, TEACHERS AND FRIENDS (PTF)

A GENEROUS COMMUNITY

The IGS Primary School community also stepped up for a good cause during National Reconciliation Week. With the help of the PTF, they donated more than 100 books to the Australian Literacy and Numeracy Foundation.

IGS thanks the Parents, Teachers and Friends (PTF) for their many contributions to the School community.

This semester the PTF helped showcase the warmth of the IGS community at Open Night, helped raise important funds for Assistance Dogs Australia at the Who Let The Dogs Out? concert, facilitated the Primary School circus-themed disco, helped at other concerts, and generously supported the School’s Community Learning Program.

They also sorted lost property, enabled recycling of clothing at Rue Kelly, and demonstrated the value of community service in so many ways.

Photos:

1. 1. IGS parents Karen Strudwick, PTF President Andrea Belunek, Karen Wilding and Tim Wilding at the IGS and PTF 2019 welcome drinks

2. Former Prime Minister Bob Hawke, AC, GCL with IGS students in the 1980s

3. ArtsFest judges IGS parent Claudia Karvan, Principal Shauna Colnan and Thuso Lekwape (2011)

juliag@igssyd.nsw.edu.au to share your memories.

CREATING A GLOBAL NETWORK OF ALUMNI

IGS is well on the way to creating a global network of Alumni, after recently holding its latest alumni event in Melbourne.

A group of past IGS students recently met in Melbourne to reminisce and expand their network of alumni connections in Australia.

The school has previously held IGS Alumni events in London and New York which pays homage to the school’s mission to “equip our students to be ready for the world”.

Deputy of High School Paul Galea said the event was very “representative of the diversity of the IGS community”.

From former admin staff and teachers as well as students from long ago and from recent times, Paul said one thing will always bring these people together, IGS.

“The ease of the conversation and communications suggested that being part of IGS was a vital, vibrant and all pervasive link!”

Class of 2004 alumnus and event attendee Mitchell Davies said he was glad he had the opportunity to attend the IGS Alumni event in Melbourne “to meet with friends I had not seen for many years”.

“I’m now looking forward to reconnecting with the School to help other students achieve their goals through the mentoring program,” Mitchell said.

WHERE ARE THEY NOW?

BRONTE LEIGHTON-DORE (2012)

Bronte Leighton-Dore has been drawing for as long as she can remember.

The emerging artist can vividly remember her parents being very impressed with a self-portrait she created on a preschool tea towel.

Unlike most children in her class, she had thought of the fingers and eye lashes, details other children had left out.

She recently graduated from National Art School, an experience she said was momentous in leading her towards her career path.

“I’m sure I did paintings when I was younger too but it wasn’t until I started at National Art School in 2016 that I knew I wanted to paint,” Bronte said.

Her work has since taken her to places like Mullumbimby, Exmouth in WA, Magnetic Island and Ayr in far north QLD, and Hill End in NSW.

“I’ve had my work featured in Vogue as part of the Sweetness of the New exhibition, and more recently had a work on display in the Law Firm Clyde & Co,” she said.

“My career is still so young, I believe there’s a lot of excitement to be had in the future.”

Bronte said she is inspired by her surrounding environment, people, objects and landscapes.

“I also have an incredible inclination towards colour,” she said.

“Whether that be the different tones of people’s skin and clothes, still life compositions or the diverse, ever-changing tones in a bush landscape.”

Bronte said a highlight of growing up at IGS was the opportunity to see incredible theatre productions at Belvoir St Theatre, as well as participating in ArtsFest.

Her biggest achievement to date is becoming a finalist in the Wynne Prize for her work on Merlin’s lookout.

She is also gearing up for her first solo show with Robin Gibson Gallery in October.

JANNALI JONES (2003)

Jannali Jones started writing stories when she was seven years of age, but it became serious 10 years ago when she went back to university to study her Masters in Creative Writing.

Jannali, who works as a media lawyer but writes on the side, was recently shortlisted for the 2019 Text Prize for Young Adult and Children’s Writing.

Jannali said the book she wrote was actually inspired by her time at IGS “in a big way”.

“The manuscript that was shortlisted, Yenda, was written about a young girl growing up in a remote Indigenous community,” she said.

“She comes to realise there’s a malevolent force trying to take over the town, and she’s the only one who can fight back against the evil spirits.

“It’s classic good vs evil fantasy with a twist.”

Her focus at the moment is on young adult novels, particularly fantasy fiction which was a big deal for her as a teenager.

Recently she has also enjoyed writing more ‘slice of life’ realism narratives for young readers.

“My experience as an Aboriginal woman usually ends up informing my writing in some way too,” she said.

“My current work-in-progress is about three Aboriginal teens who go missing in a small NSW town and is based loosely on true events.

“The best ideas I’ve had, and the ones that have led me to longer form works, have all spawned from personal experiences. Stories I can connect with on some emotional level are usually the ones I’m most passionate about.”

Her debut novel ‘My Father’s Shadow’ will be released in August 2019 through Magabala Books.

“It’s a young adult thriller set in the Blue Mountains, told from the perspective of a teenage girl who is in hiding from the criminals who have killed her father. I’m very excited about its release.”

Jannali has very fond memories of Geography, Drama and English classes at IGS that were led by longstanding teachers Mr White and Ms Morabito.

IGS also happens to be the place she met her now husband.

NICK LOUKAKIS (2012)

Being a doctor seemed like the perfect job for Nick Loukakis, who liked the idea of helping people and exercising his brain.

A slight obsession with the show Scrubs may have also had something to do with his decision to become a general practitioner.

After graduating from IGS, Nick took a gap year where he worked and travelled.

When he returned he pursued a Liberal Studies degree at Sydney University, which he said was a mix of arts, science and language studies.

“I transferred into a science degree after almost failing (despite absolutely loving) a philosophy subject,” Nick said.

“I finished the science degree with majors in neuroscience and pharmacology and was luckily accepted into the medical degree at the same university. From there I spent two years working in hospitals before studying to be a GP.”

Nick has worked as a General Practitioner at Glebe Medical Centre for the past few years where he sees everyone from children to pregnant women and even manages people with wounds or broken bones.

“I look after old people and young people and everyone in between,” he said.

What he loves most about his job is getting to know people, helping people and following them through life.

“I also love the variety of general practice. I feel really lucky to be able to continue to work in the area where I grew up and went to school. It makes me smile to see so many IGS students in and around Ultimo and Glebe.

Nick and his partner Brooke, also from IGS are due to get married in January.

They are also proud parents to nine month old baby Finn.

SEBASTIAN MENENDEZ MOHR-BELL (2010)

When Sebastian Menendez Mohr-Bell was a child, his family would often travel to Europe, and he quickly realised that he was happiest in airports and on board the planes.

Sebastian would have gladly spent three hours inside a 747 than at the Louvre or the Vatican.

“We were boarding a plane in Argentina when I made the decision during take-off that I wanted to spend my life in the sky,” he said.

Sebastian recently graduated as a RAAF Pilot Officer and will begin his training to become a Flying Officer in July.

In five years’ time, he hopes to become a Flight Lieutenant.

Before joining the RAAF, Sebastian studied the theory units for a commercial pilot licence at TAFE, and at the same time was taking flying lessons at a flying school in Bankstown.

“I got a job delivering pizzas for a local shop, and after a week’s wage, I was able to afford a flying lesson on Sundays,” he said.

“After paying my way through to a private licence, I did my

commercial and instructor training by taking out a HELP debt. I finished my flight training in May 2015 with a commercial licence, instructor rating and instrument rating.

“That was when I made the decision that I wasn’t going to be satisfied flying in the civil sphere. I wanted a job which was physically challenging, mentally stimulating, unique, and that made an impact on the world.

Most importantly, I wanted a career my family and I could be proud of.”

Sebastian’s goal is to earn a spot as a member of aircrew, preferably a WSO, who operates the aircraft systems – radar, navigation, communications, sensors and weapons.

“The scope of things I’ve learned, and am yet to learn, far exceeds any expectation I had five months ago when I was a civilian,” he said.

“It really is indescribable.”

Sebastian said he shares his success with the teachers at IGS, who “have fostered generation after generation of passionate, empathetic, driven and successful young adults.”

“My life would be impossible without the effort and sincerity you put into your work.”

Photos: Front cover: ‘Rydell cheerleader’ Elina de Rosnay of Year 9 and fellow IGS cast members performing

production of Grease Back cover: Rohan Robinson of Year 12 with his Year 1 buddy Clancy Temple