Camphora Issue 22, Summer 2025

ISSUE 22 SUMMER 2025

The importance of book choice for young readers LITTLE TALKS, BIG IMPACT: AI & WELL-BEING

2025 MIDDLE YEARS PRODUCTION: CHARLIE AND THE CHOCOLATE FACTORY

CONTENTS

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ISSUE 22 SUMMER 2025

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the Principal From The Principal

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Over a Decade decade of dedication: Dedication: honouring Honouring service to our students Linda Chiba’s Service Students

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2025 Middle Years Production

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celebrates history-making results HSC Drama Celebrates and the value ofResults empathy, creativity and History-Making resilience Building Bridges of Connection at Building Bridges ofMindedness ConnectionEvent at The International the International Mindedness Event Defining the Next Generation Tech Mastery, Ethical Purpose: Defining the of STEM Leaders Next Generation of STEM Leaders Little Talks, Big Impact: AI & Well-Being Little Talks, Big Impact: AI & Well-being A Legacy of Strength and Belonging: A Legacy Strength andatBelonging: Ann Ann FloodofRoom Opens PLC Sydney Flood Room Opens at PLC Sydney Keira Wins Top Prize at The Australian Keira winsEureka top prize at the Australian Museum Prizes Museum Eureka prizes Junior School Spotlight Junior School Spotlight The Importance of Book Choice for Young The Importance of Book Choice for Young Readers Readers Romilly Strikes Gold In Writeon 2025 Romilly strikes Gold in Writeon 2025 Transition Spectacular: A Night to Remember Transition Spectacular: A Night to Remember PLC Sydney Preschool Lane Cove is Open PLC Sydney Preschool Lane Cove is Open At A Glance At A Glance Trekking, Testing, And Tectonics: A Journey Trekking, Testing, andEarth Tectonics: To The International Science Olympiad A Journey to the International Earth Science World Finals Olympiad World Finals Helping Young People Navigate Complexity Helping Young People Navigate Complexity And Controversy and Controversy

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28 28 29 29 30 30 32 32 34 34 36 36 37 37

in the Certainty In The Uncertain: Uncertain: Exploring Exploring the Teacher’s Role in Navigating Disagreement Disagreement and in the And Uncertainty in Uncertainty the Classroom Classroom Drama Students Dive Deep in Two-Day Drama Students Dive Deep in Two-Day Immersion Immersion Heidi Shumack: From Australian Gold Heidi Shumack: to World Finals From Australian Gold to World Finals In Profile In Profile 60 Seconds With...

60 seconds with...

Around The Grounds Around The Grounds Shaping the Future of Technology Shaping the Future of Technology at PLC Sydney at PLC Sydney Stories from the Archives Stories from the Archives

EX-STUDENTS’ NEWS EX-STUDENTS’ NEWS 38 38 39 39 39 39 40 40 41 41 42 42 43 43 45 45

President’s Message President’s Message 2025/2026 Ex-Students’ Committee 2025/2026 Ex-Students’ Committee Archibald Tours 2025 Archibald Tours 2025 The Croydon Circle Luncheon 2025 The Croydon Circle Luncheon 2025 Business Connect Business Connect Achievements Achievements Alumni Announcements Alumni Announcements Canberra Region PLC Sydney Reunion Canberra Region PLC Sydney Reunion

We respectfully acknowledge the traditional custodians of the land on which our College is built - the Wangal people of the Eora Nation.

They educated their children on this land before we were here. It is a privilege to work, learn and play on Wangal ancestral land. We pay respect to Elders past and present and extend this respect to Aboriginal & Torres Strait Islander people who are present with us today.

Stories through Song

From the Principal There is a givenness to things.

We are born with qualities.

We exhibit gifts. We have strengths.

One of the central roles of PLC Sydney staff is to help students turn their ‘gifts’ or ‘strengths’ into talents. Our joyful task is to encourage girls young women in their Onand 19 July 2025, six ACT-based growth, not only towards ex-students gathered formaturity, their annual but towards being accomplished. reunion, a cherished tradition that has continued for many decades.

Canberra Region PLC Sydney Reunion

As you look through this edition of Camphora, this is the While Canberra wintersWhether often inspire headanorth substance of our articles. it's alocals storyto about in search of warmer weather, this group chose to younger girl or students about to leave school, orinstead what has embrace thealumni, season itand enjoy thethis warmth of friendship become of our is all about central theme: and Lunch at Deakin and Me filled with PLCshared Sydneymemories. helps young people turn gifts intowas talents. smiles, laughter, and lively conversation as stories from the past intertwined with updates on present-day adventures.

Our sincere thanks go to Margaret Dent and Wendy Gray for once again bringing everyone together.

Once again, the PLC Sydney Community Choir came together to perform as part of the 2025 Choral Concert, Stories through Song, raising money for the Indigenous Literary Foundation.

The choir sung 'Sisi ni moja' by Jacob Narverud and 'Waving through a Window' Arranged by R Emerson and were directed by Mrs Casey Allen and Ms Lydia Grozdanovic.

Theenjoy Community Choir performs at theitannual choral I hope you reading about this. I hope inspires you with taking place in July or your concert daughter to rehearsals continue to use the gifts you and are given eachayear. ‘to makeAugust the world better place and life a worthier thing’.

If you are interested in joining the Community Choir to participate in future performances, please contact the Ex-Students Office at exstudents@plc.nsw.edu.au Dr Paul Burgis Principal

The group included Margaret Erickson (Recknell, 1957), Wendy Gray (Rabone, 1957), Margaret Dent (Goodacre, 1961), Jan Bush (Bidwell), Lois Maiden (Gale, 1964) and Margaret Atkin Thank you to all the ex-students and their families who have contributed to this edition of Camphora (McCormack, 1964).

Suzanne Clubb was sadly unable to attend on theWe day.encourage all ex-students to contact us and share news for inclusion in the Ex-students' Magazine.

News section. Email us at exstudents@plc.nsw.edu.au

Stay Connected with Your Global Network OUR MAGAZINE TEAM Did you know our Ex-Students' form a EDITOR Mrs vibrant, Renee Jones influential network of women making a COVER difference worldwide?

Junior School girls enjoying reading in the library.

Photo by Gavin Blue.

Stay connected, update your details, and be part of this powerful community.

Update Your Details: Stay Connected CONTRIBUTORS Join Our Official Facebook Group:

Dr Paul Burgis, Genc, Dr Sarah PLCKristy Sydney Ex-Students Golsby-Smith, Dr Suzana Sukovic, Jo GolottaUs on Liz Instagram: Maxwell,Follow Annie Martin, Cornwall, Lee @plcsydneyexstudents Ann Hansen, Catriona Daly-Gray, Rachel Robertson, Dr Suallyn Mitchelmore, Tiffany Expand Your LinkedIn Network: Gao, Faith Evangelista, Carolyn Lain, Anna Add PLC Sydney to your profile and Martin, Bronwyn Amy, Nicole Rawson, connect with fellow ex-students.

Jiashan Wang, Scott Gregory, Lights Camera PLC Sydney LinkedIn Action Crew, Casey Allen, Matthew Joyce.

Get in Touch with the Ex-Students Office: Phone: 02 9704 5636

Email: exstudents@plc.nsw.edu.au Ex-Students's News: Hannah Kesby (2009), Rebecca Jarvie-Gibbs (2025), Margaret Atkin Reconnect and grow your (McCormack, 1964), Kiran Linaker. Thank you PLC Sydney network today! to all the ex-students and their families who contributed.

Photographers: Maya Baska, Gavin Blue, Des Chu, Declan Blackall.

Design: Boheem

ISSUE 22 / SUMMER 2024

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Over a decade of dedication: honouring Linda Chiba’s service to our students Thank you Mrs Linda Chiba! There are not enough superlatives to describe the contribution of Mrs Linda Chiba to PLC Sydney. Her work in the College has stretched more than a decade. Every day she has committed to our students, our staff, our families and our vision.

Dr Paul Burgis Principal Consider what it means to be a deputy principal. In a family, young people long to be known and respected. They long for these things at school too. Now any parent knows what it is to respond to the suggestions, requests and demands of their daughter. Most of us have less than a handful of children.

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Each day at school, Mrs Chiba responds to hundreds of twelveyear-olds and eighteen-year-olds, and everything in between, getting to know each new cohort. Mrs Chiba needs to ensure each girl knows she is loved. Even when she is ‘in trouble’, she is loved.

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When stories differ, she requires wisdom to discern whose story is true and whose is embellished. She needs nous to ‘read between the lines’ in peer group conflicts. She needs strength of character and courage to say ‘no’ to a staff member when they bring a partly thought-through proposal.

This is all on top of the duty of ensuring rolls are marked accurately and playground duties are kept. It is on top of the task of checking uniforms and the excursions calendar. It is on top of organising every senior school assembly, every special service and multitudes of excursions and incursions.

Mrs Chiba also makes some very difficult phone calls. Most of our

Thank you, Linda, for applying to PLC Sydney.

Thank you for accepting the role. Thank you for working closely with me, our executive, staff, families and students for over a decade.

" She is professional, organised, and she deeply loves each child. She is always a person of integrity: never performative or showy; always ethical and honest." parents are fabulous, most of the time. Sometimes, however, parents don’t think through the implications of their own actions or choices in regard to their children. Who wants to tell a parent that they can’t leave their child at school until 6.30pm or that there are better ways of resolving conflict than physical action? Nobody, but Mrs Chiba will make the tough call.

As PLC Sydney principal, it has been my absolute joy and privilege to work with Linda. She is professional,

organised, and she deeply loves each child. She is always a person of integrity: never performative or showy; always ethical and honest.

Now that Linda has decided to conclude a long and distinguished career, I thank her.

Linda, you have been marvellous!

Enjoy now this time with your granddaughter, and any children still to come.

ISSUE 22 / SUMMER 2025

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2025 Middle Years Production The 2025 Middle Years Production, Charlie and the Chocolate Factory, lit up the AKT stage in Term 3, bringing Roald Dahl's classic and eccentric characters to life. The show was pure imagination, full of giant candy, strange green-haired workers, absurd gobstopper machinery, nut-cracking squirrels, disappearing chocolate bars, and more!

Miss Liz Cornwall Drama Teacher The production was a great success, with the cast receiving glowing feedback and applause from a supportive and enthusiastic audience. Being part of the PLC Sydney Middle Years Production was a very exciting and rewarding experience for our Year 7–10 girls. The students quickly learned the rigorous nature of theatre, which involves two rehearsals a week and additional weekend sessions in the lead-up to the performances.

For many, this marked their first time acting, singing, or dancing on stage, providing an exciting opportunity to perform to an audience! The process also instilled an important lesson that commitment and teamwork are required to bring a show to life.

This was not only a learning experience in the performing arts but also a wonderful opportunity for students across different year groups to mingle and form new friendships.

While the younger girls had much to learn, they had the more experienced older students to look up to, giving our Year 10 students an opportunity to take initiative and lead by example. Crucially, every girl in the cast learned that there is no small or unimportant role. Everyone plays a vital part in the success of the show.

and ing night, Charlie os cl to ls sa ar he portunity “ From first re was a wonderful op tside y or ct Fa te la co s ou the Cho d connect with girl an e ag st n o rm ch fo to per d being part of su ye jo en ly al re I . urage my year group ould strongly enco w d an ow sh l fu ur !!” a vivid, colo future productions ith w ed lv vo in et girls to g d /Squirrel/Candy Ki ar, Oompa Loompa ot Ch se Ro ia ph So

The entire process, from the first rehearsal to the soldout final performance, was designed to be a fun and positive experience, creating a united cast that supports one another on and off stage. The dedication, creativity, and commitment of every girl involved was truly incredible. Being in a production is an unforgettable experience that becomes a core memory from their senior school years.

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“ I absolutely loved working on the 2025 Middle Years Production of Charlie and the Chocolate Factory.

Words can’t describe how exhilarating this experience was for me. It was an honour to bring such a magical play to life, and working with my talented peers made it an adventure I will never forget.

I loved seeing what everyone had to offer in their own creative way, which really brought light and life to the story and the stage.”

Grace Logan, Willy Wonka

“ Charlie and the Chocolate Factory was truly an unforgettable experience that I will cherish deeply - it allowed me to make new friends and to be myself.

It helped me to be more confident in myself as I learned how to perform on stage. But most importantly, the girls were what made the show come to life, with all their support and kindness. I would highly recommend for PLC Sydney girls to join a production, as you don’t just get to experience being in a cast but a family as well.”

Arabella Sexton, Oompa Loompa/ Candy Kid

Thank you to everyone who helped make this production possible and brought so much joy to our Middle Years girls!

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HSC Drama celebrates historymaking results and the value of empathy, creativity and resilience The 2025 HSC Drama cohort achieved a record number of OnStage nominations, reflecting their exceptional hard work, dedication, and the innovative quality of their group and individual creative work.

Ms Joanna Golotta-Maxwell Head of Drama The 2025 HSC Drama cohort has made history with the largest number of OnStage nominations in the history of the College.

A record number of 34 nominations was achieved. OnStage recognises the most outstanding HSC Drama work across the State of NSW. All 19 students received a nomination, with most receiving two, for both their group and individual performances.

The work was nuanced, sensitive and innovative.

The students collaborated exceptionally well, and we are proud of their hard work and dedication to the creative process. This cohort relished the community that is found in the Drama classroom. Their work was brimming with the joy that comes from driving towards a joint creative goal.

“Drama builds friendships and expands your worldview. It teaches you about human experiences you would have otherwise never known about.”

Jasmine Gifford

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NOMINATIONS INDIVIDUAL PERFORMANCES Kate Barry My Name is Rachel Corrie

Zoe Guard Rhinoceros Kate Hooper Once

Peppa Burnett Cheer

Amelia Lai Beyond the Neck

Ella Soo Proof Here are some reflections from the 2025 HSC Drama class: “Drama has given me a newfound appreciation for school, gifted me new friendships, and granted me courage and perseverance.

Pursuing Drama is one of the best decisions I have made for myself in high school.”

“From Drama, I have learnt that you should never be afraid to present and pursue what you're passionate about. In this space, you will always feel supported, encouraged to 'yes’.”

Zoe Gaurd

“Drama is a form of storytelling, a form of empathy and a form of connection. It has given me support and the opportunity to express myself in new and creative ways.”

“Drama teaches you about yourself.

It forces all the most truthful and hidden parts of yourself to bubble to the surface, and yet you remain unafraid of judgment from your peers - your Drama family.”

Lucy Carlisle

Kate Barry

Amelia Lai

Lauren Coumbiadis Eat Up

Isobel McLachlan Minefields & Miniskirts

Bethany Rand Photograph 51

Kaelyn Shirto Prima Facie

Grace Kaleel Testimony

Holly Simon A Song for Judy

Surraya Carey Anne Boleyn

Caitlyn Walker Delia’s Clothes

Lucy Carlisle August: Osage County

GROUP PERFORMANCES Bethany Rand, Sophia Miller, Grace Kaleel, Isobel McLachlan and Kate Hooper Golden Boy Amelia Lai, Kate Barry, Lucy Carlisle, Surraya Carey and Lauren Coumbiadis Take Up Space Caitlyn Walker, Peppa Burnett, Kaelyn Shirto, Gianna Kouppas and Zoe Guard The Nord Vault Holly Simon, Jasmine Gifford, Ella Soo and Zoe Duarte G.A.N.G.

“Drama has taught me to be more confident in myself and trust my instincts.”

Kate Hooper

“Drama is community.

It has allowed me to find my place in the school, and I am eternally grateful to the staff and students of this department.”

Holly Simon

ISSUE 22 / SUMMER 2025

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Building bridges of connection at the International Mindedness event Recently, a group of enthusiastic PLC Sydney girls, including international students, exchange students, and those with a passion for learning about other cultures, travelled to The Scots College for our annual International Mindedness Event.

Lee Ann Hansen Coordinator of Overseas Students This year’s theme, Building Bridges of Connection, focused on fostering relationships and understanding to create a more unified community.

The evening was filled with engaging activities designed to bring people together.

The night began with group tours of The Scots College, including the infamous castle, complete with full suits of armour and even a life-sized stuffed camel. Once at the event space, we launched into fast-paced icebreaker games that helped us learn more about each other and our cultures.

Next came Global Trivia, with three rounds: 1. What language is this?

2. What country is this the national dish of?

3. Where is this national anthem from?

It was a lively and fun way to share knowledge and discover new things about cultures around the world.

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Dinner was a highlight, offering a delicious variety of international foods and the chance to chat with new friends.

Afterwards, we moved into the physical activity: building literal bridges! From bridges symbolising friendship to ones that transformed from black and white to colourful as you travelled across them, every creation reflected energy, imagination, and care.

To finish, the take-home activity invited everyone to write answers to questions about themselves and their culture.

Most importantly, we each suggested one action we could take in the following week to help build bridges between cultures. These were placed in a jar and shared at random, ensuring the spirit of the event continued beyond the evening itself.

Overall, the International Mindedness Event was a wonderful opportunity to meet new people, celebrate different cultures, and strengthen our multicultural, connected community.

A huge thank you to all the students who participated this year!

Tech Mastery, Ethical Purpose: Defining the Next Generation of STEM Leaders For many years, PLC Sydney has paved the path in STEM education. Our unwavering commitment to excellence in Science, Technology, Engineering, and Mathematics has prepared our students not just for exams, but for the complex, technology-driven world they will inherit.

By Dr Paul Burgis Principal Our deep integration of technology is not about being "tech-heavy," but about ensuring every student develops the critical thinking and practical skills necessary to thrive.

A Decade of Unrivalled STEM Success Since 2011, PLC Sydney's success in science and technology competitions has been truly remarkable: • Eureka Prize Dominance: We have proudly won the prestigious Eureka Prize four times (three times in the Junior School and once in the Senior School), consistently demonstrating national academic prowess.

• STA Awards Leadership: Thanks to the dedication of staff like Mrs Martin, Mr Gregory, and Mrs McGrouther, PLC Sydney has produced the most awardees in the

Science Teachers Awards of NSW for eight consecutive years in both Junior and Senior Schools. In the Junior School, we received triple the number of awards of the next school; a testament to our program's depth.

• Global Recognition: Our students are achieving on the world stage.

Accomplishments include selection for the Australian Science Team, winning the Stockholm Water Prize, and, most recently, Tiffany Yi winning the National Brain Bee Competition and placing third in the world as Australia’s only representative.

Education with Purpose: Balancing Tech and Critical Thought Our approach is driven by a deep understanding of how technology benefits learning and by a commitment to critical thinking.

At the heart of our philosophy is balance.

We strive to help students become critical thinkers, neither technophobes

Benefit for Students

PLC Sydney in Action

Interactive & Differentiated Learning

Digital tools allow students to access rich, customised learning resources, deepening understanding and supporting outstanding results in subjects like our Cambridge IGCSE courses.

Collaboration & Problem-Solving

Our biennial student-led conference, ‘Into the Unknown’, this year focused on AI in science, philosophy, law, and work, showcasing high-level teamwork from over sixty girls.

Global Context & RealWorld Skills

Our STEM tours to destinations like NASA and CERN, and the Entrepreneurship tour to the USA, connect classroom theory with the world’s most advanced technology.

nor technophiles. Technology is a neutral tool, and we teach our girls how to use it for good. We aim for students who are not addicted to phones, but who can program a robot.

New in 2026: Hands-On Tech Clubs We are thrilled to announce a significant addition to our co-curricular offerings next year: practical technology clubs.

These clubs will be under the expert leadership of Mr Brunner, the NSW Teacher of the Year (2025) in the technology field who is joining our staff in 2026. We sincerely thank the P&F for their generous $40,000 donation to purchase state-of-the-art equipment, including drones, robotics kits, and 3D printers to support these new initiatives.

These hands-on learning opportunities will ensure our students move beyond passive consumption to active creation and programming. Interested students should look out for details; clubs will operate at lunch and after school.

The Future is Built at PLC Sydney Technology is a powerful support for high-quality teaching and learning at PLC Sydney. By enabling efficient feedback, fostering rich learning resources, and promoting collaboration, it remains a valuable classroom asset for students and teachers.

We look forward to another year of academic excellence, innovation, and seeing our students continue to grow into the next generation of technological and scientific leaders.

ISSUE 22 / SUMMER 2025

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Little Talks, Big Impact: AI & Well-being As digital companionship becomes increasingly accessible through artificial intelligence, young people are at risk of replacing genuine human connections with AI interactions during times of emotional distress.

Dr Sarah Golsby-Smith Head of Learning and Teachinghing Recently, I caught up with two young people in their early twenties. Both had degrees, had excellent jobs and a good network of friends. Both admitted to me that, given some recent emotional distress, they had turned to AI for some insight into their own states of mind and for some advice on how to proceed with a difficult relationship.

My conversation with these two young people was mirrored by our Pamela Nutt Address speaker, Associate Professor Sarah Irving-Stonebraker, who told us of young people who

are increasingly reporting that they feel “disconnected”.The advantage of reaching out to ChatGPT or the like is that the bot is constantly available, night or day, and provides instant, positive, affirming feedback at a moment of psychological or emotional distress. Dr Burgis recently met with NSW Police, whose statistics tell us that 72% of young people have used some sort of AI companion. In an uncanny way, the 2013 film Her, where a man falls in love with a chatbot, predicted the strange situation in which we find ourselves in 2025.

And yet, if the smartphone revolution has taught us anything, it is this: what is supposed to connect us can, in the end, disconnect us. The famous line from The President’s Men is a useful one here: “follow the money.”

The imperative for smartphone or AI companies is an economic one; it is in the interest of the makers of AI that we keep clicking. A person feeling disconnected from other humans will be more likely to keep clicking, driven by a feeling of disconnection, and an AI bot will be more likely to provide answers that increase dependency rather than decrease it. In the end, then, that 24/7 well-being advice may in the end be a ruse.

As reported recently in The Guardian, Psychologist Sahra O’Doherty says that

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" ...our teenagers are at risk of replacing real human connection with artificial connection..."

AI chatbots are not designed to bring therapeutic benefit, but are designed to “mirror” our wants and needs: “What it is going to do is take you further down the rabbit hole, and that becomes incredibly dangerous when the person is already at risk and then seeking support from AI.”

What does this mean for the young people of today?

Bringing to mind the fact that a teenager’s brain is far more elastic than an adult brain and also has an immature prefrontal cortex (which is the part of the brain that processes risk and consequence), our teenagers are at risk of replacing real human connection with artificial connection, thereby amplifying the disconnection that caused pain in the first place. AI add-ons have been a part of social media for some time now.

In Snapchat, it is called “MyAI”. TikTok has “Tako” or “Genie”. Instagram has an AI chatbot built into its DMs. ChatGPT is illegal for anyone under the age of 13, but this also means that many of our teenagers could have the app installed on a phone. As adults come to terms with what AI might mean for our world, teenagers and young people are taking up its use in real time.

It is tempting to think that one way around this might be to limit distress in general, so that our girls have no need to reach for a bot for friendship

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and support. This will prove impossible.

While we cannot (and should not) construct worlds for our children free of psychological distress or difficulty, we can teach them what to do when these big emotions inevitably surface.

We can show them that all humans experience distress and difficulty, and then demonstrate to them wise ways of

responding. In teaching and mentoring, we will establish the human connection that drives “friendship” with AI in the first place.

Further Reading: 1 eSafety Commissioner Website: https://www.esafety.gov.au/

3 Jonze, Spike, director. Her. Annapurna Pictures, 2013.

4 Taylor, Josh. “AI chatbots are becoming popular alternatives to therapy. But they may worsen mental health crises, experts warn.”

The Guardian, 3 August 2025, Accessed 6 August 2025.

2 Docter, Pete, director. Inside Out 1 and 2.

Pixar Animation Studios, 2015 and 2024.

Here are some ideas for navigating this new territory of AI and growing daughters: 1

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Keep conversations with your daughter open.

Use the car ride home - or what I have called the “teenage pram” - to chat with your daughter about her day. Teenagers habitually find the communal gaze straight ahead and the movement of the car as a sign that it is safe to talk. Let her lead, and offer her gentle questions to prompt her to keep talking.

Explain to your daughter that she should always come to you or to our Well-Being staff at school if she is having trouble handling those “big emotions”.

We will work together to give her language and frameworks for those feelings.

Use light-hearted humour to show your daughter what to do with big emotions. Avoid sarcasm, but show her how humour helps to get a handle on emotions with no name. The films Inside Out and Inside Out 2 are fabulous on this point.

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Check your daughter’s devices for AI bots. If you find access to them, talk to her about AI - what it is, what it isn’t - and the limitations of non-human connection.

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Remind her of resources like Kids Helpline (1800 551 800) and Beyond Blue (1300 224 636), and explain how they differ from AI bots. Please refer to page 23 of the Senior Student Handbook and page 11 of the Junior Student Handbook for more suggestions on Who Can Help?

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If necessary, arrange for your daughter to see an external psychologist to ensure she has human connection in this crucial time in her life.

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If you see anything alarming, please reach out to us or directly to the eSafety Commissioner.

For further support or information, please contact the Senior School Well-being Team via Ms Liz D’Arbon: edarbon@plc.nsw.edu.au

ISSUE 22 / SUMMER 2025

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A legacy of strength and belonging: Ann Flood room opens at PLC Sydney Highlighting the enduring power of quiet influence, this event celebrated the establishment of a dedicated space for First Nations students, named in honour of PLC Sydney’s first Aboriginal student, Ann Flood, whose legacy continues to inspire the College community.

Dr Sarah Golsby-Smith Head of Learning and Teaching At the end of George Eliot’s famous novel Middlemarch, the narrator tells us about her main character that “the effect of her being on those around her was incalculably diffusive: for the growing good of the world is partly dependent on unhistoric acts; and that things are not so ill with you and me as they might have been, is half owing to the number who lived faithfully a hidden life”.

Recently, we got to see the truth of this at PLC Sydney. Ann Flood was PLC Sydney’s first Aboriginal student, attending PLC Sydney in the early 1960s from a small town called Hillston. I’m sure when she arrived at PLC Sydney, at 14 years old, that she did not imagine the moment as particularly historic. However, Ann’s time here has been “incalculably diffusive”; she

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has blessed so many in her life, and now that legacy will go on to bless the Aboriginal and Torres Strait Islander girls at PLC Sydney, as we have opened a room in her honour for our Djurumin Gals. Aunty Ann Flood has become a leader in her field, working in several universities in Australia in Aboriginal Education. As she said to our girls on Saturday, as she opened the room, PLC Sydney was culturally difficult for her, and it also gave her the tools to do what she has done over her life. Now that our First Nations girls have Ann Flood - and the room named in her honour - we know that their journey here will not be quite so difficult as they walk in her footsteps.

At PLC Sydney we talk a lot about legacy, about the ways in which exstudents pave the way for the girls who come behind them, constantly making “the world a better place and life a worthier thing”. What we didn’t

yet have was a rich sense of legacy for our Aboriginal girls. Ann Flood has changed that, coming back to the school decades later, meeting and talking to our First Nation's girls as their own Aunty. That room will remind our Aboriginal girls of Ann Flood’s legacy. It will remind them that there is a space dedicated to that legacy, so that our girls themselves can walk into and create their own legacy.

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Keira wins top prize at the Australian Museum Eureka prizes PLC Sydney was excited to celebrate Keira Peng (Year 3), who won the top national prize in the primary school division of the 2025 University of Sydney Sleek Geeks Science Eureka Prize!

Her witty and creative short film, Dusty’s Mitey Poo, took us into the fascinating (and yes, a little itchy!) world of dust mites. Keira showed how these tiny creatures can trigger allergies and shared some clever tips for keeping them out of our homes.

Earlier this year, Keira also won Best Scientific Investigation in NSW (K–2) for her Young Scientist project, and this latest award showed just how far her curiosity and creativity could take her.

A huge achievement, and a fantastic example of how science can be fun!

Innovation and Science at PLC Sydney Keira’s win highlights the strength of PLC Sydney’s enquiry-based learning and the expertise of our specialist Science and Technology teachers. With the introduction of the new K–6 Science and Technology Syllabus, students are encouraged to trial, test, and refine their ideas, developing innovative solutions to real-world problems.

At the heart of this learning is our Junior School Innovation Lab, a flexible space designed to inspire creativity

and hands-on experimentation. Here, students can code, create, and innovate using robotics, electronics, and design tools. Portable whiteboard tables, inventor toolboxes, and dedicated maker zones encourage exploration and collaborative problem-solving.

As Principal Dr Paul Burgis explains: “We don’t just follow trends at PLC Sydney, we want to lead in education.

Our facilities and philosophy reflect our commitment to innovation, creativity, and equipping students with the skills they need for the future.”

About the Sleek Geeks Science Eureka Prize Sponsored by the University of Sydney, the Sleek Geeks Science Eureka Prize encourages students to explain scientific concepts in ways that are entertaining, informative, and engaging. Inspired by patrons Dr Karl and Adam Spencer’s motto, “learn something without even noticing”, the prize nurtures the next generation of scientists and science communicators.

PLC Sydney has proudly participated in this national competition since 2013, producing a long list of winners and finalists over the years.

ISSUE 22 / SUMMER 2025

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JUNIOR SCHOOL SPOTLIGHT

Lunch Bunch: Fun, friendship and growth Catriona Daly-Gray Junior School Psychologist

Big Hearts, Big Impact at Bumper Day

Lunch Bunch has had a fantastic year of connection, teamwork and fun! Hamilton students have worked together to create a joyful space each Wednesday that celebrates strengths, individuality, growth and creativity.

The focus in 2025 has been on fostering connection, social skills, emotion regulation strategies and a growth mindset through engaging games, creative activities, and meaningful group reflection. Students learnt about emotions, practised gratitude, mindfulness and self-compassion

and even created their very own collaborative mood meter. We did a deep dive into social skills, looking at nonverbal communication, perspective taking, getting the whole picture and using humour and kindness to connect.

Students enjoyed creating their very own growth mindset flowers, where they used the power of “yet” to shift their thinking about challenges.

It’s been a year of creating, reflecting, laughing and dancing at Lunch Bunch and we can’t wait to continue to connect next year!

On Thursday 31 July, Junior School held their Annual Red Cross Bumper Day, fundraising for the Australian Red Cross.

It was a cold, wet day, but you certainly would not have guessed it from the broad smiles and excited faces of all the Junior School students. Stalls were set up across two different levels in Hamilton, and the Evandale girls were thrilled to participate and purchase goods from the many stalls that the Hamilton students had organised.

Hamilton students had put in a great deal of effort and we were dazzled by the array of sweet treats and food, stationery items and crafting options on offer. There was even a Cream In The Face stall for something different.

The students raised over $12,000 - a remarkable result, especially given the weather! We congratulate everyone involved in this fabulous fundraising day. At an assembly later this term, a cheque will be presented to a Red Cross representative by our Community Service Captains.

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On Tuesday 2 September, the Junior School Auxiliary put on a fabulous Father’s Day Breakfast under the Camphor Laurel Tree.

Celebrating our Dads under the Camphor Laurel

It was a lovely morning, if a bit chilly, but that only made the egg and bacon rolls more welcome! It was wonderful to see so many fathers and special people gather together. Thank you to the JSA Executive, Leanne and Khalid from the Maintenance Team, and all the hardworking volunteers who made this such a special morning.

Book Week takes flight Book Week is always one of the most anticipated events of the year, and this year’s theme, Book an Adventure, truly took flight.

Hamilton and Evandale were transformed into colourful runways, where students proudly paraded as their favourite book characters. Adding to the fun, our Junior School Librarians took on the role of Reading Airways flight attendants, guiding characters safely down the runway with plenty of smiles along the way.

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The importance of book choice for young readers Literacy Development and Achievement

Rachel Robertson Hamilton Junior School Teacher Librarian

Motivation and Reading Engagement Research consistently shows that children are more motivated and engaged in reading when they have a choice in what they read. A broad base of studies indicates that allowing students to select their reading material leads them to read more frequently and for longer periods. A review of research

by Allington and Gabriel concluded that "students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read".

A 2004 meta-analysis of 22 studies identified choice as one of the two most powerful factors for improving primary age students' reading motivation and comprehension (Guthrie & Humenick, 2004). When children can pick books that interest them, they approach reading as an activity they want to do rather than have to do. This intrinsic motivation is crucial.

Highly motivated readers read about 300% more than less motivated readers (Gambrell, 2011). Parents and teachers tap into a child's natural curiosities and interests by giving them a voice in book selection, making reading a more enjoyable and self-driven experience.

Encouraging a child's autonomy in book selection doesn't just make them happier readers; it also supports their literacy development. Numerous studies have found that when students choose their books, their comprehension and reading achievement improve. A study of 8 to 9-yearolds found that giving children a choice of reading material significantly improved their reading comprehension compared to when books were assigned by an adult (Kakoulidou et al., 2021). This benefit was observed even in children who struggle with attention; having a say in what they read helped all students understand texts better (Kakoulidou et al., 2021).

Children who are interested and engaged put more effort into reading and get more out of it. Over time, more engaged reading leads to stronger literacy skills. Children who read more by choice tend to build larger vocabularies and stronger reading fluency. A study in the UK found that children who frequently read for pleasure (which inherently involves choosing books to read) between the ages of 10 and 16 had significantly greater progress in vocabulary and even math skills than peers who read rarely (Sullivan & Brown, 2015).

" When choices align with a child's interests and reading level, the child feels a greater sense of ownership of the reading experience."

Importantly, the type of choice matters.

Researchers emphasise providing meaningful choices, such as letting a child choose which book to read (as opposed to a trivial choice like what colour bookmark to use), to boost engagement (Assor, Kaplan & Roth, 2002). When choices align with a child's interests and reading level, the child feels a greater sense of ownership of the reading experience. This feeling of ownership has been linked to more reading time and a stronger commitment to reading tasks (Reynolds & Symons, 2001). Granting primary-aged students autonomy in picking books can transform reading from a chore into a rewarding pastime, greatly increasing their motivation to read regularly.

When children pick up a book they are excited about, they are more likely to read carefully, and ultimately improve their critical reading skills.

Building Decision-Making Skills and Responsibility Another benefit of giving young students autonomy in book choice is that it helps them develop valuable decisionmaking skills and a sense of responsibility for their learning.

Choosing a book may seem simple, but for a child, it involves considering their interests, checking the book's topic and difficulty, and then committing to reading it. Children learn to make decisions based on their preferences and needs by routinely making such choices. Educational experts note that providing choice allows students to take ownership and responsibility for their learning (Gambrell, 2011). In the context of reading, this means children learn to gauge what subjects or genres they enjoy and what reading level is comfortable or challenging. This is a metacognitive skill that will serve them throughout their education. Book selection autonomy is a safe practice ground for decisionmaking, enabling primary-aged students to build judgment, independence, and confidence in their choices.

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Emotional Connection and Love of Reading Perhaps most importantly, allowing children to choose their books helps foster a positive emotional connection to reading. When a child picks a book that resonates with their interests or imagination, reading becomes a source of joy, curiosity, and comfort. Over time, these positive experiences can cultivate a lifelong love of reading. Survey data underscores how personal choice is linked to reading enjoyment: an astonishing 91% of children ages 6 to 17 agree that "my favourite books are the ones that I have picked out myself" (Scholastic, 2015). Children often form attachments to stories and characters they choose to read, because those choices reflect their passions and identity. For example, a child who loves animals and can pick animal adventure books is likely to feel emotionally invested in those books, reinforcing how enjoyable reading can be. This emotional engagement is not just a warm-andfuzzy bonus; it fuels more reading and learning. Educators Jeff Wilhelm and Michael Smith, who conducted in-depth interviews with young readers, observed that pleasure is at the heart of engaged reading; when reading is enjoyable, children naturally spend more time doing it and dive deeper into books (Wilhelm & Smith, 2013). Conversely, if children are constantly told what to read without regard for their interests, they may start seeing reading as a tedious task rather than a pleasurable activity. Over-emphasis on assigned

reading can undermine the emotional aspect of reading by removing the child's stake in the material. That's why experts advocate balancing required readings with abundant opportunities for free choice. When children feel a personal connection to a book, they

" When a child picks a book that resonates with their interests or imagination, reading becomes a source of joy, curiosity, and comfort." are more likely to remember the story, talk about it with others, and seek out more books, all signs of an engaged, motivated reader. Over time, these emotional connections build a child's reading identity, crucial for sustaining reading habits into adolescence and adulthood.

Conclusion For children, the freedom to choose what they read is more than just an advantage; it's a powerful educational strategy backed by research. Autonomy in book selection boosts motivation, leads children to read more often, and become deeply engaged. It supports literacy development, as engaged readers naturally build stronger comprehension and vocabulary.

It nurtures decision-making skills, giving kids practice in making choices and taking ownership of their

learning. It strengthens the emotional connection to reading, helping children associate books with pleasure and personal meaning. Allowing your child to pick that library book or bedtime story can make a world of difference. Children who feel in control of their reading tend to be happier, more skilled readers. By empowering your child to choose books that speak to them, you're helping to ignite a lifelong love of reading founded on motivation, confidence, and joy.

References: Allington, R. L. and Gabriel, R. E. (2012) ‘Every child, every day’, Educational Leadership, 69(6), pp. 10–15.

Assor, A., Kaplan, H. and Roth, G. (2002) ‘Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork’, British Journal of Educational Psychology, 72(2), pp. 261–278.

Gambrell, L. B. (2011) ‘Seven rules of engagement: What’s most important to know about motivation to read’, The Reading Teacher, 65(3), pp. 172–178.

Kakoulidou, M., Knight, F. L. C., Filippi, R. and Hurry, J. (2021) ‘The effects of choice on the reading comprehension and enjoyment of children with severe inattention and no attentional difficulties’, Journal of Abnormal Child Psychology, 49(11), pp. 1403–1417.

Reynolds, P. L. and Symons, S. (2001) ‘Motivational variables and children’s text search’, Journal of Educational Psychology, 93(1), pp. 14–22. Scholastic (2015) Kids & Family Reading Report: 5th Edition. New York: Scholastic Inc. Sullivan, A. and Brown, M. (2015) ‘Reading for pleasure and attainment in vocabulary and mathematics’, British Educational Research Journal, 41(6), pp. 971–991.

Wilhelm, J. D. and Smith, M. W. (2013) Reading Unbound: Why Kids Need to Read What They Want – and Why We Should Let Them. New York: Scholastic.

ISSUE 22 / SUMMER 2025

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Romilly strikes gold in Writeon 2025 Congratulations to Romilly Merani (Year 6) on her outstanding achievement in the WriteOn 2025 competition, NSW Education Standards Authority’s (NESA) annual writing competition. Romilly was awarded a Gold Medal for her creative response to this year’s theme, “Could they be changing?”

Romilly and her family attended a special ceremony at the State Library of NSW on 22 September, where she was presented with her award. At this ceremony, Romilly was chosen to read her piece “On the Battlefield”, and her recitation culminated in a surprise ending that thoroughly delighted the audience. Following the ceremony, Romilly participated in a writer’s workshop and was presented with the Best of WriteOn anthology showcasing the published work of this year’s award winners.

In “On the Battlefield”, Romilly draws inspiration from her real-life experiences. Using an extended metaphor and personification, she transforms a common childhood experience into a dramatic battlefield scene. Vivid imagery, powerful verbs and a clever shift in perspective make an ordinary process feel epic and engaging.

Read her outstanding piece below.

On the Battlefield

by Romilly Merani

Pushing through the mud, I planted my feet firmly into the boggy ground. It was covered by the fresh blood of my fallen comrade.

I am Tony. A few weeks ago I joined the ranks, protecting our land against invaders. My role here is to destroy any intruders with my spear. I like to raise it high, almost touching the top line of men, and ram its ivory tip upwards, killing trespassers. This job is called “Spearhead”.

I have always known that this was where I was to work. As a senior, I replaced a junior Spearhead. They never last long being so juvenile, so it’s only a matter of eight or so years until us seniors step in.

We are better developed, with sturdier spears that seldom blunt.

In our kingdom, Paris, there are two rows of troopers in the usual formation.

I am situated in the bottom row. On my right are four hefty tanks. They are robust, sometimes called “Mashers”, for that is their job. To my left though, are

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some real babies. They are puny, largely ornamental, in my opinion. Unlike the rest of us, they preen themselves incessantly, and tire easily. Next to them is the other Spearhead and more tanks. The rows above are also in the same order.

Now, about the Inspector, he is a fierce man, a giant to us. When he visits, we must all be relatively clean, but most importantly, in formation. We warriors must be in sharp rows, and not too far forward, which is problematic for the upper row. If they meander forward, as they frequently do, our defences weaken and the assaulters don’t perish as easily.

When this occurs, the Inspector places a cruel fence of twisted razor wire around us. It gives us no room to move, and pushes us forcefully backwards. Sadly, we have been caged like this since last year. Embarrassingly, I often get harshly reprimanded for chatting to the amiable Mashers and not always facing forwards perfectly. It is so tedious standing at attention.

To give some insight into my life as a Spearhead, here is my daily plight: Erupting from in front, ominous light will belch forth malevolent intruders.

Petrified, I will hold an iron grip on my glistening spear that slips with my cold sweat whilst I jab frantically as enemies inundate us relentlessly. Mathew, the Spearhead above me, and I will collaborate, connect our weapons and plunge cavernous holes through enemies.

Then we clean up and await the next assault that is sure to come shortly.

Come what may, we will prevail.

Paris peered dejectedly into her mirror at the ugly braces the orthodontist had forced on. Every day she longed for the marvellous change that the orthodontist had promised. Suddenly, she started.

She examined the mirror closely. Her heart palpitated. Her deep blue eyes widened. Had her teeth finally moved backwards a bit? Even that pesky lower canine seemed to have swivelled around. Could they be changing?

Transition Spectacular: A Night to Remember Each year, the Transition Spectacular lights up the stage of the Audrey Keown Theatre as students from Years 7 to 12 share their creativity and passion with the school community.

The evening is always a highlight on the calendar, bringing together an exciting mix of plays, music, and dance. From heartfelt performances to laugh-out-loud moments, the show captures the energy, spirit, and talent of our Transition students.

Behind the curtain lies months of hard work and rehearsals, and it all comes together in one unforgettable night. Families and friends cheer on proudly as students shine in the spotlight, creating memories that will be treasured long after the final bow.

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PLC Sydney Preschool Lane Cove is open As the College moved into the last term of the 2025 school year, here at Lane Cove, our journey with children and families was just beginning. On Tuesday 14 October, we welcomed our children with open arms, ready for relationships, growth, and connections to the PLC Sydney community.

Dr Suallyn Mitchelmore PLC Sydney Lane Cove Preschool Director PLC Sydney has created another state-of-the-art preschool. We have two playrooms at Lane Cove, the Banksia Room and the Grevillea Room, each with 20 children a day. The renovation of the church and large attached hall, which has been transformed into our two beautiful, light-filled playrooms, has been architecturally designed in consultation with both early childhood educators and designers to establish a unique environment to best support children, families and educators.

A significant feature of the design is the use of glass along the verandah. It allows for seamless connection visually between indoor and outdoor play spaces, allowing us to implement an indoor-outdoor program, and affording the opportunity for children to engage in long, uninterrupted blocks of time as children move between indoor and outdoor spaces.

The vision for the preschool playrooms has been to create a homely aesthetic which imbues a sense of calm, connectedness and an appreciation of beauty to support lifelong learning. Coupled with a natural and calm colour palette, this is reflected in the choice of beautiful Australian hardwood furnishings, the quality of the children’s resources and the organisation of the learning environments.

Children have access to a large outdoor area which includes a variety of native trees and plants, edible vegetable gardens, a sandstone sandpit with a dry riverbed and mud kitchen, and outdoor meeting places including a platform deck and yarning circle. These well-thought-out design features help to support and sustain learning dispositions and a growth mindset for both children and educators.

Well before children started with us, we had embraced the possibilities of building a community and connecting with our natural bushland setting. With the support of the Chatswood Library Knitting Group and Crafters Makers

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There has been immense joy to see the beautiful spaces of PLC Sydney Preschool Lane Cove filled with the vibrancy of children’s thinking and engagement with our programs.

Group, and the vision of one of our educators, Esther Laing, children and families are greeted with the whimsy and joy of our “Welcome Project”. A crochet garden greets children and families as they make their way to the front door, with the metal balusters transformed into crochet stems and dotted with crochet flowers.

PLC Sydney Preschool Lane Cove is nestled just a few hundred metres from the Upper Lane Cove Valley Loop of the Lane Cove River National Park. Home to diverse flora types, the Lane Cove area is part of one of the mega-diverse floras in the world. Honeyeater birds can be seen feeding on the nectar of the diverse understory of Pea flowers, Heathland plants, and Banksias, to name a few. The spectacular upper slopes of the Lane Cove Valley include rocky outcrops, quiet shady creeks, tall Eucalypt forests and lush fern tree gullies, attracting blue wrens, kookaburras, magpies, echidnas and water dragons.

We have worked closely with the Centennial Parklands Bush School to develop a Nature Play program that is shaped around our context here at Lane Cove. Accompanied by two educators, small groups of children will go out on daily walks to our nature play site, where they will engage in experiences such as bush art, conservation, mud play and shelter building.

There has been immense joy to see the beautiful spaces of PLC Sydney Preschool Lane Cove filled with the vibrancy of children’s thinking and engagement with our programs.

We have so much to look forward to as we embrace the opportunities of the PLC Sydney community and the richness of our extraordinary surrounds.

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AT A GLANCE

House Gym Kicks off New Season of House Events What an exciting way to kick off this new season of House events!

House Gym 2025 was an exhilarating display of talent and athleticism from our incredible Senior School gymnasts, accompanied by the enthusiasm and camaraderie of each house group, supporting their Houses and cheering them on to victory.

But only one house can win, and this year Kinross claimed the victory - congratulations Kinross! Well done to Harper, who placed second, and Anderson, who placed third.

It was a tough competition, and a massive thank you to all our amazing judges for stepping up to the challenge!

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Homegrown talent and state-of-theart design: Betty's Canteen reimagined

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We love seeing our alumni return to make a tangible difference in the place that helped shape them!

We are thrilled to open Betty's Canteen, a project brought to life with the key involvement of one of our own: alumna Georgia Anderson Sparkes (2014), Design and Project Manager at Emora, a premier provider of construction, fit-out, and maintenance solutions.

From Storage to State-of-the-Art Georgia played a central role in transforming the canteen space, working with Emora to complete the full refurbishment of what was once a storage area. The new design is a major upgrade, turning the space into a state-

of-the-art commercial facility built for efficiency and convenience.

This comprehensive transformation prioritised functionality while expertly minimising disruption in this high-traffic area. The new canteen features: • Top-tier commercial kitchen facilities for seamless food preparation and service • A commercial coffee machine.

The Story Behind Betty's Canteen Betty Drummond (née Pirie) was an alumna (1919–1928) who became a champion athlete and dedicated College Council member for 34 years. Drummond Field and the Canteen are named in her honour. Betty embodied Principal Dr McQueen's belief that people should leave a place better than they found it, contributing to the school for seven decades.

• A walk-in cool room • Dedicated food warmers and ice cream makers • Ample stainless-steel bench space It's a true full-circle moment to have former students contribute their professional expertise to enhance the PLC Sydney experience. We are so proud of Georgia and excited for the students and staff to enjoy the refreshed space.

ArtExpression 2025 On Wednesday 20 August, the Adelaide Perry Gallery hosted the closingcelebration of ARTEXPRESSION 2025, showcasing PLC Sydney’s HSC VisualArts Bodies of Work. The evening was a vibrant tribute to the dedication and creativity of our students, filled with recognition, gratitude and community spirit.

Beanland received a Certificate for Courage and Commitment. The prestigious Mr Paxton Award was presented to Jasmine Gifford.

The evening closed with heartfelt speeches from the HSC Visual Arts students, who expressed their

gratitude to teachers and staff for their unwavering support. The event stood as a powerful reminder of the role creativity, courage and community play in shaping the artistic journey at PLC Sydney.

The celebration included a leadership handover from 2025 Art & Design Captain Jasmine Gifford to 2026 Captain Edie Meisner, as well as the presentation of several awards. Reina Shi and Euna Oh received Certificates for Outstanding Technical Skill and Aesthetic Refinement, Isabella Loo was honoured with both the Commitment to Artmaking Practice Award and the Captain’s Choice Award, while Maddison ISSUE 22 / SUMMER 2025

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From filming Tiktok dances to dreams of directing The Tempest!

Proud Gamilaraay and Ngunnawal student Marni recently represented the Australian Indigenous Education Foundation (AIEF) at the launch of ‘Australia: A History’ by former Prime Minister Tony Abbott.

Reflecting on her growth while attending PLC Sydney, Marni discussed how

her enthusiasm for creating TikTok videos in Year 7 has evolved into a passion for the performing arts, public speaking, and the art of directing.

Marni spoke about her love of Shakespeare, which resonated with the distinguished crowd, featuring guests including AIEF Patron, the Governor-

General of Australia, NSW Premier Chris Minns, and AIEF Ambassador Nova Peris OAM. Marni’s speech highlighted how dreams manifest when young people are given access to quality education and the opportunity to grow.

To the core of physics: Science teacher Phebe Lenthall’s journey to CERN In Term 3, Science Teacher Ms Phebe Lenthall travelled to CERN in Switzerland, the world's largest particle physics laboratory, to participate in the highly prestigious International Teacher Weeks Program (ITWP).

She was one of only 40 teachers globally, and the 22nd Australian ever chosen, for the intensive, 70-hour learning experience.

The program was a deep dive into the cutting edge of science. Ms Lenthall updated her knowledge on topics like

particle accelerators, the Higgs boson, antimatter research, and the extensive engineering and medical applications that underpin the research. She learned that while CERN is a "science research centre," the majority of employees are engineers, highlighting diverse pathways into the scientific community.

A major highlight was the focus on global collaboration and the increasing visibility of female physicists and engineers at CERN. Meeting teachers from around the world emphasised the importance of sharing resources and

ideas across international borders. The ultimate lesson? As the organisation exists due to a collective imagination, the program encourages everyone, students and teachers alike, to dare to dream. We look forward to seeing this knowledge applied in our science classrooms!

Checkmate! Girls win IGSA chess challenge Congratulations to our four-person team, Sherry Zou, Madeleine Kijvanit, Mikayla Ong, and Sophie Lin, who won the Grand Finals of the IGSA Chess Challenge (Invitational Division) on 19 September!

This victory is especially impressive as it marked the students' first competitive tournament. Well done on their incredible teamwork, composure, and hard-earned knowledge!

Honouring First Nations culture Held in August, our NAIDOC Week celebrations honoured the history and future of Aboriginal and Torres Strait Islander peoples under the theme, ‘The Next Generation’.

The week featured significant cultural engagement across both Junior and Senior Schools. Students enjoyed a vibrant performance by Jatama, participated in a special yarning circle, and joined handson activities, including a BBQ damper lunch and weaving workshops. We were honoured to host Ann Flood (Class of 1964), PLC Sydney's first Indigenous boarder, alongside Pastor Ray Minniecon and Aunty Kayleen Manton, who all shared their invaluable wisdom and stories.

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Trekking, testing, and tectonics: a journey to the International Earth Science Olympiad World Finals This past August, I had the opportunity to represent Australia at the International Earth Science Olympiad (IESO) in Jining, China. But before competing on the world stage, my journey began with an intensive training camp in New Zealand's South Island.

Tiffany Gao Year 12 Our adventure started on 2 August in Amberly, where we spent the day trekking through the knee-deep, partially frozen Waiapara River, tracing geological history back in time to the day the dinosaurs died. We touched the actual KPG boundary and observed the faint yellow sulphur anomaly in the overlying layers, as well as massive concretions with plesiosaur bone nuclei embedded at their cores.

The following days took us across the Banks Peninsula, where we hiked mountains and examined the volcanic complex that shaped the region. A particularly memorable experience for me was when we encountered a perfectly concave cave carved into a cliff face, containing both igneous and sedimentary rock types. As a team of four, we spent an hour proposing increasingly elaborate theories: a lava tube, differential weathering of mafic magma, prehistoric riverine grindstones from eddies, and even human excavation; all while our mentors patiently ate their lunch.

After rigorous debate and meticulous rock identification, leaving our fingers thoroughly coated in fine clay dust, they swiftly humbled us with a single word: "waterfall." This moment really encapsulates the collective experience of Earth Science, for me, and the vicious

blade of Occam’s razor.

The International Earth Science Olympiad was held in the sweltering 40°C heat of Jining, China, the birthplace of Confucius. The opening ceremony featured keynote speeches from leading Chinese geoscientists, and I was absolutely starstruck by a map of the Tibetan Plateau displaying all the stereonets I could ever desire, illustrating the complex rifting and shifting occurring there.

The competition began with a team event, where I worked with students from Bangladesh, Estonia, Austria, Japan, and Iran. After a slow start and considerable brainstorming, I was delighted when the team chose my proposal. We developed a scientific poster on olivine sand deposition near coral reefs to increase local alkalinity and mitigate ocean acidification, thereby preserving the effectiveness of corals as carbon buffers. Presenting to a panel of prestigious international judges tested not just our scientific knowledge but our ability to communicate across language and cultural barriers.

Our second event was the individual theory exam, which was three hours of multiple-choice questions and quite straightforward. The practical exam, however, was the most physically demanding component. We travelled to two different mountains, where at least half of our two-hour time limit was consumed by hiking upward in oppressive 40°C heat. At stations along each ascent, we assessed geological principles and ultimately crafted comprehensive formation stories for each mountain. The exhaustion was real, but the scenic views from the summit were kind of worth it.

Our final team event assigned us to investigate a coal mining subsidence wetland. We collected water samples, performed chemical analysis, and concluded that the water was severely contaminated with heavy metals from an adjacent coal gangue mountain. After presenting our findings to another panel of judges, I was very pleased to bring home a beautiful chunk of coal gangue as a souvenir that successfully passed through Australian biosecurity.

The Olympiad concluded with a cultural celebration where each country shared performances. Australia presented a plate tectonics dance, and we had a lot of fun dancing and singing with all our new friends. The USA contributed the Cha Cha Slide. The evening ended with exchanging small gifts and signing each other's shirts.

ISSUE 22 / SUMMER 2025

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Helping young people navigate complexity and controversy: PLC Sydney collaborates with UTS and independent schools How can we help young people navigate the disagreement and uncertainty that shape their personal, professional, and civic lives?

Dr Suzana Sukovic Director of College Research A research partnership between the University of Technology Sydney (UTS), PLC Sydney and three independent schools — Newington College, Pymble Ladies’ College, and Trinity Grammar School — has been exploring this question. Associate Professor Simon Knight from UTS’s Transdisciplinary School approached me last year with an invitation to join the Expert Advisory Group for the project for which he received a 2023 ARC DECRA Fellowship. The project aimed to explore the best ways to teach about uncertain and complex topics and to prepare classroom resources to support teachers.

I worked with other members of the group, all research or program leads

in the other three schools, and A/ Prof Knight to co-design a series of innovative professional learning workshops known as social labs.

rich opportunities for collaboration, professional dialogue, and the cocreation of classroom resources.

At the beginning of this year, " Developing capability to navigate four experienced teachers uncertainty, disagreement, and from our College, decided to participate in social labs: evidence is one of the most Faith Evangelista (English), pressing social issues of our time Roberta Perkins (Learning Enrichment Faculty), in order to develop a sustainable Elizabeth Simms and Alicia society, ensure inclusive and Smith (both PDHPE). They worked with experienced equitable quality education, teachers from other schools and promote lifelong learning to explore strategies and develop resources to teach opportunities for all." about these topics. Social labs were hosted by Trinity Grammar School in May, Newington The partnership was recently College in June, and PLC Sydney in showcased at the NSW Teachers’ July. The three sessions provided Research Guild Conference at UTS, where the Expert Advisory Group delivered a joint presentation titled “Research partnerships that provoke professional learning opportunities: Engaging multiple schools in a collaborative project.”

Key insights from the project highlight the value of collaboration between research and professional practice, and the generosity and openness of all participants in addressing important teaching and learning issues for the benefit of our students.

Together, this partnership demonstrates how universities and schools can work side by side to prepare educators — and their students — to engage thoughtfully with the complexities of a rapidly changing world.

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Certainty in the uncertain: Exploring the teacher’s role in navigating disagreement and uncertainty in the classroom For many teachers, disagreement and uncertainty are not unfamiliar or unwelcome, but are indeed recognised as the cogs and gears powering learning in the classroom. As an English teacher, I know that this feels particularly pronounced in my subject area, and can often manifest itself as fear and doubt.

Faith Evangelista English Teacher

beleaguered, as classrooms become increasingly complex to navigate in such challenging times.

What does a metaphor in a text actually mean? What is the author trying to say? Can we ever really know? How do we know?

But this was not the spirit of the group.

Instead, what I found over the course of three workshops was an audacious optimism. Hopefulness, even. The goal of the workshop was to explore and evaluate materials and resources developed by UTS to help teachers navigate the inherent risks and tensions of learning. These materials were wonderful, evidently developed with great care and expertise. But these workshops, by Dr Knight’s design, were staged to privilege the discussions amongst workshop participants, and it was in those discussions that I felt like I struck gold, and remembered once again the great daring and creativity of educators.

These are questions I have heard in some shape or form in my classroom throughout my 14 years of teaching.

Hence, when I was encouraged by our Director of College Research, Dr Suzana Sukovic, to participate in the “Navigating Uncertainty and Risk” UTS Social Lab workshop series, I jumped at the opportunity. Uncertainty, in particular as I have come to understand in the last few years of dealing with the disruptive emergence of GenAI - seems to be the thing that we are all seeking an antidote to in our increasingly uncertain world.

We want safe, neatly packaged answers - the very antithesis of all inquiry, which can (and should) be messy and frictive and complicated.

I don’t quite remember what I expected when I walked into these workshops, as I met Dr Simon Knight, the project leader, and my fellow teachers. Given the title of the social lab and the general sentiment among teacher circles, perhaps I expected to feel a sense of worry, anxiety, and a feeling of being

From our discussions of the macro, whole-school level, right down to the minutiae of unpacking our own teacherly language, what became evident in our time together was that the innovative work of academic research is already being embodied by brave and imaginative teachers who deal with uncertainty and disagreement on a daily basis. I spoke to and learnt from teachers who could ignite a class with a provocative question and yet still contain their classrooms with safety

and love, teachers who have gently coach ed individual students through personal upheaval and uncertainty, teachers who place themselves in the midst of a fiery debate and still find ways to coax forth respect and encourage deep listening. Their input was invaluable and enriching, inspiring me as I considered my own classes and the unique PLC Sydney context.

" What does remain certain is the value of a teacher who deliberately makes room for mystery and the unknown, and weaves it into the rich tapestry of learning."

In the stories, strategies, and tips we exchanged, the research we absorbed, and the resources we evaluated, what I found most resonant was a deep and grounding affirmation of what we are already doing. In times of uncertainty, I realised, what does remain certain is the value of a teacher who deliberately makes room for mystery and the unknown, and weaves it into the rich tapestry of learning.

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Drama Students Dive Deep in Two-Day Immersion In the first week of the October school holiday period, a combination of elective Drama students from our Year 10 and 11 cohorts participated in the 2025 Drama Immersion, an intensive, two-day experience that included attending theatre workshops and professional productions.

The first day featured an engaging program of activities at the Sydney Theatre Company, providing our students with exclusive insight into the inner workings of the Company, as well as opportunities to enhance their performance skills through practical workshops led by professional actors. We began with a backstage tour through the set, props, and costume departments of the Sydney Theatre Company, where we heard directly from the designers about the unique contributions their departments make to each of the main stage productions. Students learned about the ‘tricks of the trade’

that set builders and props-makers use to create ‘theatre magic’ on stage, as department experts explained how to create all sorts of wonderful pieces ranging from a hyper-realistic 3D-printed mannequin-head, a flexible ‘brick wall’ that could be instantly folded away for a quick set change, and a smorgasbord of appetising fake food.

The group then attended two performance workshops with Shiv Palekar and Neville Wilams-Boney.

Shiv guided the class through vocal and physical characterisation tools, which they then put into practice, devising and sharing short scenes for feedback and development. In the afternoon, Neville introduced us to the intricate network of community relationships and traditional ways of understanding connection to country and culture that underpin First Nations Theatre.

Emily Wang (Year 10), reflected that Neville’s workshop ‘provided valuable insights into the kinship systems in Aboriginal culture, which was both engaging and a completely new topic for us to explore’.

We were fortunate to then see an exciting new example of contemporary First Nations Theatre on stage that

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evening, attending the STC’s production of Whitefella Yella Tree. Students were impressed by the evocative lighting and sound design choices as well as the emotionally invested performances of the two actors at the heart of this production.

Our second day began with a groupdevised theatre workshop led by Alison Bennett, who challenged the girls to create work quickly and collaboratively, and to tune into their creative impulses.

In small groups, the students worked with a classical text and unlocked new ways to kickstart the daunting process of devising by drawing out key images and phrases to layer together.

The final workshop was facilitated by prolific Set and Costume Designer Imogen Ross, who engaged our students in planning and executing a costume design concept for an imagined production of Romeo and Juliet. Students busily painted, collaged, and sketched their own designs, all the while learning about the requirements a designer must consider in order to create a costume that is both theatrically exciting for the audience and functional for the actor wearing it.

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" ...beyond the workshops and productions, the new bonds we formed with people we had never spoken to before..."

We wrapped up the Drama Immersion with a moving night at the Hayes Theatre, attending the Australian Premiere of Steve Martin’s Tonyaward-winning musical, Bright Star.

This production was a masterclass in creative direction and ensemble work, with stunning vocal and instrumental performances from the talented company of actors and musicians.

Katie Nielsen (Year 11) was particularly struck by ‘the intimate stage design that expanded my perspective of what is theatrically possible,’ while Emily loved ‘the amazing acting and unexpected plot twists’. We celebrated in the foyer afterwards with our former Productions Captain of 2023, Matilda Holton, who was the Assistant Stage Manager on the production. It is always such a joy to see our students pursuing their careers in the Performing Arts and holding their own in such great company.

Throughout the Drama Immersion, it was a pleasure to see all of our students work with dedication, courage, and positivity, fostering new friendships across year groups while extending their skills in performance and design. Emily considered this one of the highlights, sharing that ‘beyond the workshops and productions, the new bonds we formed with people we had never spoken to before, getting to collaborate with them and joke around while eating Italian food, was an invaluable opportunity’.

We look forward to seeing the fruits of this experience in our Drama classrooms in the months to come.

Heidi Shumack: from Australian Gold to World Finals Heidi Shumack (Year 10) has been a consistently outstanding presence in the pool through school, club, and representative pathways, notably training with United Swimming, PLC Sydney, and SOPAC Swim Clubs. However, 2025 proved to be the year she launched onto the international stage.

Kristy Genc Director of Sport

of only 12 Australian athletes to achieve a finals appearance at the competition.

At this year's Australian Age Swimming Championships, Heidi delivered a truly dominant performance, securing an impressive haul of five Gold, three Silver, and one Bronze medal. Crucially, her time in the 200m Individual Medley earned her selection to the prestigious Junior Australian Swim Team, the Junior Dolphins, to compete at the Junior World Championships.

Her continuous progress has now been further recognised. Upon her return to Sydney, Heidi was invited to join the high-performance New South Wales Institute of Sport (NSWIS) Hub program, a clear testament to her outstanding year and her potential for future success.

Heidi travelled to Otempi, Romania, to compete against the world's best athletes aged 18 and under. As the youngest member of the Australian team at only 15 years old, she qualified for the final of her 200m Individual Medley, placing a remarkable 8th in the world. She was one

ISSUE 22 / SUMMER 2025

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IN PROFILE

Jiashan Wang Year 8

What musical instrument/s do you play?

I play the viola as my first instrument and the piano as my second instrument. I have also played the clarinet for 2 years as part of the Year 4 and 5 band instrument program in class music, and I started learning the organ this year with PLC Sydney’s organ teacher, Mr Ison.

What groups or ensembles are you a part of both at school and outside of school?

At school, I participate in the PLC Senior Chamber orchestra, Symphony orchestra, and I also joined the Senior Concert Band during Year 7, playing percussion.

I also play chamber music on the viola at school with the String Octet and outside of school in a trio.

What age were you when you started playing music?

I started playing piano at the age of 4, and I started violin at the age of 7, and switched to viola when I was 8. I did this because I was curious about the sounds of the viola and its difference in roles from the violin. Additionally, it was always joked about in the scheme of classical music and I wanted to figure out why.

What are some of your biggest musical achievements?

I am very proud of our PLC Sydney Octet, as we were selected for Strike a Chord’s Monash Coaching program.

I was extremely happy that we were able to listen to many different ideas from several tutors and fresh perspectives. I was also grateful to be selected as a finalist in the KPO concerto competition finals when I was in Year 7. Earlier this year, I also made my first double concerto performance on viola of Bruch’s Viola and Clarinet double concerto. Through this project, I discovered one of my favourite pieces and strengthened my love for playing chamber music.

Do your music commitments ever interfere with school, and if yes, how do you manage both?

My music commitments do interfere with my school work at times, and it is challenging when I have two instruments. However, when music commitments interfere with my school work, I often try to make the best use of my time, being productive, and implementing goal-oriented practice.

I try my best not to procrastinate, and I will minimise my distractions, though I also think it is important to relax after a busy period.

What are your dreams for the future when it comes to music?

Though my plans for the future are quite unclear, I am exploring the possibilities of completing a double degree in music and another major; I can have a career or corporate job where I can keep playing viola/piano.

In terms of what I will do specifically in music, I have thought about joining an orchestra or forming a chamber music group when I am older so I have the chance to collaborate with other musicians.

Who has been your biggest influence or inspiration with your music?

My biggest influence on my music is from my own personal drive and motivation that took some years to form. I have heard a famous speech

by Mitsuko Uchida (a Japanese-British pianist), who explains the importance of realising what you are passionate about from high school years, and the importance of self-discipline and growth from childhood practising habits.

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LIGHTS CAMERA ACTION Lights, Camera, Action (LCA) News is the PLC Sydney Junior School’s studentcreated news program. Currently in its third year of production, the show’s screening during assembly each term has become a much-anticipated event for Junior School girls. We spoke to Anastasia and Chloe, part of the dedicated team of Year 5 and 6 students who film, edit and produce the program.

Could you tell us a little bit about your role within the LCA team?

Anastasia: My role is the News Editor.

This means I help Mr Gregory form all of the LCA story ideas to put in the video, such as Open Day, Red Cross Bumper Day, Book Week and many more. I also review footage, which means I look at all of the interviews and material that we have filmed, and I choose which ones are perfect and funny for the episode. This means I get the first say on EVERYTHING!!! Finally, I get to lead the team and tell everyone what I think looks best for the episode.

Chloe: I am a Video Editor. My job is to edit all of the footage to turn it into a clean kind of short video. We film video and audio separately, so putting all of the clips back together and matching the audio is my job.

Why did you get involved in LCA? Anastasia: I got involved in LCA because I saw the LCA videos in Assembly (when I was younger) and really looked forward to the show, so I thought it would be really cool to actually be in it and see what's behind the scenes.

Chloe: I always wanted to join LCA because I thought it would be fun to help out and use my skills to make something fun for everyone to enjoy… and it is! After I got interviewed, I knew being on screen was definitely not my thing, so I decided to go for something else I knew I was at least okay at.

Can you tell me about something you’ve learned or discovered while taking part?

Anastasia: I have learned that working together with other people is very important and useful because you get to hear their ideas and what they think as well.

Chloe: I learnt that I have a magical touch for editing videos and that it takes a lot more than you might think to make an LCA video, because it's not just the footage, there's all the planning of whos reporting on what story, when people are available, and everything's done on a time crunch, especially this term’s LCA episode.

" I have learned that working together with other people is very important and useful because you get to hear their ideas and what they think as well."

If you could describe Lights, Camera, Action to a friend who hasn’t tried it yet, what would you say?

Anastasia: I would say that LCA is a very fun and exciting experience. You get to learn a lot of things that you probably never would have thought of, or how

equipment works, how to assemble it, how to edit everything and a lot more things. You also get to meet lots of new people that you might’ve never met before.

Everyone is so kind, and it is just such a great activity to be a part of, and I definitely recommend it to everyone.

Chloe: I would tell them that LCA is a great experience beyond the video!

It's not just the product, it's also a fun time to spend lunchtimes with different people. When I started, I was a bit nervous because there were different people I didn't know, but I ended up just making more friends. So if they like the idea of LCA, they should definitely give it a shot.

What do you enjoy most about LCA? Anastasia: I enjoy reviewing the footage after we have filmed it. This means looking at all of the footage that we filmed on the day (which is a LOT!), then I choose which ones will be in the actual LCA videos. It is a very cool experience!

Chloe: The environment of every lunchtime is always fun and exciting, it's the perfect mix of silly and productive!

Sometimes it gets a bit too loud, but it always settles down at some point.

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60 seconds with...

CASEY ALLEN Head of Music Have you always worked as a teacher or have you had other careers?

I have been teaching in the music classroom for 21 years.

While I have held other roles throughout my career, most have involved some form of teaching. I have worked as a private singing teacher and as a conductor and tutor for the Australian Children’s Choir. I have also taught dance and coached Aeroschools aerobics. Each of these experiences has strengthened my passion for working with young people and helping them discover confidence through creative expression.

What led you to a career in education?

My decision to pursue a career in education was inspired by the exceptional Music teachers I had throughout primary and secondary school. Their mentorship, encouragement and commitment left a lasting impression on me. They sought out opportunities for me to develop my performance skills, which in turn built my confidence and deepened my passion for music. During my tertiary studies at the Sydney Conservatorium of Music, I was fortunate to have lecturers who continued to nurture that enthusiasm. One lecturer in particular entrusted me with conducting the Conservatorium’s Chamber Choir, even while on a European tour. This experience gave me a sense of purpose and set a trajectory for my career in choral music and music education.

What has been your greatest challenge in the classroom?

One of the greatest challenges in the classroom is helping students believe in their own abilities and resist the urge to compare their progress to others. Music requires vulnerability, and it’s natural for students to feel uncertain at times. I remind them that every musical journey is unique and that their individuality is their greatest strength. Convincing them of this truth can take time, but once they begin to trust their own voice, their creativity and confidence flourish in extraordinary ways.

What do you enjoy most about being involved in education?

What I enjoy most about being involved in education is the meaningful connections that form in the teaching space.

The collaborative nature of music provides the perfect backdrop for these relationships to flourish. The most rewarding moments are when you witness a student truly connect with the music and find their spark. I’m constantly inspired by the possibilities for personal growth that emerge when students begin to realise their own potential.

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Do you have a most memorable career point to date?

One of the most memorable moments in my career was being nominated for the 2024 ARIA Teacher of the Year Award. It was an experience I’m deeply grateful for. The award celebrates the impact of educators and shines a light on the importance of music education in shaping young lives.

I felt incredibly honoured to represent the many passionate teachers who inspire creativity and confidence in their students every day, and it was a privilege to have a platform to advocate for the value of music in schools.

Who has been your greatest influence?

I credit my primary school music teacher, who first introduced me to music, recognised potential in me, and modelled what truly great teaching looks like. I also owe much to my mum, who nurtured my passions and filled our home with the soundtracks of musicals.

What is your motto in life?

My motto in life is to always work hard, do my best and be kind. I was raised to value effort and integrity, and I believe that kindness is just as important as achievement. Whether in teaching or in life, I try to approach everything with compassion and a strong work ethic.

What are your interests/hobbies outside of PLC Sydney?

Because my teaching style requires a great deal of energy and emotion, I truly value the quieter moments at home and with my family. I love tending to my growing collection of indoor plants, decorating my home and reading. I also hope to reignite my passion for exercise. It is something I truly miss and would love to bring back into my life.

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MATTHEW JOYCE Head of Junior School Sports and Head of Athletics Have you always worked as a teacher or have you had other careers?

I’ve worked in sport administration and coaching for the past 15-20 years. I worked at Ku-ring-gai Council for eight years in the Sport and Recreation Department, overseeing sport facilities and liaising with schools and sports associations. I was at Athletics NSW for 3-4 years, where I worked on events, competitions, coaching courses, and managed NSW state teams. I’ve held numerous coaching roles in athletics and long-distance running, including working with Cherrybrook Athletics, the Can Too Foundation, and Wenona.

Who has been your greatest influence?

My Mum and Dad. They are always so positive and give the best advice and encouragement anyone could ask for.

What is your motto in life?

The pain of discipline is nothing like the pain of disappointment What are your interests/hobbies outside of PLC Sydney?

Running, coaching, music, rugby league (big Newcastle Knights fan), family time.

What led you to a career in education?

I am passionate about learning and developing people to help them improve themselves and have positive experiences, which will benefit them in both the short and long term.

"The pain of discipline is nothing like the pain of disappointment" What has been your greatest challenge at school?

Coordinating and managing school carnivals, which involves a lot of organisation with a large volume of staff, students, volunteer officials, as well as liaising with external providers and suppliers What do you enjoy most about being involved in education?

Seeing the progression and development of people over time.

Watching students grow in confidence and celebrating their successes is rewarding, as is helping people through their challenges.

Do you have a most memorable career point to date?

Managing a NSW State Athletics team of approximately 300 teenagers aged 12-17 and 14 team staff in Perth over 4 days at a National competition. Temperatures were in the high 30s; competition was rescheduled, and we faced time differences and difficulties with sleep, among other challenges. It was a challenging trip for all the athletes and team staff involved, but it was certainly worthwhile and rewarding at the same time.

NSW ended up winning the team trophy!

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AROUND THE GROUNDS

Term 2 & 3 Sports Wrap Up It has been a busy sporting year in 2025 with some fantastic results in both team and individual sports.

Football

Tennis

PLC Sydney Football had a very strong season, competing in the IGSA Championship competition in Term 2 and the IGSA Invitational competition in Term 3. We also had teams compete in the CIS Cup and Bill Turner Trophy knockout competitions.

Lia Koulias (Year 11) reached the pinnacle of school tennis by representing NSW in the annual Pizzey Cup. In a special honour, Lia was elected by her peers to serve as the NSW Pizzey Cup Tennis Captain. She led the team to a clean sweep, with NSW defeating all other states and territories to claim both the gold medal and the prestigious Pizzey Cup.

In the invitational season, PLS01 were named premiers of Division 5 after an undefeated season, and PLS02 were co-premiers of the Junior 1sts division.

In our first year competing in the Bill Turner Trophy, PLC Sydney was champion of the Sydney East Region.

This result saw our team qualify for the next stage of the competition against the other regional champions.

After a tough round of 32 games, we progressed to the round of 16 against Endeavour Sports High. Our girls fought hard and gave it their all, but the strong Endeavour side came out on top. We look forward to tackling this exciting competition again next year.

Basketball Fifteen teams played in the IGSA basketball season in Term 2, with five teams finishing in the top four.

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Hockey PLC Sydney hockey has been competing at a high level for many years, and 2025 was no exception. The IGSA Championship hockey season featured four PLC Sydney teams, with our Senior Firsts team advancing to the semi-finals. PLC Sydney 3 played in an exceptional semi-final against Brigidine, then were defeated 3-1 in a very tough final against Frensham.

After a wet couple of weeks, the sun returned for the 2025 Whit’s Cup of Courage Hockey game. The ex-students got on the board first with a beautiful set play on a short corner. It wasn’t long until the Senior 1s managed to find the back of the net, evening the game up 1-1. The match continued to be an arm wrestle; however, it was the senior 1s who ultimately made the most of their chances, securing their first-ever outright win of the Whit’s Cup of Courage, taking the game 3-1.

Athletics PLC Sydney had 36 athletes representing the school at the IGSA Athletics Carnival in August. Our team spirit was not deterred despite the heavy rain. After an incredible team effort, our school was announced in 4th place out of 27 schools, with only 12 points separating 2nd from 4th.

Thirteen athletes went on to represent IGSA at the CIS Athletics Carnival in September with a number of impressive performances. Emily Chen (Year 7) set a new CIS record in the triple jump, taking home gold medals in both the triple and long jump. Amelia Steventon (Year 11) was also a gold medallist in the 100m. Asha Sutton received two silver medals, placing second in the 400m and 800m. Alice Keeler (Year 7) won bronze in the 800m and silver in the 1500m.

Our Year 12 students were outstanding in their final CIS carnival. Maddison Beanland won bronze in the Shot Put and Discus, and Ella Dunphy also won bronze in the Para 100m and 200m.

Our Athletics Captain, Sophia Lowe, again demonstrated why she has been an integral part of the team, winning gold medals in the Para Long Jump, Shot Put, and Discus, and a silver in the 100m.

Six PLC Sydney runners represented CIS at the NSW All Schools Cross Country Championships in July. Alice Keeler (Year 7) and Aspen Lambert (Year 12), along with Hamilton student Jiselle Bechara (Year 6), qualified for the School Sport Australia Cross Country Championships on the Gold Coast.

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Diving and Swimming Nine of our divers and two of our swimmers participated in the School Sports Australia Aquatic Games.

Netball Twenty-six teams contested the Term 3 IGSA netball season, with 13 progressing to the semi-finals and seven playing in grand finals.

Congratulations to the teams that were named Premiers in 2025: Junior B in Division J05, Senior 8 won for a second consecutive year in Division S16, and Junior E won Divisions 706 and 7E in Division J08.

The following divers won medals in their events: Georgina Clark (silver in Springboard and bronze in the Knockout competition), Megan Ye (silver in Springboard, bronze in Synchro and Platform), Marissa Georgakis (bronze in Knockout), Hannah Moodie (bronze in Platform, silver in Knockout), Rose Tan (bronze in Springboard, silver in Platform, gold in Knockout).

Congratulations to Rose Tan and Grace Munday, who received a Sportspersonship award during the competition.

In the swimming championships, Avery Koh placed second in the15 years 50m and 100m Breaststroke.

Our 7A, Senior 4 and 7D teams finished as runners-up, playing well in exciting final games that were decided by just a few points.

Aerobics Our aerobics team had a fantastic result in the National Aero Schools competition, winning first place overall for the third year in a row.

Snow Sports Our Snow Sports athletes had a very memorable season. Thirty-eight students from Years 2 - 12 represented PLC Sydney at the State Interschool Snowsports Championships in August, placing first overall.

Term 4 will be another action-packed term, with IGSA Touch Football, Rosebank Futsal, Santa Sabina Volleyball and the PLC Sydney Indoor Volleyball Competition returning for its second year.

The following players were successfully selected in representative teams: AFL: Madena Moussa (CIS rep) Football: Madena Moussa (SSA Team), Asha Sutton (Senior CIS rep), Sofia Giraldo and Layla Knott (Junior CIS reps), Lilah Ajami (IGSA rep), Jiselle Bechara, Sofia Giraldo, Anastasia Ivision, Layla Knott (IPSHA reps) Hockey: Annabelle Roxburgh (SSA All Australian team), Aislynn Loo (NSW All Schools rep), Nikeeta Duggineni (NSW All Schools Merit Team), Airley Goodridge (CIS rep) Netball: Ella Dale (IGSA rep) Rugby 7s: Jessica Steventon (NSW All Schools rep), Ava Moran (CIS rep) Touch Football: Jessica Steventon (NSW All Schools rep), Madena Moussa, Keira Toohey, Amelia Steventon, Ava Moran (IGSA Touch Football rep), Jiselle Bechara, Layla Knott (Junior CIS reps)

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Shaping the future of technology at PLC Sydney Over the past six months, the PLC Sydney Executive has been looking closely at how we use technology as a school community. This term, we’ve taken some of the key findings from that review to both the P&F and the Student Representative Council (SRC) for feedback, and we’re pleased to share the next steps with you.

At the heart of our decision is a simple truth: technology is a big part of our daughters’ future.

They need to learn how to write with a pencil and how to program a computer, to think in both traditional and contemporary ways. The decision taken in August 2025 by the College Council to move the (as yet unnamed)

Centre for Creativity, Design, and Sport to D.A. reflects a strong commitment to enabling our students to have broad access to different types of technology.

We are also strengthening our staffing in this area.

At the same time, we are aware that technology has its risks, particularly

After much discussion and community input, the College Executive has confirmed three key changes: 1

Phone Policy Update From 2026, students in Years 7–9 (in tunics) will only be able to bring a basic “classic” phone to school, one with call and text functions only. Smartphones, smartwatches and other connected devices won’t be permitted. Junior School students are generally not encouraged to bring phones at all, although families can apply for permission in special circumstances.

Students in Years 10–12 (in kilts) will continue under the “adult use” policy, where smartphones are permitted but expected to be used responsibly. For those moving from a classic phone to a smartphone in Years 9–10, workshops and family support will help guide that transition.

2

Year 7 Laptop Program Also beginning in 2026, all Year 7 students will receive a school-managed Apple Mac computer as part of their induction into Senior School. The cost will be included in school fees and spread evenly over three years, removing the need for an upfront payment. Families of Year 7 2026 students will receive more information soon.

3

Playground Computer Use

when it comes to social media and excessive screen time.

We support the government’s ban on social media for under-16s, and we want to help our students find balance, focus, and healthy habits.

AT A GLANCE: KEY TECH CHANGES FOR 2026 Phone Policy • Years PK–6: Phones generally not encouraged; permission required.

• Years 7–9: Only basic “classic” phones (calls and texts only).

• Years 10–12: Smartphones permitted under “adult use” policy.

Year 7 Laptop Program • From 2026, all Year 7 students will receive a managed Apple Mac. • Cost included in fees, spread evenly over 3 years.

With the rise of smartphone screen-mirroring, lunchtime computer use has increased significantly. To encourage face-to-face interaction and non-tech play, from Term 4 2025 computers won’t be permitted in the playground. Instead, we’ll be increasing the visibility of activities and equipment available during breaks.

Playground Computers

As with everything at PLC Sydney, these changes are about balance, care and community. We are a school built on conversations, and we thank all those who contributed their thoughts during the review. The new policies will be reviewed at the end of 2026 to assess their effectiveness for our students and families.

• More games, sports, and nontech activities available at lunch.

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• From Term 4 2025, no computer use in playgrounds.

STORIES FROM THE ARCHIVES

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A Legacy Preserved In conjunction with the announcement of the Elizabeth Webby Portfolio, a dedicated portfolio to conduct and facilitate research at PLC Sydney, the Webby family kindly allowed me to visit their family home to select items from Elizabeth’s personal office to add to the school archive.

Nicole Rawson Archivist Elizabeth Webby (neé Loder) AM FAHA was a PLC Sydney student from 1953-1958. During her time at the school, she was an active participant in Aurora Australis.

She wrote poems and stories for the publication, was on the Aurora committee in 1955, and on the Aurora Editorial Committee in 1958. She was the president of the Photography Club in 1957 and was described by her peers in her last year at PLC Sydney as an avid reader and great observer.

Elizabeth was also a studious student at PLC Sydney. She was one of the 72 successful candidates at the school for the Intermediate Certificate in 1956, and in 1958, she was one of 38 to achieve the Leaving Certificate, having studied that year English, Mathematics 1, Mathematics 2, Modern History, Chemistry, and Biology. For her excellent efforts and result,s she was awarded a Commonwealth Scholarship.

Elizabeth went on to study English at the University of Sydney, and what followed was an illustrious career filled with researching, writing, editing, teaching, and support for Australian Literature. She wrote and shaped curriculums, was a Sub-Dean and Pro-Dean of the Faculty of Arts, was

involved with several associations, and is fondly remembered for her generous availability of time and advice.

Selecting materials to add to the archive was difficult, but the collection now includes material such as published books written, edited, and contributed to by Elizabeth; conference material; a selection of editions of the journal Southerly for which she was editor from 1988 to 1999; personal belongings that decorated the bookcase next to her desk (including one of her numerous bookmarks and a Belvoir magnet for her love of the theatre); a pair of her red glasses which was a colour she loved to wear in her later years; and items from her time at PLC Sydney including prize books, senior class and reunion photos, school report cards (that show that Elizabeth ‘needed improvement’ in her handwriting

and stitching), and Intermediate and Leaving certificates.

Perhaps most precious of all - a wooden box filled with index cards containing hundreds of Elizabeth’s detailed handwritten notes on numerous literature subjects, created and used by her as part of her research and work.

I again extend our thanks to the Webby family for their generosity and kindness in selecting these items.

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EX-STUDENTS’ NEWS President’s message It has been another wonderful year of connection, celebration, and reflection within our Ex-Students’ community. From reunions to cultural events, from intimate lunches to large-scale gatherings, it has been heartening to see so many of our members coming together to share stories, laughter, and a deep sense of belonging to PLC Sydney.

In July, several of our ACT-based ex-students gathered for their annual reunion, a tradition that has continued for many decades. While Canberra winters often encourage locals to escape north for warmer weather, this dedicated group chose instead to embrace the season and enjoy the warmth of friendship. The lunch at Deakin and Me was filled with conversation and joy as stories from school days intertwined with news of current adventures.

Earlier in the year, the Ex-Students’ Union hosted two exclusive private tours of the Archibald Prize Exhibition at the Art Gallery of New South Wales, one of Sydney’s most loved cultural traditions. Led by expert guides, our exstudents had the opportunity to explore the stories and techniques behind this year’s finalists and engage in lively discussion about art, creativity, and expression. Events like these remind us that our community continues to thrive through curiosity and connection.

The annual Croydon Circle Lunch was another highlight on the ESU calendar, bringing together ex-students aged 75 and over for an afternoon of music, poetry, and reflection. With a beautiful performance by the Chamber Choir

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and heartfelt readings by Junior school students, the event perfectly captured the intergenerational spirit of our community, one that honours the past while celebrating the present.

A special congratulations must also go to Margaret Middleton (Esplin, 1954), who was awarded the Medal of

With each new group of graduates, our network grows richer in talent, diversity, and experience. the Order of Australia (OAM) earlier this year alongside her husband, John. Margaret’s recognition for her outstanding and continuous service to the community through her volunteer work is a true reflection of the values we hold dear at PLC Sydney.

and experience. As these young women take their next steps beyond the College gates, we encourage all members of our community, past and present, to stay connected, share their wisdom, and support one another in both life and career.

Looking ahead, we are excited to welcome our ex-students back for Jersey Day 2026, one of the most anticipated events in our calendar. If you graduated in 2016, 2006, 1996, 1986, 1976, or 1956, we encourage you to RSVP, gather your classmates, and join us for a day filled with reconnection, reflection, and celebration.

Thank you to everyone who continues to support and participate in our growing community. Together, we celebrate a proud legacy, one that continues to inspire future generations of PLC Sydney women.

Hannah Kesby (2009) Ex-Students’ President

In September, we were delighted to welcome the graduating Class of 2025 into our Ex-Students’ community with a lunch on Drummond Field to celebrate their final week of classes.

With each new group of graduates, our network grows richer in talent, diversity,

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2025/2026 Ex-Students’ Committee Founded in 1905, a dedicated group of alumnae came together to establish the Ex-Students’ Union with the purpose of raising funds for the Marden Library, built in honour of PLC Sydney's first Principal, Dr John Marden.

Today, the Ex-Students’ Committee is a volunteer group of ex-students who represent most decades of the College's history. The Committee provides advice, counsel and financial support while working closely with the College to create new opportunities to re-engage ex-students with the school, classmates, and the extended PLC Sydney community.

Please contact esupresident@plc.nsw.edu.au for more information.

COMMITTEE AND OFFICER BEARERS Patron Gwendoline Bosler (Stuart, 1949) President Hannah Kesby (2009)

INTERSTATE CONTACTS Adelaide

Mid-North Coast NSW

Patricia Beckett (Lamrock, 1961) patsybeckett70@gmail.com

Jennifer Dignam (Clark, 1979) jennifer@thrd.com.au

Brisbane and Sunshine Coast

Melbourne

Jane O’Hare (Provan, 1970) 0448 003 895 jane.ohare@bigpond.com

Leonie Gillett (Cresswell, 1961) (03) 9848 5058 Leonian2@bigpond.com

Canberra

Riverina

Margaret Dent (Goodacre, 1961) 0418 405 873 margaretdent8@gmail.com

Catherine Cruikshank (Bassingthwaighte, 1986) (02) 6927 6353

Gold Coast

Western Australia

Jeni Bone (Payne, 1987) (07) 5526 0092 jeni@edit-it.com.au

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Mary Hookey (Holder, 1968) 0431 842 712 mhookey@iinet.net.au

If you would like to volunteer to coordinate a reunion or be the key contact for PLC Sydney ex-students in your area, please contact the Ex‑Students’ Office on 02 9704 5635 or exstudents@plc.nsw.edu.au for more details.

Vice President Michelle Gorzanelli (2000) Secretary Mia Joseph (Illias, 2009) Treasurer Elizabeth Ryu (2000) Committee Members Michelle Gorzanelli (2000) Ann McDonald (1965) Elizabeth Gregory (Cornish, 1961) Johanne Stapelfeldt (1978) Catherine Marvell (1975) Lesley Meldrum (Morgan, 1955) Robyn McBride (Hailey, 1976) Sara Keli (Thorp, 2001) Head of Community Engagement & Committee Member Philippa Zingales (Harris, 1998)

Archibald Tours 2025

Before the tour began, ex-students gathered for refreshments and conversation, reconnecting with familiar faces and forming new friendships within the PLC Sydney community.

Led by expert guides, guests were treated to a closer look at the nation’s

most celebrated portrait prize, exploring the stories, techniques, and personalities behind this year’s finalists. The private tours offered attendees the opportunity to enjoy the exhibition in an intimate setting and engage in thoughtful discussion about art, culture, and creativity.

The Ex-Students’ Union continues to provide opportunities for connection and cultural enrichment through events like these, celebrating the shared curiosity and creativity that define the PLC Sydney ex-student community.

ISSUE 22 / SUMMER 2025

EX-STUDENTS

This year, the Ex-Students’ Union hosted two exclusive private tours of the Archibald Prize Exhibition at the Art Gallery of New South Wales, one of Sydney’s most loved cultural traditions.

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Friendships that last the test of time, The Croydon Circle Luncheon 2025 On Tuesday, 21 October, PLC Sydney hosted the annual Croydon Circle Lunch, where guests gathered in College Hall for a cherished event that brings together Ex-Students' aged 75 and over for a special day of connection, conversation, and celebration.

Principal Dr Paul Burgis warmly welcomed attendees, and our ex-students were treated to a beautiful musical performance by the Chamber Choir, who sang “Tomorrow Shall Be My Dancing Day” by John Rutter, conducted

by Miss Trisha Hamilton. This was followed by a very special poetry recital by Chloe Metledge (Year 5) and Yashara Kris-Nair (Year 4).

PLC SYDNEY / CAMPHORA

BUSINESS CONNECT

Take us back to when you graduated from PLC Sydney. What were your plans, and how did they evolve over the years?

I always knew I wanted a full, fastmoving career — something that challenged me and allowed me to build a life around creativity and connection. From an early age, I threw myself into every opportunity I could find. After graduating, I studied Media and Communications at university and began working full-time at a PR agency.

I was hooked by the energy of it — the storytelling, the relationships, the chance to help shape culture in real time. Those early years were all about momentum: saying yes, learning fast and finding my footing. Over time, that ambition evolved into a desire to create something of my own. I launched Example, and later Fine Form — both born from the same drive, but shaped by a deeper sense of purpose and clarity.

How did you come to launch Example with your business partner, and more recently Fine Form?

I spent years as Head of PR at Merivale with my now business partner, Andy, where we led the brand through a major period of growth. We saw an opportunity to build something of our own and launched Example, an earned-led culture agency shaping talked-about brands, places, and experiences. Nine years on, Example has grown beyond what we imagined, expanding this month with the launch of our Dubai office, a milestone that still feels surreal. More recently, I launched Fine Form, a podcast and platform exploring how women are redefining ambition, building careers and lives with more resonance and less grind. It’s become a space for honest, grounded conversations about success, identity and staying connected to ourselves through it all.

What are some of the biggest challenges you have faced on your career journey?

In PR there’s a constant sense of urgency, the expectation to always be on. Early in my career, I thrived in that pace, but as the business grew, I realised the cost of operating that way.

Running an agency brings a different challenge: you’re responsible not just for the work, but for the people behind it, their growth, wellbeing and livelihoods. There’s rarely a day without something unexpected, from managing clients and budgets to balancing creativity with commercial realities.

Early on, I took a lot of that to heart, I felt every rejection, quiet period and hard conversation personally. Over time, I’ve learned to zoom out and lead with perspective. Business moves in cycles: highs, challenges, and everything in between. The goal isn’t to avoid hard moments but to build the systems and support that help you move through them with steadiness and intent.

Were there any particular teachers, subjects or experiences at PLC Sydney that had a lasting impact on your outlook or career choices?

Textiles and Design and the brilliant Ms Herrmann. She believed in me before I believed in myself. Even though I didn’t pursue fashion, that subject taught me discipline, time management, creative courage, and real rigour around project management.

It pushed me to put myself out there creatively and showed me the value of seeing an idea through from concept to completion which, in many ways, is still what I do today.

Looking back, is there anything you wish you had known when you first left school that might have helped you?

For a long time, I felt I had to earn success that I didn’t deserve it unless I was working to the edge. I worried that if I eased up, it would all fall away.

I’ve learned that drive doesn’t have to come from pressure. You can build extraordinary things from a place of selfworth and excitement, not exhaustion or fear. That shift has changed the way I work and lead.

How did your time at PLC Sydney shape you personally or professionally?

PLC Sydney encourages individuality.

It gives you the foundation to be ambitious, but also kind, curious and grounded. That balance has shaped how I lead with empathy and a sense of possibility.

What does a typical day look like for you?

No two days look the same, but I try to create structure. I’m usually up before my son, with a quiet moment to reset before the day begins. Then we sit together at our local café a small ritual that sets the tone.

Mondays and Wednesdays tend to be meeting-heavy, while Tuesdays and Fridays are my focus days for writing, strategy and creative work. I spend most afternoons aligning with my business partner, who recently relocated to Dubai.

I prioritise the most important work in the morning the things that move the needle — before leaving space for the unexpected. Pilates is a constant for my wellbeing, and evenings are for dinner and bath time with my little boy my favourite part of the day.

Finally, how important has community and connection been in your career journey, and what advice would you give to fellow Ex-Students inspired by your career path?

Community is everything — and some of my strongest friendships have been forged through work. Those PLC Sydney roots run deep. My school friends are often the first to cheer me on, and so many have supported Fine Form.

You also never know how your PLC Sydney community will show up.

I reconnected with Madeline Joannou, who helped produce my podcast, and with Larissa Elliott, who I’ve since supported in launching her own business at our 20-year reunion! A reminder that those ties stay strong.

My advice: stay curious, lead with integrity and invest in people who lift you higher. Your career will evolve, but your values and the people who share them will always be your foundation.

ISSUE 22 / SUMMER 2025

EX-STUDENTS

Rebecca Jarvie-Gibbs (2005)

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ACHIEVEMENTS Celebrating the amazing achievements of our Ex-Students'

Ruby Blinkhorn (2016)

Phillippa Carnemolla (1990)

Congratulations to Ruby, who’s new play “Cadaver Synod” had its debut at the Old Fitz Theatre as part of the New Works Festival in September.

Phillippa was recently promoted to Professor at the School of the Built Environment in the Faculty of Design, Architecture and Building at the University of Technology Sydney.

TELL US YOUR STORIES

Jessica Collins (Bird, 2001)

Billie Ronis (2023)

On Wednesday 30 July 2025, Jess made her maiden speech in the Senate after being elected in the most recent Federal election.

Congratulations Jess!

Billie made her Fashion Week debut in May this year, with her work appearing in collaboration with Jordan Gogos as part of Australian Fashion Week.

Margaret Middleton (Esplin, 1954) OAM Congratulations to Margaret Middleton (Esplin, 1954), who was awarded the Medal of the Order of Australia (OAM) alongside her husband, John, earlier this year.

Margaret received this honour in recognition of her outstanding and continuous service to the community through her volunteer work.

PLC SYDNEY / CAMPHORA

PLC Sydney takes great pride in all of our Ex-Students’ achievements, big or small, personal or professional, and we would love to hear from you.

Share your story with us at exstudents@plc.nsw.edu.au.

ALUMNI ANNOUNCEMENTS

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WEDDINGS

11.10.2025

07.06.2025

Cailin Lenehan (Pascoe, 2016) married Adam Lenehan at Grow Wild in a beautiful celebration filled with love and colour.

Georgia Sara (Antoun, 2016) married her husband, Nadim Sara, on 7 June 2025. Georgia’s sisters, also Ex-Students' Claudia Antoun (2018) and Olivia Antoun (2020), proudly stood by her side as bridesmaids.

BIRTHS Sandy Hudson (Truong, 2011) and Mark Hudson recently welcomed daughter, Harper Nhi Hudson on 22 July 2025.

IN MEMORY Since the last edition of Camphora Magazine, we have learnt of the passing of the following ExStudents' and valued community members. We send our sincere condolences to their extended families and hold them in our memories and prayers.

The celebration was filled with familiar faces, with many ExStudents' in attendance, including Ingrid Joun (2016), Nadya Joun (2014), Renee Murray (2016), Amelia Said (Diskoros, 2016), Isabella Barone (2016), Kelly-Maree Bakoulis (2016), Evangelia Caldelis (2016), Georgia Dennien (2016), Georgia Perivolaris (2016), Katherine D’Agostino (2016), and Stephanie Callas (Kritikos, 2016).

29.05.2026 Jane Wilson (Lambert,1958)

19.06.2025 Jeanette Merrick (Mackenzie, 1958)

22.08.2025 Helen Rutherford (1976)

30.05.2025 Sandra Chapple (Williamson, 1955)

01.08.2025 Shirley Francis (Scott, 1939) 10.08.2025 Astrid Gooch (1979) 21.08.2025 Susan Lethbridge (Jerrems, 1961)

27.03.25 Robyn Abberfield (Best, 1954) 02.04.25 Janice Clarke (Scott, 1956)

ISSUE 22 / SUMMER 2025

EX-STUDENTS

Congratulations to Cailin & Adam.

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Saturday 7th March 2026 Jersey Day 2026 is rapidly approaching and we are ready to celebrate the classes of 2016, 2006, 1996, 1986, 1976 and 1956 for their milestone reunions!

Join us on Saturday 7 March 2026 from 4.00pm - 8.00pm with tours of the College running at 3.00pm, 3.30pm and 4.30 pm.

Tickets are $55 per person and include all food and drinks on the day. RSVP by the 2nd March 2026 to plc.sydney/jerseyday2026.

Not your reunion year?

RSVP and join us in Marden at 3 pm for the Ex-Student’s Union 119th AGM followed by tea, coffee and some light refreshments.

PLC SYDNEY / CAMPHORA

Stories through Song

Canberra Region PLC Sydney Reunion On 19 July 2025, six ACT-based ex-students gathered for their annual reunion, a cherished tradition that has continued for many decades.

While Canberra winters often inspire locals to head north in search of warmer weather, this group chose instead to embrace the season and enjoy the warmth of friendship and shared memories. Lunch at Deakin and Me was filled with smiles, laughter, and lively conversation as stories from the past intertwined with updates on present-day adventures.

Once again, the PLC Sydney Community Choir came together to perform as part of the 2025 Choral Concert, Stories through Song, raising money for the Indigenous Literary Foundation.

The choir sung 'Sisi ni moja' by Jacob Narverud and 'Waving through a Window' Arranged by R Emerson and were directed by Mrs Casey Allen and Ms Lydia Grozdanovic.

The Community Choir performs at the annual choral concert with rehearsals taking place in July and August each year.

If you are interested in joining the Community Choir to participate in future performances, please contact the Ex-Students Office at exstudents@plc.nsw.edu.au

Our sincere thanks go to Margaret Dent and Wendy Gray for once again bringing everyone together.

The group included Margaret Erickson (Recknell, 1957), Wendy Gray (Rabone, 1957), Margaret Dent (Goodacre, 1961), Jan Bush (Bidwell), Lois Maiden (Gale, 1964) and Margaret Atkin (McCormack, 1964). Suzanne Clubb was sadly unable to attend on the day.

Stay Connected with Your Global Network Update Your Details: Stay Connected Join Our Official Facebook Group: PLC Sydney Ex-Students Follow Us on Instagram: @plcsydneyexstudents Expand Your LinkedIn Network: Add PLC Sydney to your profile and connect with fellow ex-students.

PLC Sydney LinkedIn

Get in Touch with the Ex-Students Office: Phone: 02 9704 5636 Email: exstudents@plc.nsw.edu.au Reconnect and grow your PLC Sydney network today!

EX-STUDENTS

Did you know our Ex-Students' form a vibrant, influential network of women making a difference worldwide?

Stay connected, update your details, and be part of this powerful community.

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