Aug 26
F a l c o n
B u l l e t i n
IS S UE 3 S c ho o l Updates
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TABLE OF CONTENTS
FACULTIES 01 CLUBS 25
STATE DRAMA CAMP
37
ORCHESTRA 43
HSIE BY STUART MADGWICK Year 12s We are proud of the commitment and organisation shown by the Year 12s through this challenging assessment period at the end of Term 2. We now encourage the boys to reflect and recommit themselves to their final inschool assessments, and to be inspired by the exemplary camaraderie of last year’s HSC cohort. Full attendance and completion of all practice papers is absolutely vital, and we ask parents to please reinforce this message. What is History? We have had some fascinating questions from parents asking ‘what is History?’, so we have a focus on it with this bulletin. History in NSW - and especially here at NSB - is NOT the rote memorisation of dates and events that some parents experienced in their schooling. Instead, it is about constructing complex historical arguments based on strong interpretations of historical facts and source analysis. Yes, key facts need to be learnt as part of integrating a range of specific historical information, including some quotes, statistics, and events. The sophistication of their arguments, clear structure and use of evidence were paramount. We have had excellent HSC results including many state ranks in Ancient History, Modern History and History Extension. Also, many former students note the way History and other HSIE subjects develop their writing and analysis skills for a range of subjects, including English. History and Careers Just in the last few months, I have spoken to Old Falconians who studied History at High School and University. A tiny sample of the great success that History brings includes examples such as: • Influential adviser on public policy in the Department of Prime Minister and Cabinet • Internationally recognised journalist and writer of acclaimed books • Expert investigator into corruption in Asia • History teachers and Head Teacher at a range of schools
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Year 11 Modern History As Year 8 students make selections, we advise: History Elective Topics are totally different to Mandatory History, and include: History of Terrorism; Heroes & Villains; Assassinations, Conspiracies and Conspiracy Theories; Alexander the Great; National History Challenge; U.S Political History; Myths and History Why do History Elective? • A huge amount of choice about which case study you choose to research, drawing on personal interests in history! • Very helpful for building up your skills in advanced research, complex concepts, essay writing, evaluation of perspectives, and discussion • Will be invaluable in helping you understand the world today Year 10 History Elective - Odyssey excursion - 14th August As part of studying the Odyssey in its historical context, Year 10 History Elective attended a special screening of the new Christopher Nolan film. The boys found it to be an exciting and culturally significant filmic experience. We went with Year 10 Latin students and Year 11 Ancient History students from North Sydney Girls High. Our thanks to the Cremorne Orpheum for giving us a theatre to ourselves- a private screening. In the Senior School: Year 11 Ancient History An excellent area of Historical Investigations has been created with students pursuing their historical topics of interest, guided by Ms Ross. This term’s topic of Rome and Carthage, the Punic Wars, has shown the students how powerful civilisations influence the ancient world. Ancient History allows us to consider that discussions of military expansion, republicanism, religion, taxation and slavery are important issues in society today.
Having completed their excellent historical investigations, students are debating the causes of the First World War: diplomatic ‘sleepwalking’; imperialism, a flawed alliance system, or belligerent militarism? Year 12 Modern History Currently, students are investigating how important the dropping of the A-Bomb on Hiroshima and Nagasaki was to the Allied Victory. They are evaluating a range of evidence and historians’ views on this highly contested historical issue. Year 12 History Extension In History Extension, the boys have just submitted fascinating and insightful essays on the contested history of histories (historiography) of their chosen topics. Unique topics they devised this year included The End of History debate; the ways Nature is represented in histories; and the changing interpretations of Qin Shi Huang. The level of scholarship and evaluation is that of a third-year university student, a major example of extension and challenge in the high school experience. Any students interested in studying this challenging course in Year 12 should see Mr Madgwick for more information. HSIE highlights in Term 2 and the start of Term 3 Year 9 Geography Presentations Competition August 3 In Year 9 Geography, the boys developed pitches proposing High Speed Rail in Australia, examining the spatial, urban, economic and technical aspects in depth. The very best team presentation in each class competed at a whole year event. For our judge, we were very privileged to have Tim Parker, the CEO of High Speed Australia, who was very impressed with the boys’ research depth and presentation style. Congratulations to each team, with a special commendation for the teams on the podium: 1st - 9D; 2nd - 9C; 3rd - 9E.
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Mr Parker also spoke to our Transit Club giving them an overview of the progress so far, and answering the boys amazingly in depth questions. We thank Mr Parker for sharing his time in his very busy schedule. Thanks to the teacher called Mr Parker, his son, for helping to arrange this inspiring visit.
Business Society and the Macquarie Bank’s Life After School event, 13/8 The Business Society has great presentations and discussions and students are always welcome. Please see Ms Shehata for details.
9 Commerce Year 9 Commerce students are very engaged in the new topic Investing. They have recently started playing the Australian Securities Exchange (ASX) share market game to explore and develop their investment strategies. Students receive hefty virtual cash to buy and sell shares in more than 300 companies listed on the ASX using live prices to simulate real share market conditions. Year 11 Business Studies Year 11 Business Studies students are embarking on the real world challenge of creating business plans. They will be working in small teams to generate a vision for a product or service, and rigorously planning for the strategic, financial and human resources aspects. They will be entered into the Planning Your Enterprise Competition, and will compete against the best in the state.
Leading Business Society students attended Macquarie Bank’s Life After School event, working through investment strategy scenarios alongside recent graduates. They heard first-hand from Macquarie employees about careers in banking, finance and technology, and connected with students from other schools exploring similar career pathways. Our thanks to Ms Shehata for taking the boys, and Mr Miller for finding this opportunity. Finally we would like to pass on our deepest congratulations to Ms Lai on the birth of her beautiful daughter. Whilst Ms Lai is on leave, we are very lucky to have Ms Sun, a dynamic Economics and Commerce specialist. Please don’t hesitate to email us through the school email if you have questions about what we offer in the HSIE Faculty here at NSB!
History Club The History Club is a unique and fascinating club at NSB! Run by the super-knowledgable Ms Kapetas, there are boys from all year groups who love a good quiz challenge and have fun investigating this day in history. Sometimes there are visits from NSB alumni and avid history lovers. Everyone is invited, 3:30-4:30 Friday in C13. The Forum The Forum is a dynamic extracurricular club devoted to discussing current affairs in a civil, inclusive and research backed way. Recent topics have included Chinese EVs, the World Cup, the Middle East, and Ebola. Everyone is welcome whenever the topic is of interest to them. C2, every Thursday lunch.
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LANGUAGES BY KATHY COADY It has been a busy year for the Languages faculty. We started the year with the Japanese exchange to Kokusai Metropolitan High School in Tokyo. The Japanese students enjoyed spending time at Kokusai High School with their new friends. They had the opportunity to extend their language learning outside of the classroom and immerse themselves in the culture of Japan. The experience is one that will not easily be forgotten by the boys and we thank Miss Lee for her organisation of the trip and both Ms Lee and Mr Parker for accompanying the boys in this valuable trip. Earlier in the year, students from Years 8 through to 12 had the opportunity to compete in OZCLO, Australian Computational and Linguistic Competition. The contest challenges students to develop their own strategies in teams of four to solve problems about fascinating real languages. Special mention goes to one of our Senior Teams who were awarded a Gold Certificate in the State round; Siddharth Ghante, Aditya Goyal, Larry Shen and Noah Zingsheim-Smith. Last term, the year 10 German class attended a German Study Day at Sydney University which was attended by German students from other schools throughout Sydney. The boys had the opportunity to participate in a variety of language workshops, challenging and extending their language fluency. Similarly, the elective Indonesian classes also attended an Indonesian Study Day at Sydney University in which they immersed themselves in a variety of language and culture workshops including a soccer workshop with Australian professional soccer player Robbie Gaspar who played for several season in the Professional Soccer League in Indonesia. This term, Year 8 participated in our annual Year 8 Languages Day. The Indonesian students went to Taronga Zoo to do language work based on the Asian animals and the Latin students immersed themselves in artefacts from the ancient world at the Chau Chuk Wing museum at UNSW. The French and German classes enjoyed a cooking session along with language-based trivia and games. The Japanese class enjoyed a variety of language-based activities including calligraphy and, in the afternoon, attended a taiko drumming workshop. Our year 12 teachers and students are working hard with the language tutors to prepare for the Continuers and Extension HSC speaking examinations which are held in Term 3 before the written paper. I extend my thanks to the year 12 teachers and language tutors for their hard work in helping to prepare them students for their first HSC examination.
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MATHS
By Lavinia Lee Congratulations to Year 12 student Liam Celinski for his Bronze Medal at the 67th International Mathematical Olympiad (IMO) in Shanghai, China. The competition was held from 10–21 July 2026, with the official examinations taking place on 15 and 16 July. Beyond the contest itself, the IMO provided students with opportunities to collaborate with like-minded peers from around the world, experience different cultures and form lifelong friendships. The competition brought together approximately 670 students from more than 100 countries to tackle some of the most challenging mathematics problems in the world. The Australian team competed over two days of rigorous examinations, with students required to solve six proof-based problems covering advanced areas of mathematics including algebra, geometry, number theory and combinatorics.
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SCIENCE BY KYLIE CHAN Term 3 is shaping up to be another busy and exciting term in the Science Faculty. Across Years 7–12, students have continued to participate in engaging, hands-on learning experiences that develop their scientific knowledge, inquiry skills and curiosity about the world around them. Through practical investigations, collaborative activities and real-world applications, students are building the skills needed to think critically and solve complex scientific problems. Australian Science Olympiad Examinations The Australian Science Olympiads (ASO) is a staged science enrichment program designed for highly motivated senior secondary students. The program covers four disciplines: Biology, Chemistry, Earth and Environmental Science, and Physics. Participation in the Olympiads allows schools to benchmark student achievement against the national cohort, provides opportunities for teachers to challenge and extend high achieving students, and enables students to develop their scientific knowledge, problem solving skills and connections with like-minded peers. This year, more than 500 students participated in the Junior Science Olympiad and the Multiple Discipline Examinations across Physics, Biology, Chemistry and Earth & Environmental Science. We wish all participating students the very best, with results to be released in Term 4. Year 11 Physics Excursion – Luna Park Year 11 Physics students took their learning beyond the classroom during an exciting excursion to Luna Park. While there was certainly plenty of excitement on the rides, the day was focused on applying key concepts from the Laws of Motion in real life situations. Students investigated forces, acceleration, circular motion and energy transformations while also exploring mathematical concepts beyond the Year 11 syllabus. The excursion provided valuable inspiration for their upcoming Depth Study investigations.
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Back in the classroom, students analysed the rides they experienced and explained the physical principles involved, further strengthening their understanding of motion through authentic, real world applications. Year 11 Biology Field Study – Long Reef On Thursday, 14 May 2026, Year 11 Biology students attended their annual field excursion to the rock platform at Long Reef, Collaroy. This field investigation formed an important component of their mandatory Depth Study. Students investigated the distribution and abundance of intertidal organisms using quadrats, examined zonation patterns along the rock platform using transect lines, and measured key abiotic factors including temperature and salinity.
Year 10 Students – Preparing for Year 11 Subject Selection As Year 10 students begin considering their subject choices for Year 11, it is important that they understand the benchmarks used to determine their readiness for senior science courses. Yearly Examination results will play a significant role in assessing students’ suitability for science subjects. In addition, performance in Year 10 assessment tasks, coursework application and overall attitude towards learning will also be considered. All students are encouraged to approach every assessment with commitment and diligence, regardless of whether they intend to continue studying science in Year 11. Consistent effort throughout the course will not only support subject selection but also help develop the knowledge and study habits required for success in senior studies.
The excursion provided students with valuable experience in ecological fieldwork techniques while reinforcing key syllabus outcomes through authentic scientific investigation.
National Science Week 2026
Year 11 Chemistry Excursion – ANSTO
National Science Week will be celebrated from Saturday 15 August to Sunday 23 August 2026, with this year’s theme: Seeds of Science: Nurturing Knowledge for All
On Monday, 29 June 2026, Year 11 Chemistry students visited the Australian Nuclear Science and Technology Organisation (ANSTO) to extend their understanding of nuclear chemistry through real-world applications. During the excursion, students toured the OPAL Research Reactor and the Nuclear Medicine Facility, investigated the properties of alpha, beta and gamma radiation, used low-level radioactive sources and radiation detection equipment, and gained an insight into how scientists apply nuclear science in research and medicine. The excursion provided students with an invaluable opportunity to connect classroom learning with cutting edge scientific research conducted in Australia.
The theme encourages students to explore the power of curiosity, inquiry and collaboration in growing scientific understanding. Just as seeds require the right conditions to flourish, scientific knowledge develops through investigation, creativity and the sharing of ideas. Students will be encouraged to explore how scientific discoveries begin with simple questions and develop into innovations that benefit society across disciplines including biotechnology, agriculture, aquaculture, quantum sensing and nanotechnology. Throughout Science Week, the Science Faculty will celebrate the importance of scientific thinking through a range of activities and classroom experiences. Parents and students interested in public Science Week events are encouraged to visit the National Science Week website for information on local events: https://www.scienceweek.net.au/ events/
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Year 12 Biology – UNSW Museum of Human Disease Excursion
VALID Science 8 Assessment
On Thursday, 3 September 2026, Year 12 Biology students will visit the UNSW Museum of Human Disease as part of the mandatory hours required for their Depth Study.
Early in Term 4, Year 8 students will complete the VALID Science 8 Assessment, an online end of stage assessment that measures students’ scientific knowledge, inquiry skills and attitudes towards science.
Students will attend a presentation examining three major disease processes: • Cirrhosis (resulting from alcohol misuse and viral hepatitis) • Atherosclerosis (associated with smoking, poor diet and physical inactivity) • Tuberculosis (caused by bacterial infection)
The assessment is aligned with the NSW Science syllabus and includes both multiple choice and short response questions. Information about the assessment will be sent to parents later this term. Results will be provided to students during Term 1 next year and will assist teachers in planning future teaching and learning to support student growth in science.
Students will also explore the museum’s extensive collection of more than 1,500 preserved human tissue specimens, showcasing diseases and medical conditions including HIV/ AIDS, cancer, stroke, heart disease, diabetes, genetic disorders and the effects of substance use.
Upcoming assessment tasks
The excursion provides an outstanding opportunity for students to deepen their understanding of human disease through authentic medical specimens and expert presentations. Snake Tails Next term, during Week 7, Year 7 students will have the exciting opportunity to participate in a Snake Tails incursion. Through demonstrations featuring live reptiles, including pythons, lizards, turtles and a baby saltwater crocodile, students will observe a range of biological concepts in action. The presentation will provide opportunities for students to learn about animal adaptations, biodiversity, conservation and the important role that apex predators play in maintaining ecosystem balance.
Term 3 is always a busy and demanding period for both Science teachers and students, with numerous assessments, examinations, and assignments scheduled across all year groups. I encourage all students to stay on top of their revision and continuously review their coursework as they prepare for these assessments. If there is anything students are unsure about, I strongly recommend they reach out to their teachers for clarification and support. Additionally, working together in study groups can be a great way to reinforce learning and help each other succeed. Collaborative study can provide fresh perspectives and ensure everyone is prepared to achieve their personal best. Please remember that a list of assessment task due dates for the year is available in the assessment booklet, which was provided to students at the beginning of the year.
Further information about the incursion and payment arrangements will be provided to parents next term.
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WELLBEING BY GEORGINA WILLMA Students have continued to make a strong and positive start to the Term, stepping confidently into the growing academic and behavioural expectations of school with maturity. Our wellbeing programs remain closely alongside each student, supporting him to build self‑awareness, manage emotions, show empathy, and make responsible choices. These skills steady our boys through challenges and give them the confidence to learn, connect, and grow as individuals and learners. Year 7 students have embraced their NSB journey with genuine enthusiasm. Through their transition program, they have been introduced to our Falcon Values, school routines, and the wide range of co‑curricular opportunities that help them feel connected, supported, and ready to thrive. Peer support sessions have helped them form meaningful friendships across year groups. Camaraderie, commitment, compassion, integrity, and respect will guide their development and help their journey ahead, shaping a positive and connected year. At NSB, we foster a culture of connection and belonging. Strong relationships with peers and teachers underpin student motivation, engagement, and wellbeing. Grounded in the Falcon Code, we remain committed to helping every student thrive academically while building the foundations for lifelong wellbeing. The 2026 Falcon Wellbeing Workshops Falcon Wellbeing Workshops have been designed to strengthen students’ resilience, confidence, and personal growth as they have moved through high school. Each Year group has engaged in tailored learning and is continuing to build self‑awareness, emotional intelligence, and the interpersonal skills essential for thriving both academically and socially. In the workshops Year 7s have focused on confidence, friendships, inclusion, and help‑seeking, learning how to regulate emotions and communicate respectfully with one another. Year 8 has deepened these foundations through practical life skills, including emotional self‑management, values exploration, conflict resolution, and healthy study habits. Year 9, students have been ready to extend their resilience and decision‑making, refining their listening skills, understanding boundaries,
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and strengthening their awareness of discrimination, cyber safety, and ethical relationships. Year 10s have shifted toward personal insight and responsible choices, with students exploring their strengths, reframing unhelpful thinking, understanding perfectionism, and making responsible choices. For Year 11, the focus has turned to academic resilience and self‑awareness, including study strategies, navigating mental health supports, challenging stigma, and setting meaningful goals. Year 12 has consolidated these skills, preparing students for life beyond school through mental health literacy, stress management, career planning, and transition readiness.
Another student reflected on the powerful examples used: “The constable told us about a one‑punch assault where a young man lost his life and the offender received an eight‑year sentence. It showed how a split‑second decision can change lives forever.” Police presentations have been about awareness, responsibility, and helping our boys understand the weight their actions can carry. We have been grateful to Senior Constable Considine for delivering such a thoughtful, impactful session that has supported our ongoing commitment to student safety, respect, and wellbeing. GPs in Schools program
The wellbeing workshops have ensured every student is supported to grow into a capable, reflective, and well‑rounded young individual. In addition, several other significant wellbeing initiatives across Terms 1 and 2 this year have further enriched our student wellbeing support framework, including Police Presentations, GPs in Schools and Raise Mentoring. Police presentations Our new Youth Police Engagement Officer, Senior Constable Nicholas Considine, has spoken with students in Years 8–11 about bullying and assault, topics that can be confronting, but are essential for young people to understand clearly and safely. His presentation helped students see the real‑world impact of their choices, the seriousness of inappropriate behaviours, and the legal protections in place to keep young people safe.
Our Year 11 students have had the chance to converse with local GPs who have generously volunteered their time to speak with students about health and wellbeing. Such important conversations have given students a clearer understanding of how to access healthcare, what confidentiality truly means, how Medicare works, and how to recognise when they, or a friend might need support with their mental or physical health. The doctors have also reinforced everyday habits that make a meaningful difference, such as good sleep, balanced nutrition, and maintaining healthy relationships. The program has helped students feel more confident navigating their own health and reaching out when they have needed support. We have been deeply grateful to the local GPs who have shared their expertise and have contributed to the wellbeing of our senior students.
Here is a short insight from one of our year 10 students:
Raise mentoring
“The presentation explained what counts as bullying and harassment, and the consequences that can follow. It made me realise that saying things like ‘He’s too sensitive’ or ‘It was just a joke’ doesn’t excuse making someone feel uncomfortable or threatened.”
The Raise Youth Mentoring Program has given our Year 8 students a genuine opportunity to be heard, supported, and encouraged by a caring adult outside their usual school circles. Each student has met regularly with a trained volunteer mentor who has walked alongside them, helping them reflect on their strengths, talk through challenges, and build confidence in seeking help when they have needed it.
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These conversations have created a safe space for students to slow down, think about what matters to them, and develop practical skills for navigating friendships, emotions, and the ups and downs of adolescence. The program has ultimately helped students feel more grounded in themselves, more connected at school, and more hopeful about the goals they have wanted to pursue.
The 2026 Wellbeing Team Year 7 - Dion Avramides Year 8 - Daisy Du Year 9 - Jacob Parker Year 10 - Ana-Maia Dumitrescu Year 11 - Matthew Tran Year 12 - Emma Dell
Parent Information Other Key Roles: We are fortunate to have a deeply committed wellbeing team at our school, and I want to take a moment to recognise the people who support our boys each day with such care and professionalism. Our Student Support Officer, Bianca Yoo, continues to be a steady, compassionate presence for our students. Her ability to connect with young people and offer calm, practical support enriches student wellbeing experience across the school. Our school counselors, Glynis Sanders (Monday, Tuesday, Thursday) and Leah Ballin (Wednesday, Friday), play an essential role in guiding students through the challenges of adolescence. Their expertise helps create an environment where students feel safe to seek help, reflect, and grow. I am also deeply grateful for our dedicated team of Year Advisers, who are often the first point of contact for families. Their commitment to knowing each student, maintaining open communication with parents and caregivers, and providing timely, thoughtful student support ensures that every boy feels anchored, safe and cared for. Together, teamwork forms the heart of our wellbeing culture, one that values connection, compassion, and the belief that every student is supported with care as they navigate their high school journey.
Principal - Brian Ferguson Deputy Principal (7 and 10) - Adele Walker Deputy Principal (8 and 11) - Yugen Pillay Deputy Principal (9 and 12) - Michael Iverach Counsellor (Mon, Tues, Thurs.)- Glynis Sanders Counsellor ( Wed, Frid.)- Leah Ballin HT Wellbeing - Georgina Willma Student Support Officer - Bianca Yoo Learning and Support - Nicholas Gray & Sasha Douglas If you have any concerns or queries, please contact your son’s relevant Year Adviser, our Student Support Officer, myself or any member of the wellbeing team. Parents if you require support outside of school hours contact any of the following (24/7) services: Reachout https://schools.au.reachout.com/ Kids Helpline 1800 55 1800 https://kidshelpline.com.au/ Beyondblue (24/7) 1300 224 636 https://www.beyondblue.org. au/ Headspace 1800 650 890 https://headspace.org.au/
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RESPONSIBLE CHOICES
BY ADIT GARG This Friday, the 7th of August, students in years seven and eight at our school participated in the Responsible Choices Drug Education program, presented by Thomas Reynolds. The presentation was a significant event that highlighted the risks associated with drugs and provided valuable insights about personal safety and awareness. Some topics covered included the consequences of prolonged drug use and the mechanisms drug companies leverage to conceal these harms. Furthermore, Thomas discussed practical procedures, such as responding to seizures and drug-related incidents; information with truly life-saving potential. He also revealed the plethora of hidden cases relating to the incorrect administration of drugs, demonstrating how a misuse of drugs can have devastating impacts. Ultimately, the Drug Education program was a highly informative and beneficial learning opportunity for students, reflecting the importance of educating future generations and providing them with the knowledge needed to make informed decisions in life.
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BY BEITA SU On Friday, Year 10, 11, and 12 attended a drug information talk run by Tom Reynolds from the Independent Drug Education Australia, a talk which was as engaging as it was important, and informative. Having previously given talks at NSB on vaping, and alcohol, this talk focused on another crucial issue for young people, illegal drugs. However, far from the oft-repeated slogans of ‘Don’t do drugs!’, among others, the talk focused on a nuanced, and critical approach to harm minimisation, or in Tom’s words, “how we can face the reality that drugs are a part of our society”, with an emphasis on the legal ramifications of drug possession, usage and supply. Critically, Tom explained valuable legal information to NSB students, concerning the specific laws affecting illegal drugs, differing methods of harm minimisation, and how young people interact with the police regarding searches and other police powers. By analysing a plethora of legal, and medical case studies alongside his highly experienced audience engagement skills, Tom’s explanation of the reality of illegal drugs deeply resonated with all of the NSB audience, who are sure to remember this talk for years to come.
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AQUARIUM CLUB New residents join the NSBHS Planted Aquarium Club There is plenty happening beneath the surface at NSBHS. The NSBHS Planted Aquarium Club now maintains eight planted aquariums across the Science laboratories, through a collaboration between the Science and TAS Faculties. Each aquarium is developing as a small living ecosystem - a tiny biome of fish, aquatic plants, shrimp, snails and microorganisms. Students help care for these environments and learn how water quality, plant health, filtration and animal care contribute to a healthy aquarium. This term, several of our established tanks have welcomed some exciting new residents. Glowlight Tetras Our group of 12 Glowlight Tetras belongs to a species native to the forest streams of Guyana. Their translucent silver bodies are crossed by a brilliant orange-red stripe from nose to tail, giving them their distinctive “glow”. Students can watch the group move through open water, disappear remarkably well into dense vegetation, and tighten into a school when startled before spreading out again as they become comfortable.
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Ember Tetras Barely 2 cm long, Ember Tetras originate from the Araguaia River basin in Brazil. Their fiery orange colour is particularly striking against the plants, wood and tannin-stained water of our two blackwater aquariums. They are active little fish, exploring amongst vegetation in small groups, gathering to feed and periodically reforming into a larger school. Black Phantom Tetras Our Black Phantom Tetras come from a species found in the Paraguay River basin of South America. They are deeper-bodied than our other new tetras and carry a distinctive dark patch behind the gills. Males spread their large dark fins and square off against rivals in dramatic displays. What looks like a fight is often ritualised competition — fascinating social behaviour to observe. There is plenty happening at a smaller scale too. Red Cherry Shrimp colonies are being established in suitable tanks, grazing on algae and biofilm across plants, moss and wood. With plenty of cover, we hope to see these colonies begin breeding. Snails and microorganisms also contribute by grazing and recycling organic material. The eight aquariums are already developing quite differently. Some are bright and densely planted; others have darker, tannin-stained blackwater environments. Different plants flourish, animals occupy different niches, and each tank develops its own character. Club members help with feeding, plant care, water testing, filtration and ongoing observation. Over time, they get to know what is normal in each tank and notice when something changes. Students interested in fish, plants, aquascaping or the ecology of these small underwater worlds are encouraged to get involved.
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ARCHIVES CLUB
BY RICHARD HU On Friday 31 July, the Archives Club coordinated the annual Alumni Open Morning with the Old Falconians’ Union. With over 43 alumni from year groups between 1956 and 2025, our old boys recalled many fond memories from their high school life, from studying in the classroom to mucking around with their friends. To some, the school was nearly unrecognisable, in particular with the construction of the state-of-the-art J block facilities, library, bottleyard and gymnasium during the 2010s, as well as recent renovations in A, B and C block. For others, it was an opportunity to meet with old mates and even a few teachers who had been around since the turn of the millennia. Our maths teacher Mr Lin even got to meet up with some of his classmates! The tour provided a glimpse of modern twenty-first century education while remembering life in their old classrooms. The tour concluded with morning tea in the conference room, where the students had prepared a memorabilia display of magazines, photos, shields, trophies, uniforms and an array of other school items. With over a century of history, the archives bridge the enduring tales of our school between the old and the new. We look forward to welcoming back more alumni to their alma mater in next year’s tour.
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STATE DRAMA CAMP
BY IVAN TJANDRA In the last week of Term 2, two of our Year 11 students, Ivan Tjandra and Marco Liu, were lucky enough to attend the NSW Department of Education Arts Unit State Drama Camp. The camp gave the boys the opportunity to work collaboratively in a supportive environment of like-minded peers and staff, and learn from industry tutors and experienced teachers and practitioners. I was extraordinarily fearful in the entire lead-up to the start of camp, including getting on the camp bus, the bus trip, and walking into the auditorium for the first time. However, I’m pretty sure this feeling of nervousness is unavoidable, so I wouldn’t advise anyone to quell their nervousness. Instead, I’d encourage mixing excitement with nervousness - like the moment before the start of a musical performance or a sports game. Once I arrived at the camp, we all chucked our bags down outside the auditorium and checked in. I still had made about 0 friends at this point, so the camp was not looking promising
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for me, but I could see most of the other students were just as tired and friendless.
environment, tutors and people created one of the most amazing experiences I’ve ever taken part in.
Anyway, the moment where everything turned around was when I walked into the cabin for the first time. My friends had set up fairy lights (I recommend!) between the bunks, creating a warm, fun environment. They were also super friendly, and although everyone in the cabin were strangers, we bonded faster than I previously thought possible.
Despite how tired we felt every morning, we were always motivated with a scrumptious breakfast to seize the day. We’d continue through activities, laughing and enjoying the activities. Performing what we learnt was super fun, and I even got the honour to act out a duologue (with two friends) on camera as a resource for the future updated drama course.
Throughout the camp, I came to realise that everyone at the camp is amazing, and full of whimsy! It was really easy to feel a sense of belonging with all the friends I made.
On the last day, we performed our group (there were several groups at the camp) original devised work in front of a large crowd of our fellow Drama Camp students, as well as many parents. Although it was nerve-wracking, it was also extremely fun, and the creativity of the students at the camp was on full display during the show.
Productive. The workshops conducted by the industry professionals were rich with knowledge and experience in their respective areas such as musical theatre, physical theatre and physical comedy (with more!). I learnt so much valuable information, and I could imagine that paired with theory learnt at school in Drama, a student could master concepts comprehensively. The tutors were not strict, but practical. A certain threshold of goofing around was allowed, but when the time came to focus and learn, we were expected to do so.
Many tears were shed that night as we had to part ways from each other and return to our (very fun and exciting?) school lives. Overall, I would highly recommend this camp to anyone (experienced or not) who is seeking a fun time, meeting many new people and learning about the world of drama. It’s a liberating experience, and all the stereotypes about drama are simply the blind leading the blind. Don’t be blind.
The schedule was expected to be followed, but easy to follow. In my experience, it was not hard to follow protocol and scheduling to be productive at the camp. Thrilling! Saying the camp was “fun” would be correct, but it wouldn’t properly encapsulate the overall emotion felt at the camp. It truly felt like one of the happiest places I’ve ever been - the
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STATE DRAMA CAMP
BY MARCO LIU State Drama Camp 2026 was a 5 day camp in the last week of Term 2, at the Collaroy Centre on Sydney’s Northern Beaches. Organised by The Arts Unit, it involved ~300 students from all over the state (Really! There were people who drove from over 10 hours away!). We had industry professionals come in to tutor us in various workshops that we chose ourselves, including things like improvisation, musical theatre, voice, stage combat, duologues, and so on. We were able to see and talk to some OnSTAGE performers, who gave us tips on various aspects of the HSC. We also got to see a live performance of ‘Mackenzie’, a modern reimagining of Shakespeare’s Macbeth by Yve Blake, the playwright behind Fangirls. But most importantly, we were sorted into groups and devised a performance from scratch over the week! I will say, this experience does require a certain level of commitment, or at least interest, in Drama. If you’re there, it’s pretty much assumed that you’ve picked Drama as a subject for Stage 6 and that you know what you’re doing, performance wise. It is a bit hardcore in that sense, and obviously, you’re
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surrounded by a bunch of very extroverted, very loud, very enthusiastic people. But it was genuinely very valuable as an experience! The insights gained from the workshops were often transferable past acting. The improv workshop, for example, taught us how to do while thinking, which I’d argue is very useful in real life. The insights from the OnSTAGE students were also pretty applicable to, say English Extension 2, since they’re both major work based. The devising sessions were very fun, and it taught me much in the way of group work, the process behind creating a performance, and generally the incredible teamwork and discussion behind creating such a thought out piece. But I think that the most important takeaway, for me at least, was the change of perspective that it offered me. Drama Camp has offered me connections beyond my usual social circles, and I’ve honestly made a few good friends that I still am keeping in touch with. It was refreshing to see that there are others out there who share the same sense of humour as I do, who watch the same niche shows, and this, in the end, has genuinely helped me realise that really, whilst grades are important, that I should really appreciate the process more! (I think I sort of knew that before, but didn’t really understand it.) I hope that, with time, experiences and the continued success of extracurricular theatre like the NSGB musical that was also recently hosted, everyone comes around to appreciate the magic of stagecraft.
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STUDENT-LED ORCHESTRA STRIKES A CHORD FOR CHARITY A student passion project has brought together young musicians from across Sydney and raised almost $2,500 for music education. BY TIM LIN
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Two Year 11 students from North Sydney Boys High School have turned their shared love of classical music into a full symphony orchestra.
“We kept learning, fixing things each week and improving until the project became what you see tonight,” Tim told the audience.
The Bokonon Orchestra made its concert debut at Pitt Street Uniting Church on Sunday 2 August, drawing an audience of around 200 and raising almost $2,500 for the Australian Children’s Music Foundation.
The project gave its musicians the chance to pursue their interests beyond the classroom through challenging repertoire and public performance. Tim and Terrence also developed their leadership, organisation and collaboration while building an independent community initiative.
Founded in late 2025 by Tim Lin and Terrence Fan, the ensemble brought together nearly 50 secondary and tertiary musicians from public and private educational institutions. Tim, a cellist and pianist, conducted as artistic director, while clarinettist Terrence served as director of operations and performed in the orchestra.
The concert demonstrated classical music’s enduring appeal. Works written more than a century ago brought together musicians ranging from Year 8 to university age and gave students from different backgrounds a shared artistic purpose.
Tim said the idea grew from a longstanding interest in classical repertoire.
All profits were donated to the Australian Children’s Music Foundation, which provides long-term music programs and free instruments to children who might otherwise miss out on music education.
“I only listen to classical music,” he said. “Maybe that was the initial spark of interest.” The program featured Tchaikovsky’s Slavonic March, Lalo’s overture to Le Roi d’Ys and Rachmaninoff’s Piano Concerto No. 2, performed by North Sydney Boys Year 11 pianist Leon Lan, who holds an LMusA with Distinction. Reflecting on the performance, Leon said the opportunity to perform the concerto with his peers was particularly meaningful.
The relationship between music and community service was reflected in the program. Tchaikovsky composed Slavonic March for a charity concert in Moscow in 1876. What began as an idea shared by Tim and Terrence became a full orchestra through their leadership and the commitment of nearly 50 musicians. Bokonon Orchestra’s debut showed how a shared passion can create opportunities for an entire community.
“It was an incredibly memorable experience, and one I know I will cherish from my formative years,” he said. Creating the orchestra required the students to recruit musicians, arrange rehearsals, secure a venue and prepare a substantial program. Professional conductors Panagiotis Karamanos and Scott Ryan provided guidance as the ensemble developed.
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I SSU E 3
north sydney boys High School 127 Falcon Street North Sydney, NSW, 2060 P: +61 (02) 9955 4748 - E: northsydbo-h.school@det.nsw.edu.au https://northsydbo-h.schools.nsw.gov.au
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