Cover: 2025 Snowsports. Click through for article. This page: Junior School and Year 12 Sport Day.
From the Principal
Term 3 in Full Swing
Junior School Merit Assembly
As I write, I have just returned from the Year 3-hosted Junior School fortnightly assembly. How impressive our students were at delivering their message of the importance of kindness, caring for others and valuing all people, with the theme of inclusion and diversity. Mrs Thompson was keen to impress upon others that the students co-wrote all messages and each had input into the running of the program, providing them with a great sense of agency and a learning opportunity. Each year level can be proud of their contributions to running assembly each fortnight and we look forward to many more performers on stage, hearing of great sporting participation and personal bests, and of course their academic development and support for each other, as was the focus for Year 3.
Higher School Certificate Trial Examinations
Hats off to our Year 12 students who have just completed two weeks of HSC Trials, which form a large part of the final assessment and count towards their overall HSC mark. Observing their dedication to preparing and studying over the past two months, including throughout the school holiday period, every evening and weekends, spent in the Curiosity Centre, one can only admire their commitment. Of course, some preferred to study at home in the same vein.
None of this could have occurred without several teachers, across multiple subjects, being present to support our students after hours, on weekends and in the holidays, but I must mention Mr
Paul Horvath, who has been present for almost every session, personally assisting students in any way possible. Congratulations to the Class of 2025 and thanks to our teaching staff.
With just weeks remaining now until the conclusion of their coursework, it will be no time before our Year 12 students will be sitting their final examinations. We wish them well in this final period of their whole school career.
Social Media Ban for Under 16s
Following on from a previous Aspects edition, further clarification was provided on 29 July by the Minister for Communications that social media bans for children under 16 years will not include education or health service sites, nor online gaming sites, nor will they include professional networking or sites informing about products or services. They will also not include video calls, standard calls or messaging services.
Instead, criteria triggering a ban for under 16s will include a sole or predominant purpose to enable social interaction between two or more parties, or link other users, or post comments or material on the service. As you may be aware from media reports, YouTube has now been added to the social media site ban, now falling in these latter criteria.
On campus, our school filters already typically block most if not all of the sites that will be included in the somewhat wide under-16s umbrella. However, personal data immediately
skirts such access, among other techniques, making it difficult to manage from a school perspective. This is consistent with much scepticism in the wider community as to how this will be managed, as loopholes inevitably emerge. As I have previously said, at least it is a step in the right direction in protecting some of the serious harm inflicted by use of some sites for our younger people, who are just not mature enough to cope with such a harsh and exposed reality, even if it is not a perfect solution in what is a very complex space to resolve.
I encourage parents of this age group to remain attuned to media announcements and by the Minister for Communications over the months ahead, as well as how this will be managed in our wider community and what it means for your child. If there are any further school-related implications, we will be certain to communicate further with you closer to the end of this year and early next year, once the bans are in place.
ACT & Southern NSW Interschool Snowsports
Congratulations to the nearly 190 student teams who competed at the ACT & Southern NSW Snowsports Interschools in Week 1 of this term. With over 180 teams qualifying for State Interschools (with some new disciplines added, such as crosscountry skiing), we will again have excellent representation. We wish all students well competing at the next level as they give their personal best. Some are striving for absolute excellence and others are extremely enthusiastic to contribute to the overall team performance, even if not their preferred sport or discipline.
We have been pleased to also have read several messages from the community about our students assisting students from other schools new to interschools, giving them tips and helping them where possible, in addition to demonstrating great sportsmanship, whether they themselves were triumphant or not. Thanks to Mrs Bourke and the whole staff team who strongly supported our regional team.
Borneo Service-Learning Tour
During the recent school holidays, 41 students and six teaching staff ventured to Borneo to undertake a service-learning trip while also experiencing an incredible opportunity to themselves learn about a very different culture to our own. On the back of the Cambodia trip at the end of 2023, the Borneo experience was again very popular, and you can find out more details of their experiences in this edition. For those in Middle School, or even upper Junior School, over the months ahead we will be looking at what the next adventure opportunity may be for anyone interested to consider whether it is something you may also like to participate in.
I would like to commend all students who attended for their engagement and approach to such a tour offering so much learning. I also commend the team of teachers who volunteer their time, not only for such a tour (and commit financially themselves), but also who regularly lead students on expeditions throughout the year locally and across NSW/ACT during weekends and other school holidays. Thank you to Mrs Bell (coordinator), Ms Dhar, Mrs Siegenthaler, Mr Frize, Mrs Batson and Mr Deed.
Parent–Teacher Interviews
A great deal of valuable discussion occurred in Week 2, with parents from Kindergarten to Year 12 engaging with teachers over two nights regarding their children’s progress. I am always grateful to our teaching staff, who regularly work well into the evening in support of student events, activities and parent conferences. Equally, thank you to all parents who were able to find the time to meet with our staff and receive some direct feedback, which I hope you found valuable.
Parent Survey
We would like to thank all parents who found the time to complete the whole-school and boarding-parent survey in Term 2. As we work through the responses, as anticipated, we are finding your contributions to be most valuable and we thank you again for taking the time to provide your experience and perceptions.
New Website
Our new website is anticipated to be launched mid-term and, if you have an opportunity, please do take a look. A considerable amount of work has been invested into an updated site that is modern and current, and of which our school community can be proud. More information for current parents will be made available through the Parent Portal. If you have difficulty accessing the Parent Portal, our IT staff or Administration staff will be able to assist you further, if needed.
Staffing Matters
Mrs Cath Batson has advised that, after 18 years of dedicated service, she will be moving into a librarian role in the local Jindabyne Library, and for which she has been acquiring suitable qualifications over the past few years of study. Mrs Batson had initially intended to conclude her time with SMGS two years ago, and we are most grateful that she decided to extend her teaching and leadership role as Head of Performing Arts until this year. Mrs Batson has contributed so very much to our school community throughout her time here. She will depart at the end of 2025.
Mr Stephen Henderson has also decided a new direction for himself is on the horizon, having commenced a PhD this year, and wanting to dedicate the time needed to fulfil those demanding commitments. He also has invitations to present in the area of technology and AI in education, and has national and international commitments in the works with some other projects, to also keep him very busy. Whilst he has only been at SMGS for a relatively short period, we are very grateful for Mr Henderson’s energy and initiatives in technology and robotics, taking teams to state and national competitions, as well as his teaching commitments. He will also be departing in Term 4.
DR ANDREW BELL Principal [E] principal@smgs.nsw.edu.au
From the Deputy Principal Learning Today, Leading Tomorrow
Thirty years ago, Microsoft launched Windows 95—a defining moment in personal computing. That same year, Sony released the original PlayStation, transforming how people worked, played and connected. These milestones didn’t just shape technology; they helped redefine career paths and leisure activities for a generation.
Fast forward to today and, while teaching and nursing remain vital professions, young people now pursue a much broader range of careers.
In 1995, career choices among young people typically included nursing, teaching and business administration—often influenced by traditional gender roles. Fast forward to today and, while teaching and nursing remain vital professions, young people now pursue a much broader range of careers. Fields such as engineering, digital marketing, human services, content creation, eSports and virtual world design are increasingly popular and accessible to all, regardless of gender.
Leisure time has also evolved. In the mid-’90s, watching television and outdoor play were dominant pastimes. Today’s youth engage more with video games, social media and online content—an evolution that reflects the digital landscape they now navigate.
Although no one in 1995 could have predicted the world we live in today, they embraced innovation with curiosity, courage, creativity and resilience. Those same qualities are just as essential for today’s young innovators.
To prepare students for the future, we must equip them with a powerful blend of essential skills. This includes nurturing a growth mindset and offering opportunities for self-discovery and real-world experience. Students need strong problemsolving abilities, critical thinking, effective communication and the capacity to collaborate. Digital literacy and adaptability to emerging technologies are no longer optional—they are foundational.
Equally important is fostering lifelong learning, self-awareness and a sense of purpose. In a world that continues to change at an unprecedented pace, these attributes will help students not only adapt, but lead.
However, this responsibility doesn’t fall on schools and students alone. The entire community has a role to play.
Families, mentors, educators, employers and elders all carry knowledge and wisdom gained through experience— wisdom that must be passed down. In today’s fast-paced, often youth-driven culture, it’s easy to overlook the value of intergenerational guidance. Yet, the lessons of the past are often the keys to navigating the future.
By working together—young and old, schools and communities—we create a culture that not only values innovation but also honours experience. This synergy is what empowers the next generation to lead with both confidence and perspective.
The future belongs to those who are ready to shape it. Let’s prepare today’s learners to become tomorrow’s leaders— with the support, wisdom and commitment of the entire community.
DANIELLE GOUCHER Deputy Principal [E] danielle.goucher@smgs.nsw.edu.au
From the Head of Senior and Middle School Stepping Out, Speaking Up and Standing Tall
Stepping out of your comfort zone is never easy, but it is where real growth begins. It’s in those moments of challenge, uncertainty and risk that confidence is built, resilience is developed and character is shaped. Few experiences reflect this better than public speaking.
Public speaking stands as one of the most transformative skills young people can develop. At its heart, it fosters confidence, clarity and connection—attributes that are essential in both professional and civic life. Programs like the Lions Youth of the Year competition are designed not only to showcase these skills but to cultivate them in tomorrow’s leaders.
Standing in front of an audience requires courage. Participants face impromptu questions and deliver prepared speeches under pressure. Doing so builds composure, quick thinking and grace in high-stakes situations. These aren’t just public speaking skills; they’re life skills that are helpful in job interviews, leadership roles, academic presentations and everyday interactions.
Recently, at the local Lions Youth of the Year competition, Oscar, Evie and Georgette proudly represented their school, demonstrating the confidence that public speaking can unlock. Special congratulations go to Oscar, who was recognised with
the Overall Public Speaking Award—a well-deserved honour that reflects his hard work, growth and leadership. For young people inspired by their achievements, here are a few tips:
• Practise thinking on your feet —respond to surprise prompts and time yourself.
• Structure your speeches —a strong opening, clear argument, evidence and a memorable conclusion make a big impact.
• Rehearse out loud—in front of others or a mirror to finetune delivery and body language.
• Speak about what matters to you —passion creates connection.
Ultimately, programs like the Lions Youth of the Year do more than develop speakers. Oscar, Evie and Georgette are proof of the power that comes from stepping out, speaking up and embracing the challenge.
TIM BLAND
Head
of Middle and Senior School Co-curricular Co-ordinator [E] tim.bland@smgs.nsw.edu.au
From the Head of Junior School Little Learners, Bright Futures
Starting Kindergarten is one of the most significant milestones in a young child’s life. It’s a time filled with excitement, curiosity and new challenges as children begin their formal schooling journey. At Snowy Mountains Grammar School, we know that a confident start in Kindergarten lays the foundation for future success—socially, emotionally and academically.
Research shows that school readiness involves more than recognising letters or counting to ten. True readiness encompasses a child’s ability to manage emotions, communicate effectively, follow routines and interact positively with peers and adults. These skills help children feel secure and confident in the classroom, ready to embrace new experiences.
Our Kindergarten Readiness Program, Let’s Explore, is designed to help our littlest learners prepare for the routines and expectations of school in a fun, nurturing and engaging environment.
Our Kindergarten Readiness Program, Let’s Explore, is designed to help our littlest learners prepare for the routines and expectations of school in a fun, nurturing and engaging environment. Through hands-on, playbased experiences, children build early literacy and numeracy foundations, develop independence and form connections with teachers and peers. The program also gently introduces them to school routines, helping reduce anxiety and increase confidence.
Equally important is the role of families in preparing children for this transition. Reading together daily, building independence in tasks like packing bags or using the toilet, encouraging resilience and talking positively about school, all play a part in setting children up for success. Helping your child learn to take turns, ask for help and express their feelings goes a long way to supporting a smooth start.
We also value strong family–school partnerships. Through Let’s Explore, families are supported with information, guidance and opportunities to connect with the school community.
Starting school is a big step—but with the right preparation and support, it can be a joyful and empowering one. Together, we can ensure our little learners begin their journey while also looking to bright futures ahead.
For further information about our Kindergarten Readiness Program, Let’s Explore, or upcoming Information Sessions, please contact our Enrolment Officer at enrolments@smgs.nsw.edu.au
I look forward to all that’s still to come.
KIMBERLEY WHITEHEAD
Head of Junior School [E] kimberley.whitehead@smgs.nsw.edu.au
From the Head of Boarding and Operations Welcoming Our Girls to Their New Home
This term marked an exciting new chapter for our boarding community with the opening of our newly refurbished allfemale boarding house for Years 7 to 10. After months of careful planning and preparation, we were thrilled to open the doors to a space that truly reflects the warmth, vibrancy and growth of our community.
The transformation of the building has been nothing short of remarkable. The upgrade has delivered extra-large, shared bedrooms—each complete with their own ensuite—to offer students a greater sense of comfort and privacy. It’s a space designed not only for rest but also for connection, providing our girls with a home where lifelong friendships can flourish.
At the heart of the new facility is a spacious and beautifully designed dining area, now with the capacity to bring together our growing boarding cohort. With sweeping views over the lake and surrounds, mealtimes will become more than just routine—they will become moments of shared stories, laughter and community. Complementing this space is our upgraded commercial kitchen, supporting an expanded and nutritious meal program to meet the needs of our diverse and busy boarders.
This development was driven by the need to accommodate the rapid growth of our boarding program, from 58 to 94 students, including our much-valued Snowsports Academy students and our Term 3 Experience cohort. The increase in
numbers represents more than just beds; it’s a reflection of the growing reputation of our school’s boarding program and the trust families place in the care we provide.
Behind the scenes, a dedicated team of staff worked tirelessly to ensure the move was smooth and seamless. From logistics and furniture selection to meal planning and room allocations, every detail was thoughtfully considered. Their commitment ensured the space wasn’t just ready, but welcoming and full of life from day one.
As the girls settle into their new home, we’ve already begun to see the benefits of the enhanced environment. There’s a sense of pride, excitement and possibility echoing through the halls. It’s more than just a building, it’s a place where girls grow, connect and thrive.
We look forward to the many memories that will be made in this beautiful new space and thank our school community for their ongoing support of our evolving and thriving boarding program.
MELISSA KENNEY Head of Boarding [E] melissa.kenney@smgs.nsw.edu.au
From the Head of Teaching and Learning
‘Why don’t you have rules?’
One of the features of our school that struck me when I first arrived in 2021 was the absence of a school bell. It was not the first time I had been in a school without a bell, but it was a refreshing reminder of how peaceful the day is without a blaring bell every 50 minutes or so. Not having a bell can take some time to get accustomed to, especially for new students, but its absence is more impactful than it first appears. For me, it is a small part of a much bigger picture: student agency.
Student agency is complex and layered, and each expert adds new dimensions or ideas, making it even more complicated, or convoluted in some instances. Adding to this complexity is that agency in the classroom—where students have choice on topics, learning intentions, methods of communication, as examples, is different to student agency outside of the classroom. And this is where the lens can be narrowed. For me, the idea of self-regulation and motivation as part of a developing agency becomes interesting.
This is where the question, ‘Why don’t you have rules?’, becomes a query that has stuck with me. I have been asked this question a few times recently—on tours, and by new students. When pressed, what the question refers to is the lack of posters or lists of rules on classroom walls, notably in our secondary school. Like the absence of a bell that we have become used to, so too the absence of loud posters asserting rules. It is a remarkable feature of our school that one of the most common phrases used is, ‘We don’t do that here’.
To clarify, of course, we have rules. Every organisation needs rules and regulations for safety and smooth operation. But what dominates at our school is not rules but expectations. And they are expectations set by students—not just by
Late-night study sessions have been the norm, punctuated with quick trips for hot chips, chocolate, tacos, lollies and cake.
teachers. I would argue they are expectations increasingly set by student standards. This is very evident in the Curiosity Centre. At any given time, whether it be 8 am or 8 pm, this space is one where our students have agency—not merely voice, but self-regulation and motivation. It is a space where students explore how to manage their learning, where collaboration and peer tutoring build confidence, and where discipline is fostered simply by the need to focus as others move through the space. It is a space where whiteboards are more commonly covered in students’ handwriting and where the conversations perpetually shift from English to Physics to Modern History to the weekend and back to English and back to Physics and on to Chemistry and on to dinner plans and back to English—you get the idea. Perhaps most striking of all is that it is a space where our students gather, belong, gain their autonomy and form their identity as learners—a student body that increasingly expects effort from themselves … and each other.
Student agency is fostered in supportive learning environments—spaces where students feel safe enough to take risks and empowered to take responsibility for their actions. Of course, not every student feels this way all of the time. Some students are risk-averse, fearing failure or what they perceive as failure. This is when we need to continue emphasising the effort shown, not the result, and have the belief that eventually the effort will have an impact in some way, shape or form. Most recently, it has been a privilege to watch our Year 12 cohort navigate their HSC Trial Examinations with a positive mindset fostered by an understanding that if they are not quite exam-ready, then they need to put in the effort to make their best attempts. Late-night study sessions have been the norm, punctuated with quick trips for hot chips, chocolate, tacos, lollies and cake. And it is in the Curiosity Centre where the study has dominated—a space where there are no rules plastered on noticeboards … but a place where learning is flourishing and our students are rising to our—and their own—expectations.
PAUL HORVATH Head of Teaching and Learning [E] paul.horvath@smgs.nsw.edu.au
From the School Counsellor You Can’t Pour from an Empty Cup: HSC Edition
As the HSC approaches, the atmosphere in many households can shift—late-night study sessions, piles of notes and a lingering sense of ‘there’s so much to do!’ While dedication is essential, we often forget that wellbeing isn’t a luxury; it’s the foundation for peak performance. You can’t pour from an empty cup, and this is as true for students as it is for the parents supporting them.
For students:
For parents:
Your role is part cheer squad, part safety net. Create a calm, supportive environment and encourage routines that prioritise rest and balance. Rather than focusing every conversation on examinations, take time to talk about other things—music, sport, weekend plans. These moments help your child feel grounded and valued beyond their academic results. It’s also helpful to keep an eye out for signs of stress overload: changes in sleep, withdrawal from friends or irritability. Early conversations can prevent bigger struggles later.
For everyone:
While dedication is essential, we often forget that wellbeing isn’t a luxury; it’s the foundation for peak performance.
It’s tempting to think that more hours at the desk equals better results, but the brain works best in balance. Short, focused study blocks with regular breaks improve retention and reduce burnout. Sleep is nonnegotiable—those eight hours help your brain consolidate learning and keep your mood steady. Move your body daily: a walk, a game of basketball, even stretching between study sessions, can lower stress hormones and boost concentration. And remember, your diet is your brain’s fuel. That mid-afternoon sugar hit might give you a short burst, but whole foods, water and regular meals will keep you going for the long haul.
Boundaries matter. Encourage ‘study-free zones’ and ‘studyfree times’— perhaps dinner together at the table or an hour before bed without screens. These rituals give the brain and body a chance to recover. And, importantly, model self-care yourself. When young people see the adults around them balancing commitments, resting and asking for help when needed, they learn that looking after mental health is part of everyday life.
The HSC is a chapter, not the whole book. Marks matter, but they do not define your worth or your child’s future. With the right balance of study, rest and connection, students can approach examinations with energy in the tank, and parents can breathe easier knowing that the most important lessons are about resilience, self-care and perspective.
Remember: a full cup pours more freely.
ALEX DAWSON
School Counsellor
[E] alex.dawson@smgs.nsw.edu.au
Decoding the Universe A Science Week Celebration of Curiosity and Community
Each year at SMGS, Science Week invites us to pause, explore and ignite our sense of wonder. In 2025, we proudly joined the national celebration with the theme, ‘Decoding the Universe—Exploring the Unknown with Nature’s Hidden Language’. What unfolded in Week 4 of Term 3 was nothing short of spectacular—a joyful mix of curiosity, creativity and community.
Across the school, students from Gidgillys and Kindergarten to Year 12 embraced the challenge of uncovering science in all its forms. Whether decoding starlight or launching catapults, the excitement was infectious. The week’s success was thanks to the collaboration of many—teachers, support staff, students, Snowy Hydro mentors and families—all of whom helped bring this dynamic program to life.
From Sherbet to Stars: A Week of Discovery
The week kicked off with Food-Lab Monday, where Eat Street transformed into a vibrant hands-on science lesson for our K–6 students. With the support of our Year 10 student scientists, we explored the chemistry of food, including making fizzy sherbet using citric acid and jelly crystals. The junior Science Week Trivia Challenge followed, where class teams battled it out for a coveted science session with Mr Pearce—a prize that truly sparked excitement.
Tuesday saw the Catapult Cup, where secondary students put their engineering skills to the test. House teams created and tuned catapults for distance and accuracy. The competitive spirit was matched only by the creativity on display, with bonus points awarded for innovative design.
Thursday’s Stars & Stories astronomy evening with Dr Nelson brought the week into orbit. Beneath clear skies, students and families decoded the cosmos through telescopes and a laserguided tour of planets, nebulae and satellites.
Finally, Friday’s Science Week Kahoot brought Years 7–12 together in the Curiosity Centre for a fast-paced quiz spanning everything from quarks to galaxies. Teams competed for prizes, not just for knowledge, but for speed, teamwork and humour.
Science Week reminded us of the joy and relevance of science in our everyday lives. From the taste of sherbet to the arc of a projectile, and from the trivia buzz to stargazing awe, science is not a subject, but a way of thinking—a language of questions, patterns and discovery.
A heartfelt thank you goes to all who made the week possible: staff, students, families and our Snowy Hydro partners.
We look forward to decoding more mysteries of the universe throughout the year. Until then, keep asking, exploring and wondering.
MATT PEARCE Head of Science Faculty
[E] matthew.pearce@smgs.nsw.edu.au
When I Grow Up Celebrating 100 Days of Kindergarten
This term, Kindergarten reached a milestone worth celebrating, as the students marked their first 100 days of school. The occasion was embraced with the special theme, ‘When I Grow Up’, and students arrived dressed as the people they aspire to be. There were future vets, singers, farmers, and even a mini Mrs Rigg, filling the room with colour, excitement and anticipation of the day ahead.
The day began with a story that captured the significance of reaching 100 days at school, setting the tone for a program of engaging and hands-on activities, all linked to the number 100. Students rotated through a series of creative, problem-solving and collaborative experiences. These included colourful 100cake artworks, imaginative 100-monster maths, building 100 structures using a variety of materials, and creative writing tasks inspired by the number 100. A lively 100-movement break encouraged teamwork and energy, while ‘Roll to 100’ proved a favourite for practising number skills in a playful way.
Mid-morning, the class came together for a picnic, sharing food and conversation in the sunshine. Afterwards, students took part in a reflective and often humorous writing task, imagining life when they are 100 years old. The responses ranged from wise and thoughtful to delightfully whimsical, offering a glimpse into the unique perspectives of our young learners.
The afternoon continued with a school-wide scavenger hunt to find 100 special items hidden around the grounds. Students worked energetically in teams, counting together and encouraging one another until every item was collected. Back in the classroom, the focus returned to creativity, with crown decorating and personalised photo frames. Each frame featured a photograph of the student in their ‘When I Grow Up’ costume, creating a keepsake for families to treasure.
The 100 Days of Kindy celebration was far more than a day of fun. It was a chance for students to reflect on how much they have grown since the start of the year, to work together towards shared goals, and to imagine the possibilities that lie ahead. The joy and pride on their faces reflected a genuine sense of achievement.
As the crowns went home and the last crumbs from the picnic were swept away, the classroom was filled with chatter about what the next 100 days might bring. If the first hundred is any indication, there is much to look forward to in the journey ahead.
SAMANTHA RIGG Kindergarten Teacher
[E] samantha.rigg@smgs.nsw.edu.au
Peaks of Curiosity
Staff Spotlight: Dr Juliet Dymond, Head of Mathematics
A familiar face in our classrooms, Dr Juliet Dymond has recently taken on the role of Head of Mathematics. In this edition of Peaks of Curiosity, Juliet shares the journey that shaped her love of maths, how she builds students’ confidence in problem-solving, and what excites her most about leading the faculty into the future.
What inspired you to become a mathematics educator, and what keeps you passionate about it today?
One of our goals is to prepare students for the future by connecting learning to real-world applications. How do you show students that mathematics can open doors in fields like engineering, science, technology and beyond?
It is sometimes said that mathematics is a support subject and, to some extent, that is true. We can enjoy maths for its own beauty, but so much of our curriculum links to practical applications in the real world. This is definitely an area where I can improve but, as we cover topics, I try to point out to students where these can be applied in different fields. My engineering background gives me an advantage in this situation because I have worked in a field where mathematics is applied to practical problems.
I’d love to see students engage with maths without being influenced by the stigma often attached to the subject.
I love mathematics—I have always loved mathematics. I grew up in a very maths-focused family, and a sense of wonder at the way that numbers behave and the things that can be done with them, permeates my childhood memories. From the time before I even went to school, when my father taught me how to convert numbers between decimal and binary, or, later on in secondary school, when my mother showed me how the special trigonometric triangles were constructed, I remember thinking it was so neat—how you could play with numbers like that? I went on to study civil engineering at university but I think I have academics in my heart, so when I returned to working outside the home once my children were all at school, it made sense to put those two passions together and become a mathematicss teacher.
What are some common myths or misconceptions about maths that you’d like to change?
Maths has a bit of PR problem in our society. It’s often the punchline, the ‘boring’ subject, impossibly hard, something that only a genius or a ‘nerd’ could enjoy. This is seen everywhere, from movies to sitcom tropes and in general conversation. The narrative is everywhere and it influences students before they even come to their first maths lesson. In reality, maths is something everyone can engage with. It’s a skill that can be built, and solving mathematical problems, whether they’re more of a puzzle or a real-world challenge, can be very satisfying. I’d love to see students engage with maths without being influenced by the stigma often attached to the subject.
How do you help students build the confidence to tackle challenging problems?
I believe in the students’ ability to grow in their mathematical skills and reasoning. I hope that belief in them inspires them to persevere through the inevitable challenges of learning to apply mathematics. One of the aspects that I love about maths is that it can be broken down into bite-sized chunks. I try to guide students through the process of doing the detective work to ‘translate’ worded problems from English into maths and then to break these challenging problems down into smaller, manageable pieces that do not feel as overwhelming.
What excites you most about leading the Mathematics Faculty at SMGS?
I’m excited about leading the faculty as we work together to meet students where they are at in their mathematics journey and to support them to reach their potential. I have a passion for teaching mathematics for understanding, and equipping students with the mathematical knowledge, techniques and skills that they need to be successful in their chosen maths pathway at school and beyond, and for everyday life.
Do you have a favourite maths puzzle, number, or surprising maths fact that always gets people thinking?
I love the Fibonacci sequence because of its simplicity and because it is seen so often in nature. It starts off 1, 1, 2, 3, 5, 8, and each subsequent number is the sum of the two previous numbers. One interesting fact about this sequence is that it is seen often in nature. Plants that have a spiral form, like the blocks on pineapple skins, sunflower seeds in the flower, etc., have spirals arranged in a clockwise and anti-clockwise direction. The number of spirals in each direction are always consecutive numbers in the Fibonacci sequence. This is just one fact about the sequence—it links to the golden ratio and art, and is endlessly fascinating. stays with you forever.
A Novel Idea Connecting with the Wider World of Literature
Our English students have had an inspiring and dynamic year so far, with students engaging in a range of activities that have encouraged them to think critically, write creatively and connect with the wider world of literature. From competitions and performances to classroom study and upcoming writer visits, there has been a strong sense of creativity and enthusiasm across all year levels.
One of the highlights of last term was our students’ involvement in the Write a Book in a Day competition. This challenge asked teams of students to plan, write and illustrate a complete book in just one day. The level of collaboration, creativity and perseverance shown by our students was exceptional. Not only did they create imaginative and engaging stories, but they also supported a wonderful cause by raising funds for childhood cancer research. As one participant reflected, ‘It was really challenging, but once we finished and saw our story come together, it was so rewarding. Knowing it helps others made it even better’.
We also welcomed the Poetry in Action troupe late last term and their performance was a true highlight. They brought poetry to life in a vibrant, accessible and interactive way that had students laughing, reflecting and seeing poetry from fresh perspectives. Many students left the performance inspired, realising that poetry is not confined to the classroom or the page, but is a living, breathing art form that can spark powerful emotions and ideas.
In classrooms, students across the school are producing thoughtful and insightful work in their English studies. Students in Years 7 and 8 are building their skills in reading, writing and performing, exploring a wide range of texts that encourage them to connect ideas to their own world. In Years 9 and 10, students are engaging with novels and extended texts that develop their critical thinking and deepen their understanding of character, theme and style. Our older students are working with diligence and maturity as they prepare for the next stage of their studies. For Year 11, this means consolidating skills and moving towards the challenge of Year 12, while our Year 12 students are showing impressive dedication as they prepare for their HSC Trials, refining their writing and analysis with commitment and resilience.
Looking ahead, we are excited to continue strengthening the link between students and the broader literary world. Later this term and next, we will welcome visiting authors and poets who will share their craft, creative journeys and insights with our students. These opportunities allow our students to see that literature is not only something to be studied but also a vital part of culture, creativity and expression.
The English Department are proud of the ways our students are engaging with texts and ideas, and we look forward to sharing more of their achievements in the terms to come.
AMANDA O’BRIEN Head of English
[E] amanda.obrien@smgs.nsw.edu.au
Write a Book in a Day
Snowy Mountains Grammar School
Kindergarten Mystery Reader Series
Art and Design Update Real-World Applications of Digital Media
Recently, our Digital Media students were given an opportunity to use the skills they have learned in class to take on the task of creating weekly snow reports for ABC South East radio this winter. We grabbed the opportunity with both hands and started planning how we could do this. Knowing that this wasn’t some fictional class-based task that had an audience of possibly a teacher and some peers, meant that what we were going to produce needed to be researched, relevant and, to our best capability, reliable. The radio station’s listeners reach the Snowy Mountains, all over the Monaro/Southern Tablelands and down to the Far South Coast. This meant that we needed some training in talking about weather. We reached out to Craig Sheppard from Mountain Safety Collective to come and meet with our students to give us an overview into his workflow in producing daily weather and snow conditions for Mt Kosciuszko and the main range that is used widely by anyone heading into the back country. We looked at a suite of sites that help him collate predicted weather for the days ahead on the main range. This was an invaluable experience and helped us feel equipped to have a go at forecasting the weather for the weekend ahead.
We then created a spreadsheet into which we fed the data, in order to forecast a weather report for Friday through to Sunday. We also looked at what was on for the weekend in and around the resorts, and combined this to create our script for recording each Thursday night, ready for it to be aired on Friday morning.
‘The Two Abbeys’, coined by ABC South East’s Breakfast presenter, Eddie Williams, have successfully presented the ‘Go Snow’ report for the past three weeks, with the remainder of the term to go. The feedback from the radio station and listeners has been rewarding for our presenters. And, dare I say it, their forecasting has been reliable to boot!
It is opportunities like this that make a subject like Digital Media so relevant to today’s educational environment. Gaining capabilities to work with technologies that help communicate a story or information to an audience is a critical skill that students need to take with them into the workforce.
Well done to ‘The Two Abbeys’. Make sure you join the listeners each Friday morning on ABC South East just before 8 am to get your summary of what the weather will be doing up in the resorts each weekend for the rest of the term.
SCOTT FRIZE Head of Visual Arts and Design [E] scott.frize@smgs.nsw.edu.au
Service Learning at SMGS Creating Impact Near and Far
At SMGS, service learning is an important part of our students’ growth. It connects learning with meaningful action, encouraging empathy, leadership and responsibility. This term, our students have been involved in a wide range of initiatives that show the many ways in which young people can make a positive difference.
Local Initiatives: Making a Difference in Term 3
In the space of just one term, students across the school have led and contributed to a number of projects, including:
Year 6 Book Fair for Lifeline
Year 6 leaders, Indi and Rosie, are running a K–6 Second-Hand Book Fair, inviting families to donate gently used books. Every book sold will support Lifeline and encourage students’ love of reading as well as promoting sustainability and community service.
Year 7 Heat the Homeless Project
Year 7 students have been collecting warm, waterproof jackets as part of XTM’s Heat the Homeless initiative. This project highlights compassion in action, supporting people experiencing homelessness across Australia.
Kiandra House Charity Film Festival
Creativity and service are coming together in the Kiandra House Charity Film Festival, showcasing student films on the theme, ’Winter in Motion’. Proceeds from the event will support Disabled Wintersport Australia (DWA), reinforcing the link between creativity, community and service.
These examples show how even small, student-led actions can make a meaningful impact within and beyond our school community.
Global Service: Borneo Learning Tour
Earlier this year, a group of SMGS students travelled to Borneo on an international service-learning tour. Their journey combined cultural immersion with hands-on conservation projects, including marine conservation, trekking through remote environments and supporting orangutan conservation efforts.
This experience gave our students a deeper understanding of environmental sustainability and global citizenship, while also strengthening their resilience, teamwork and problem-solving skills. Click through for article.
Learning Through Service
What stands out is that all of these examples have taken place within just one school term. From fundraising for local charities, to supporting people in need, to contributing to conservation efforts overseas, our students are showing that service is not a single event but an ongoing part of learning at SMGS. We are proud of the positive contributions they are making, both close to home and further afield.
Heat the Homeless Project [watch video]
Anti-Bullying Pledge [watch video]
Order in the Court SMGS Mock
Trial Team
The Mock Trial Competition, run by the Law Society of NSW, is a co-curricular activity offered to students in Years 10 and 11 at SMGS. It gives students a chance to experience how the NSW court system works, through simulated criminal and civil trials. Students take on roles such as barristers, solicitors, witnesses, court officers and magistrate’s clerks.
The competition is designed to build confidence and develop valuable skills in public speaking, problem-solving, debating and teamwork.
Strong Performances
In one recent trial, SMGS faced St Francis Xavier’s College, Hamilton. While the team did not come away with the win, they performed with confidence and professionalism.
• Lola was strong as First Barrister, especially during crossexamination.
• Evie impressed with her preparation and clear delivery as Second Barrister.
• Violet and Georgia were convincing in their roles as witnesses.
• Sophie carried out the role of Magistrate’s Clerk with confidence.
• Zarli contributed strongly in her role as Solicitor.
This experience showed the team’s resilience and ability to work together under pressure.
A Trial Victory
In another trial, SMGS took on Canberra Grammar School in a criminal defence case. Even though the defendant was found guilty of larceny, our team secured a narrow trial victory thanks to their preparation, skill and teamwork.
Congratulations to this team:
• Lola—First Barrister
• Evie—Second Barrister
• Zarli—Solicitor
• Violet—Defendant
• Aidan—Witness
• Sophie—Court Officer
Looking Ahead
The Mock Trial program at SMGS gives students a unique chance to apply their learning in a real-world setting. Each case challenges them to think critically, argue persuasively and work as a team. We are proud of how our students continue to represent the school with confidence and commitment in this prestigious competition.
SUSAN PLUM
Legal Studies Teacher [E] susan.plum@smgs.nsw.edu.au
SMGS Agriculture NSW School Merino Wether Challenge
Seven of our Agriculture students from Years 10 and 11 travelled to Dubbo recently to take part in the NSW School Merino Wether Challenge. They joined more than 800 students from 76 schools across the state, immersing themselves in all things sheep and wool, while gaining hands-on experience in commercial merino production.
Over the past six months, our team worked with six wethers, generously supplied by Egelabra Merino Stud (@egelabramerino). Their efforts came together at the competition, which featured a wide range of activities, including junior judging, auctioneering, merino wool preparation, scanning, shearing and exploring career pathways with industry experts.
Industry Insights and Excursions
Beyond the competition, the students made the most of their time in the region. Highlights included:
• A visit to Taronga Western Plains Zoo, where the group cycled around the grounds and observed animals such as the new lion cubs and the Galapagos tortoise.
• An early morning trip to Mumble Peg Citrus in Trangie, where the students toured a vertically integrated orange production system and sampled freshly picked oranges and juice.
• A behind-the-scenes experience at Fletcher International, witnessing the scale of sheep operations, and where an incredible 11,000 head per day are processed.
• Observing the sale of 45,000 sheep at the Dubbo Saleyards, gaining perspective on large-scale agribusiness operations and career opportunities.
Competition Days
On the first day of competition, students explored the latest technologies in sheep handling, care and management. They also presented their sheep to the judges, discussing nutrition and raising practices, before hearing from a panel of professionals across the sheep and wool industry, from fashion and agribusiness communications to wool broking.
Day two featured the Young Farmer Challenge, where our students impressed with their teamwork and problem-solving under pressure. This was followed by ‘out of wool’ judging, learning about wool micron, fibre care and the journey from fleece to finished clothing.
Proud Representatives
Although the team did not place in the final results, they represented Snowy Mountains Grammar School with pride, resilience and enthusiasm. They also built friendships and connections with like-minded peers, all passionate about the future of sustainable agriculture and innovation.
A heartfelt thank you to our dedicated students for their efforts and teamwork throughout this experience. You have been wonderful ambassadors for our school.
AMBER OAKMAN
Agriculture and Agriculture Technology Teacher [E] amber.oakman@smgs.nsw.edu.au
The Ag Team at the NSW School Merino Wether Challenge
The Borneo Tour 2025 Learning and Leadership
June 2025 marked yet another epic international servicelearning adventure for 41 students and six staff from Snowy Mountains Grammar School. The tour group travelled to the wild and wonderful jungles of northern Borneo, where they engaged in a diverse array of cultural immersion activities, community projects, jungle treks and explorations of different environmental ecosystems throughout the 16-day tour.
The capital city of Kota Kinabalu provided the most wonderful opportunities for cultural, environmental and tourist exploration. A snorkelling tour around Gaya Island in the Tunku Abdul Rahman Marine Park was a highlight for most, as it showcased the many species of colourful fish, clams, starfish, sharks and coral in the warm ocean waters. Paddle boarding in the crystal-clear waters of Sapi Bay, white water rafting along Kiulu River and exploring the local waterfalls, further amplified the beauty of the Bornean natural environment. The tour group immersed themselves in the Islamic faith by visiting the Floating Mosque, an architecturally magnificent and significant religious site for the local Muslim community. During the evenings, the students thoroughly enjoyed the diversity of local foods and restaurants, experimenting with the use of the Malay language, and especially bargaining at the local markets for the best priced jewellery, happy pants, clothing and souvenirs for family and friends.
The most challenging but certainly the most highly rewarding component of the tour was the four-day jungle trek along the Bambangan Trail, deep in the lowland rainforests of inland Borneo. The group hiked in high humidity through dense
vegetation and steep terrain, weaving through many small local villages, over suspension bridges, sleeping in hammocks, using bucket showers to cool off at night, cooking on open fires, and living as the local villagers did. The highlight of the trail for most was playing with the local children in the evenings, despite being repeatedly outplayed in volleyball!
The pinnacle of the Borneo Tour was undoubtedly the community reforestation project. The five-hour road trip to the project site took the group through hundreds of kilometres of palm oil plantations and highlighted the extreme impact that deforestation has had on the natural environment of Borneo. The project was based in the Kinabatangan Wildlife Sanctuary, along the banks of the Kinabatangan River, which sustains one of the world’s richest ecosystems, filled with critically endangered species. The community project involved the tour group travelling by boat each day from their tree house accommodation to the revegetation site, using machetes to clear weeds, collecting seeds and saplings, potting them at the local village nursery, and planting a multitude of specific species of plants to encourage the repopulation of the critically endangered Borneo Big 5 (pygmy elephants, orangutans, proboscis monkeys, rhinoceros hornbills and saltwater crocodiles). The group was very lucky to see all of the Big 5 in the wild, except for the pygmy elephants, and we were supervised closely each day by many macaque monkeys. Thankfully, the group only sustained minor machete-related injuries. The students were exhausted after long days of working in humid conditions, but extremely proud of their efforts in contributing to such
a worthwhile project. Another element of the community project was to assist in the beautification of the local town square. The students cleaned, sanded and repainted the local bus stop, pots and garden beds, and trimmed the edges of the grass. The difference that these small tasks made to the overall appeal of the village was quite remarkable and the students were certainly proud of their efforts.
The final component of the Borneo Tour was the exploration of the town of Sepilok, well known most for its dedication to the rehabilitation of many endangered wildlife species. The student group spent many hours in the nursery at the Sepilok Orangutan Rehabilitation Centre, where orphaned and injured orangutans are rehabilitated. The unique behaviours and social structures of these magnificent creatures was absolutely fascinating to observe. The sun bear sanctuary and rainforest discovery centre equally provided a rich and valuable insight into the complex dilemma of habitat protection and economic development in Borneo.
The Borneo Tour was a truly life-changing experience for both the students and staff in attendance. The variety of activities and projects that the group engaged in enabled full immersion in the rich culture and unique natural environments of the country, as well as nurturing a deep and meaningful
understanding of the impact of deforestation and the reality of the economic hardships confronted by developing nations. The staff were indeed proud of the manner in which the students of Snowy Mountains Grammar School conducted themselves. The eagerness of the group to enthusiastically immerse themselves in every aspect of the tour was wonderful to observe. The students embraced the language and culture of Borneo, always showing respect for the local people and customs, and showing authentic interest in learning more. The positivity, resilience, genuine care and compassion that the group espoused when faced with the challenges of the humidity, terrain, living conditions and sickness, was absolutely heart-warming. While the 16-day Borneo Tour adventure is now over, the memories will endure for many years to come.
MELISSA BELL
Head of Faculty – Educational Support and Enrichment
Duke of Edinburgh’s Award Co-ordinator
[E] melissa.bell@smgs.nsw.edu.au
Borneo Service Learning Tour 2025
25 Aspects Snowy Mountains Grammar School
From Foundation to Future 10 Years of the SMGS Snowsports Academy
In 2025, SMGS celebrates a remarkable double milestone: 30 years of exceptional education in the Snowy Mountains and 10 years of its renowned snowsports program.
To mark this special occasion, SMGS has proudly relaunched its program under a new name, the SMGS Snowsports Academy (formerly ESA), and logo. This refreshed identity reflects the evolution of a program that has grown from a targeted support offering into a national model for balancing sport, study and student wellbeing.
How It All Began
The Academy was founded in 2014 by Mr Tim Bland, now Head of Middle and Senior School, to support student-athletes who were travelling internationally for training and needed flexible academic support. At the same time, it provided a platform for local and regional students just beginning their snowsports journey.
From these beginnings, the Academy has become a highperformance program for students from Kindergarten to Year 12, offering on-snow training at Perisher and Thredbo during Term 3.
Supporting Every Athlete
The success of the SMGS Snowsports Academy has been strengthened by strong partnerships with both Thredbo and Perisher resorts. These include active collaboration with the Perisher Winter Sports Club, Thredbo Ski Racing Club and Thredbo Mountain Academy, providing valuable access to high-level coaching, competition pathways and training environments.
The Snowsports Academy supports athletes at every level, from building foundational skills to refining elite-level performance in alpine skiing, cross-country skiing and snowboarding.
More than skill development, the Academy nurtures each student’s confidence, judgement, determination, resilience and teamwork. Whether as a lifelong recreational pursuit or competitive pathway, the program helps foster a deep and lasting connection to snowsports.
Excellence on the Snow and in the Classroom SMGS athletes have achieved remarkable success:
• A Senior School Co-Ed National Championship streak dating back to 2007
• Primary Co-Ed National Champions in 2022
• Five athletes named in the 2025 Snow Australia Emerging Talent Program
• Alumni success, including Lottie Lodge (2024 Youth Winter Olympics silver medallist) and Sami Kennedy-Sim (Olympian and 2022 Flag Bearer).
SMGS is also the top-performing HSC school in the Snowy Monaro region, recently ranked 178th in NSW by the Sydney Morning Herald, ahead of several other leading independent schools.
Holistic Support for Regional and Remote Students
The Academy provides academic, wellbeing, logistics and accommodation support, especially for students relocating from outside the region. A strong team, flexible timetables and a clear structure ensure that students can succeed both on and off the snow.
A Word from School Leadership
‘The Snowsports Academy shows what’s possible when we combine strong coaching, academic support and a great school community’, said Director of Sport, Mrs Sally Bourke. ‘We’re incredibly proud of how far the program has come in ten years.’
Principal Dr Andrew Bell added, ‘The Academy reflects what SMGS stands for—opportunity, innovation and helping every student realise their potential. As we look ahead, we remain committed to delivering outstanding opportunities for our students, both inside and beyond the classroom’.
Inspiring a School-Wide Model
The Academy’s success has helped shape the development of three additional specialist programs: the SMGS Academies of Equestrian, Aviation and Mountain Biking. Each draws from the same philosophy of balancing passion, progression and academic support.
Looking to the Future
In 2025, SMGS will open new, purpose-built boarding facilities to meet the growing demand from families across Australia.
The new Snowsports Academy logo and name represent more than a fresh look—they signal a bold step forward for a program that continues to inspire, support and deliver.
Here’s to a decade of achievement, and the mountains still ahead.
From First Turns to Podium Finishes A Strong Start to the Season
The 2025 snowsports season is well under way, and Snowy Mountains Grammar School athletes are competing with determination, resilience and team spirit. With both the Redlands Cup at Thredbo and the Subaru ACT & Southern NSW Interschools Snowsport Championships at Perisher already behind them, our students have set the tone for an exciting season ahead.
Redlands Cup—A Thrilling Start
The Redlands Cup provided a high-energy opening to the season, testing competitors in gusty winds, icy terrain and low visibility. Despite the conditions, SMGS athletes excelled, achieving multiple podium finishes and strong team results.
One standout moment came from Lily (Division 3), who recorded the fastest female time of the entire event with a blistering 21.34 seconds. Her performance secured both the Thredbo Cup and the prestigious Redlands Les Elfes Prize—a seven-day skiing holiday in Verbier, Switzerland. SMGS teams also claimed first place in several divisions, continuing our school’s proud tradition of success at this notable event.
‘The conditions were tough, but our students showed incredible resilience and composure’, said Mrs Sally Bourke, Director of Sport. ‘To start the season with so many podium finishes across all age groups is a credit to their preparation and the support team around them. It’s a fantastic launchpad for the weeks ahead.’
Interschools—Spirit and Resilience on Display
At Perisher, the ACT & Southern NSW Interschools Snowsport Championships brought together hundreds of studentathletes for a week of racing, camaraderie and personal bests. Each day saw nearly 100 SMGS students on the slopes, with an impressive 137 racers competing on Day 2 alone.
Wild weather and challenging conditions did little to dampen spirits. From first-time racers finding their confidence, to Year 12 students competing in their final Interschools season, the week was filled with moments of resilience, teamwork and celebration.
It was amazing to see our students step up and support one another. Whether it was a student’s first race or their last Interschools campaign, there was a strong sense of encouragement and team pride.
As Sebastian in Year 3 reflected: ‘I liked snowboarding in the powder, racing and seeing my friends.’
Looking Ahead
We extend our sincere thanks to the dedicated staff, supportive parents, hardworking race crews and Snow Australia Interschools for helping to make these events a success.
We are incredibly proud of all our athletes and wish them the very best for the NSW State Interschools Snowsport Championships.
SALLY BOURKE Director of Sport
[E]
sally.bourke@smgs.nsw.edu.au
SMGS PDHPE Highlights
A Semester of Movement, Teamwork and Growth
The Physical Development, Health and Physical Education (PDHPE) faculty at Snowy Mountains Grammar School has been bustling with energy and engagement this semester, offering students a variety of dynamic learning experiences tailored to their year levels.
Year 7 students took centre stage with the Let’s Dance unit, in which they choreographed and taught dances specifically designed for the Junior School to follow. The enthusiasm and creativity displayed made this initiative a resounding success, fostering both confidence and teamwork among our youngest secondary students.
In Year 8 , students delved into important themes in a Relationships and Connection unit, promoting emotional literacy and social awareness. Alongside this, they enjoyed honing their skills in a practical Volleyball unit, encouraging co-operation and fitness in a fun, fast-paced environment.
Our Year 9 cohort embraced leadership and collaboration through a student-led SEPEP Basketball unit, where they took ownership of skill development and game strategies. They also joined forces to deliver a captivating Dance assessment, demonstrating both creativity and teamwork.
Meanwhile, Year 10 students engaged deeply with a Diversity and Wellbeing unit, exploring and encouraging critical thinking about personal identity, inclusivity and mental health—key components of holistic health education. They also worked through a Netball unit and continued to display their prowess.
In the PASS program, students experienced hands-on learning beyond the classroom, with trips to the local golf course, enhancing their skills and understanding of sports in realworld settings. Additionally, they successfully organised and delivered a Touch Football Gala Afternoon as part of an Event Management unit, showcasing their organisational skills and teamwork.
Students in PASS have also relished the opportunity to utilise our new state-of-the-art Fitness Centre. They are currently working through a Resistance Training unit, in which they are learning about programming, safe techniques and principles of training.
The PDHPE department is proud to see students not only developing physical skills but also growing in leadership, empathy and community spirit across these diverse units.
Junior School and Year 12 Sport Day
33 Aspects Snowy Mountains Grammar School
2025 Illustration Credit: Jess McGeachin
Snowy Mountains Grammar School
STORYTIME
at Snowy Mountains Grammar School
A warm introduction to the joy of books and the beginning of a lifelong love of learning.
Stories open doors to imagination, language and confidence. Our Storytime sessions welcome Early Learning and daycare groups for a morning of storytelling, activities and play.
Children will:
✱ Listen to engaging stories read by our teachers
✱ Take part in simple, fun activities
✱ Enjoy playtime in our friendly spaces
Sessions run from 10:00 – 11:00 am. Light refreshments provided for children, staff and families. For more information: Please contact your child’s early childhood educator.
37 Aspects Snowy Mountains Grammar School
Aspects Snowy Mountains Grammar School
