From the Principal Future-Ready STEAM and
Robotics Programs with Community Partnerships
I am thrilled to announce a significant milestone in our school’s journey to becoming a leader in STEAM (Science, Technology, Engineering, Arts and Mathematics) education, thanks to a $10,000 grant from Snowy Hydro’s Local School STEM Fund program. This grant underscores SMGS’ commitment to fostering an innovative learning environment and developing a robust robotics program in the Snowy Monaro region.
Central to the School’s vision is integrating cutting-edge resources and cultivating strong community connections to enhance STEAM education. Used to acquire eight new Gen II VEX IQ robots and a regulation-sized tournament field, the grant will provide students with state-of-the-art tools to hone their skills and prepare for competitions. These resources will significantly bolster our existing Robotics and STEAM initiatives, allowing students to explore, innovate and excel in these critical fields.
Our vision for STEAM education is comprehensive, aligning with our strategic priority of Innovative Practice. The goal is clear: we will explore, evaluate and embrace new and innovative practices that develop the capacity of all our learners to contribute and thrive in a technological and global society. This commitment is evident in our ongoing efforts to
integrate advanced technology and learning strategies into our curriculum.
At the start of the academic year, we launched our inaugural Robotics Club for students in Years 5–8. This club meets during lunchtime sessions and prepares students for district-level competitions and beyond, fostering a passion for robotics and engineering from a young age.
In addition to the Robotics Club, there is a range of activities designed to engage students in hands-on, practical learning. Students have been participating in Mario Kart-style robot competitions, coding their Micromelon robots to navigate mazes and program music on their built-in synthesisers. This experiential learning approach is pivotal in developing critical thinking and problem-solving skills, essential for thriving in a technological society.
The Junior School STEAM Club began in Term 2 and offers students opportunities to engage in creative design processes, such as building bottle rockets. This initiative promotes innovative thinking and risk-taking, components of our strategic educational philosophy.
Under the leadership of Mr Stephen Henderson, Director of Innovation, we are forging strong partnerships with local industry experts, particularly engineers from Snowy Hydro. These professionals will visit the School to share their expertise, which includes mechanical advantage techniques and software engineering concepts. These interactions will enhance the educational experience and inspire students to pursue careers in STEAM fields.
The $10,000 grant from Snowy Hydro also positions SMGS as a central hub for VEX robotics in the Snowy Monaro region. Our long-term vision includes helping other schools engage in robotics competitions and eventually hosting local events, fostering a collaborative STEAM community. This commitment ensures that the grant’s benefits extend beyond SMGS, contributing to the broader educational landscape in the region.
These interactions will enhance the educational experience and inspire students to pursue careers in STEAM fields.
The partnership with Snowy Hydro exemplifies the importance of community connections in advancing educational goals. SMGS is immensely grateful for Snowy Hydro’s support and recognition of the value of real-life learning opportunities in regional schools. This collaboration is a significant step towards making the Snowy Monaro a hub for STEAM education.
As SMGS continues to build its STEAM and robotics programs, we look forward to the innovative projects our students will accomplish with these new resources. Through strong community partnerships and a clear vision for the future, we are dedicated to empowering our students in STEAM disciplines, preparing them to contribute and thrive in a technological and global society.
Staffing Updates
Mrs Beth Taylor (HSIE/RE teacher, Middle/Senior School years) has advised she will be departing SMGS in Term 3 to take up a new challenge in education in another school, teaching in her specialist field, incorporating post-graduate studies. We are very grateful to all Mrs Taylor has contributed to our school community, starting at SMGS ten years ago, and we will farewell Mrs Taylor next term, at the end of Week 2. We are in the process of recruiting a Human Society and its Environment (HSIE) teacher to join our team.
Miss Madeleine Wheeler (Music teacher, Junior/Middle School years) has advised that she will relocate back to her home state of Western Australia for family-related reasons. Miss Wheeler
has provided our students with excellent opportunities, most particularly in the Performing Arts Faculty in music classes, our junior concert band, arts and other co-curricular events. We thank Mrs Wheeler for her valuable contributions in the performing arts. We will be advertising the role to appoint a new teacher of Music from Term 4.
Heads of Year (Middle/Senior Years)
From the commencement of Term 3, students in Year 7 through to Year 12 will each have a dedicated Head of Year (HOY) allocated. This aligns with our commitment to supporting each individual student and to grow our cohorts collegially for their overall educational development. The core responsibilities of the role will include wellbeing programs and individual pastoral care support, overseeing year level operations, providing student mentoring, assisting with behavioural support and leading fortnightly year-level cohort meetings. The HOYs will also be available for parent enquiries and to support individual students when circumstances or occurrences are suitable for an additional layer of support. Importantly, our HOYs will support students in a specific year level, regardless of whether they are day or boarding students, and therefore will liaise with our teaching and boarding staff as well as parent communities. As I write, these roles are in an advanced stage of appointment, ready to commence next term, our busiest term of the year.
This aligns very well with our Junior School leaders appointed in 2023, Mrs Rosheen Nikora (Early Years to Year 2) and Mrs Chrissie Philpott (Year 4 to Year 6) who will work collegially with the newly appointed HOYs. The Heads of Year will also work very closely with the Heads of Faculty (learning areas) across a broad spectrum of middle level leadership support.
We look forward to providing students with this additional support. Mrs Danielle Goucher (Deputy Principal) will write to all Middle/Senior School parents and students to provide further information as we prepare for Term 3.
I wish a happy holidays to all our students, families and staff! Enjoy a well-deserved break, filled with fun, relaxation and adventure. We look forward to seeing you all refreshed and ready for another exciting term.
DR ANDREW BELL Principal [E] principal@smgs.nsw.edu.au
From the Head of Middle and Senior School Values
— Visible, Authentic and Known
As the Head of Middle and Senior School, I am excited to share the latest developments in our ongoing commitment to fostering a nurturing and supportive environment at Snowy Mountains Grammar School.
Our 4Peaks Wellbeing Framework remains at the heart of this mission, guiding us to cultivate a community in which every individual can thrive. Central to this framework are our core values: Courage, Authenticity, Respect and Empathy (CARE). These values are not mere words on a poster; they are the foundation upon which we build our daily interactions and decisions.
To ensure these values are lived, known, visible and authentic within our school community, this year we have introduced a ‘Values Shout Out’ system. This initiative allows students and staff to acknowledge and celebrate the individuals among us who exemplify CARE in their daily lives. Shout Out boxes are strategically placed in the Snowy Shed, making it easy for everyone to participate. Each week, our School Captains review the submissions, identifying standout acknowledgements that are then celebrated during year meetings and assemblies.
Moreover, these acknowledgements are recorded in our internal database, contributing to our 4Peaks Acknowledgement System. This ensures that acts of courage, authenticity, respect and empathy are not only recognised but also documented, creating a culture in which positive behaviours are reinforced and celebrated consistently.
SHOUT OUTS
For
Additionally, we have seen many moments where students recognise the efforts of staff in these shout outs—these have been particularly well received.
Regarding inclusivity, research underscores the importance of having values that are actively lived and visibly integrated into the school culture. Studies have shown that when students and staff can see and experience these values daily, it leads to a more cohesive, respectful and empathetic community.1 Schools where values are authentically embraced report higher levels of student engagement, better interpersonal relationships and improved overall wellbeing.
Our Values Shout Out system is more than a recognition program; it is a testament to our commitment to creating an environment where every member of our community feels valued and inspired. By acknowledging and celebrating those who demonstrate our CARE values, we not only recognise their contributions but also set a powerful example for others.
1 Lindy-Anne Abawi, Cheryl Bauman-Buffone, Clelia Pineda-Báez, and Susan Carter, ‘The Rhetoric and Reality of Leading the Inclusive School: Socio-Cultural Reflections on Lived Experiences’, Education Sciences 8, no. 2 (2018): 55, https://doi.org/10.3390/educsci8020055.
TIM BLAND Head of Middle and Senior School Co-curricular Co-ordinator [E] tim.bland@smgs.nsw.edu.au
Shout out to the students who spent hours organising athletics carnival ribbons post-carnival into house groups to hand out at house meetings.
Sacrificing his race to help get a friend across the finish line at isa.
From the Head of Junior School Why Public Speaking?
Developing the skill of public speaking is incredibly valuable for our children’s growth and development. While it may seem like a skill reserved for adults or specific professions, public speaking offers numerous benefits for children of all ages, especially those in primary school.
Public speaking helps children develop self-assurance. When they stand up and speak in front of their peers, they learn to trust their abilities. Each successful presentation, no matter how small, boosts their confidence. This newfound confidence spills over into other areas of their lives, helping them to tackle challenges more bravely.
Effective communication is essential in every aspect of life. Public speaking teaches children how to express their thoughts clearly and persuasively. They learn to organise their ideas, choose their words carefully and convey their message in an engaging manner. These skills are not only vital for academic success but also for forming strong personal relationships.
When preparing for a speech or presentation, children must think critically about their topic. They learn to research, organise information and present it logically. This process sharpens their analytical skills and encourages them to consider different perspectives. Critical thinking is a crucial skill that will benefit them throughout their schooling and beyond.
Public speaking isn’t just about talking, it’s also about listening. Children learn to pay attention to feedback from their audience and to understand and respond to questions and comments. This helps
them become more empathetic and effective communicators. Crafting a speech or presentation requires creativity. Children learn to use stories, examples and even humour to make their points more engaging. This creative process can be fun and allows children to express themselves in unique ways.
Public speaking is a valuable life skill that prepares children for future success. Whether they’re giving a presentation in school, participating in a job interview or leading a team meeting, the ability to speak confidently and effectively is invaluable. By starting early, we’re giving our children a head start in developing these essential skills.
Our SMGS Junior School Public Speaking Competition began with all students in Years 3 to 6 writing a speech about a chosen topic, with clear criteria provided about structure and timing. Class finalists, Ashleigh, Jasper, Sergio and Emerson, were chosen to speak at the Maria Kisich Public Speaking Competition on Tuesday 18 June. Emerson was chosen to attend the Rostrum Speaking Competition in Cooma on Thursday 27 June and Sergio will attend as runner-up. We congratulate all students on their effort and courage.
HEIDI SHVETSOFF Head of Junior School
[E] heidi.shvetsoff@smgs.nsw.edu.au
Ash’s Speech [watch video]
Holly’s Speech [watch video]
Ivy’s Speech [watch video]
Sergio’s Speech [watch video]
Jackson’s Speech [watch video]
Snowy Mountains Grammar School
Sebastian, Year 1
From the Director of Curriculum and Operations Subject Selection Evening and Expo
Whilst one of the main focal points for Term 3 is always what is happening on snow, it is also an important time of decisions for students in Years 8 and 10 for their progression into Years 9 and 11, respectively.
The Snowy Mountains Grammar School Subject Selection Evening and Expo will take place this year on Tuesday 30 July, from 5.30 pm, in the Snowy Shed and the Library. This year, we are combining our Year 8 and Year 10 events into one evening.
This event presents an opportunity for students, parents and carers to hear important information about patterns of study for Year 11 and to talk directly with subject teachers about course requirements. Year 8 students will also avail themselves of the opportunity to speak to subject teachers from the Year 9 Elective Program.
There are two parts to the evening. The first presentation is for Year 8 students, parents and carers regarding the Elective Program for Year 9. This commences at 5.30 pm. The second presentation is for Year 10 students, parents and carers regarding subject selections for Year 11.
Students and parents will be free to leave once they have all the information they require from the subject teachers.
The expo will be an excellent way of hearing directly from subject teachers and students. Each subject will have a booth with important information, including student work, so that students, parents and carers are well informed when making decisions about subject choices for 2025. It is expected that all Year 8 and 10 students who intend to study at Snowy Mountains Grammar School in 2025 attend this evening.
If you have any questions, please contact me at school. I look forward to seeing you on the evening.
DR
DARRYL
NELSON
Director of Curriculum and Operations
[E] darryl.nelson@smgs.nsw.edu.au
2025 Subject Selection & Electives Expo Tuesday Evening, 30 July 2024
Year 8 students into Year 9, 2025—Elective Selection
5.30 pm Presentation
The Snowy Shed
5.45 pm Expo Library
Year 10 students into Year 11, 2025—Subject Selection 6.00 pm Presentation
The Snowy Shed
6.45 pm Expo Library
From the Director of Innovation Year 9’s Journey with Micromelon Robotics
In an innovative leap towards modern education, our Year 9 students have dived into the fascinating world of robotics through the Micromelon Robotics unit. This engaging program combines the power of Python coding with hands-on experience in navigating robots through various scenarios. As we explored the incredible potential of robotics, our students were not only learning valuable technical skills but also having a blast.
Micromelon Robotics is a dynamic Queensland startup that began at the University of Queensland with a clear vision: to simplify the teaching of engineering and robotics in schools and align it with industry requirements. This innovative company focuses on creating educational tools and resources that make learning robotics accessible and engaging. At its core, Micromelon Robotics brings together software and hardware to create something truly remarkable. Their mission is to inspire students and provide practical solutions for companies across Australia.
Our students began their journey by diving deep into the fundamentals of coding and robotics using Micromelon’s code and virtual reality simulator. This introduction allowed them to understand the various sensors integral to robot navigation, such as ultrasonic distance and colour sensors. Students understood how these sensors function and how important they are in realworld applications by interacting with these virtual tools.
One of the highlights of our program has been the Mario Kartinspired session—students 3D-printed battle shells for their robots, designed to protect them during the competition. Balloons were attached to each robot, adding an extra layer of excitement as they navigated the course, attempting to
pop their opponents’ balloons while protecting their own. This session reinforced students’ coding and robotics skills and encouraged creativity, strategic thinking and teamwork.
As we look forward to next term, our students are gearing up for an even more thrilling challenge: the autonomous sumo wrestling competition. They will design and 3D print their own battle shells, preparing their robots to compete in an arena where only the most robust and most innovative designs will prevail. This competition will test their skills in coding, engineering and autonomous decision-making, culminating in the crowning of the ultimate Year 9 robotics champion.
The Micromelon Robotics unit has been a rich learning experience for our students. They have gained practical, handson experience that prepares them for future careers in robotics and technology. By integrating coding, engineering and creative problem-solving, we are equipping our students with the skills needed to excel in a rapidly evolving technological landscape. The Micromelon Robotics unit is more than just an education program; it’s an adventure that inspires and equips our students for the future. As they continue to explore and innovate, we look forward to seeing the incredible projects and solutions they will undoubtedly create. Stay tuned for more exciting updates from our Year 9 robotics champions!
STEPHEN HENDERSON Director of Innovation [E] stephen.henderson@smgs.nsw.edu.au
Foundation Day 2024 A Tribute to Our Legacy and a Vision for the Future
Foundation Day at SMGS is a time to reflect on the dedication and vision of those who laid the groundwork for our school. This year, we commemorate 29 years of excellence, gratitude and community spirit, thanks to the contributions of individuals from Redlands, Snowy Hydro and our local community.
Thank you to our guest speaker, Jo Windeatt, a 2007 graduate whose inspiring address resonated with students and staff alike.
Congratulations to this year’s award recipients:
Cordis Spiritus Award (Senior School)
James (Year 11)
Cordis Spiritus Award (Junior School)
Sergio (Year 6)
Cascades House Service Award
Taylah (Year 11)
Kiandra House Service Award
Josh (Year 11)
Mowamba House Service Award
Aiden (Year 11)
Twynam House Service Award
William (Year 11).
We also acknowledge the dedication of our staff:
10 Years’ Service
Tim Bland
Dr Andrew Bell
20 Years’ Service
Kelli Wilson.
These awards celebrate individual achievement and the collective spirit that defines our school community. Thank you to everyone who makes SMGS a place where wisdom, courage and commitment thrive.
Old Scholar Abbey accepts the 20 Year Staff Service Award on behalf of her mother, Kelli Wilson
Musical Performance by Senior School Music
Guest Speaker - Jo Windeatt
Cascades House Service Award Recipient - Taylah (Year 11) and Head of House, Krista Mower
Kiandra House Service Award Recipient - Josh (Year 11) and House Captain, Mia (Year 12)
Mowamba House Service Award Recipient - Aiden (Year 11) and House Captain, Emily (Year 12)
Twynam House Service Award Recipient - William (Year 11) and House Captain, Jessica (Year 12)
Cordis Spiritus Award Recipient - Sergio (Year 6)
Tim Bland
Dr Andrew Bell
Eliza (Year 10) accepts the Cordis Spiritus Award on behalf of her brother, James (Year 11)
Leaders in Adventure SMGS Duke
of Edinburgh’s International Award Goes from Strength to Strength
Gold Standard: Year 12 Students Alizé and Elise Recognised for Outstanding Achievement
We are excited to announce that Year 12 students Alizé and Elise have earned the prestigious Gold Level of the Duke of Edinburgh’s International Award. This accomplishment results from four years of hard work in Community Service, Physical Recreation, Skill Development and Adventurous Journeys. Alizé and Elise have shown remarkable resilience, determination and outdoor skills during their five Adventurous Journeys: Gungarlin AJ, Ten Peaks AJ, Guthega AJ, Great North Walk and Mt Jagungal AJ.
Their achievement sets a high standard for our community and demonstrates their leadership and commitment to outdoor adventure.
SMGS Honoured in Top 100 for Delivery of the Duke of Edinburgh’s Award
In addition to celebrating our students’ achievements, we proudly announce that the NSW Office of Sport has recognised SMGS as one of the top 100 organisations delivering the Duke of Edinburgh’s Award. This recognition highlights our commitment to enriching students’ experiences that foster personal growth and leadership skills.
Important Reminder: Borneo Service Learning Tour Deposit Deadline and Webinar Recording
Looking ahead, we are thrilled to offer our students another transformative opportunity: the International Service Learning Tour to Borneo in June 2025. This two-week expedition is open to students entering Years 9–12 and focuses on marine conservation, trekking the Pahu Trail and participating in orangutan conservation efforts at Sepilok.
Thank you to everyone who attended the Borneo Service Learning Tour Information Webinar during the final week of the term. We greatly appreciate your interest and enthusiasm for the trip.
Just a reminder—the deposit deadline, which is Wednesday, 10 July 2024, is a crucial step in securing your spot for the International Service-Learning Tour to Borneo. Please note that the school will have the final say on who can participate. Sign-ups are currently open. For more details, visit the trip page here.
For those who were unable to attend the webinar but would like to view it, please email me for the recording link.
MELISSA BELL Head of Faculty – Educational Support and Enrichment
Duke of Edinburgh’s
Award Co-ordinator
[E] melissa.bell@smgs.nsw.edu.au
Peaks of Curiosity
Student Stories - Gabi, Year 12
What was your reaction when you found out you were selected as one of the 27 students for this year’s CMAA Academy of Country Music Junior Class?
I was completely amazed, excited and humbled, because I am new to the folk and country genres this year. I was especially humbled by seeing the calibre of some of the other students and that I was even considered and selected. In comparison, most of the other students have been performing professionally for many years. 2024 has been a very fast track for me after I received my first scholarship at the Illawarra Folk Festival.
Can you tell us about your path to singing and songwriting? What inspired you to pursue music? What are some of your most memorable moments so far?
I played my first original song in public for the first time at the Illawarra Folk Festival...I found that I loved showing my music to the world...
I began writing songs as part of school music but found a love for it. I played my first original song in public for the first time at the Illawarra Folk Festival as a Youth Traditions scholarship-holder in January. I found that I loved showing my music to the world and have really enjoyed all my performances. I want to write songs that make a difference and have a story, which is what has led me towards folk and country music. I also received a scholarship to a songwriters’ workshop in Merimbula which really helped me with song ideas and how to structure them. One of my most memorable moments is definitely my first performance of my first original song. I wrote it about my grandfather and the effect he had on my life, and to perform that for a few hundred people was so beautiful. Also, the friendships that music has given me—I would have never met some of my closest friends if it weren’t for music.
What opportunities are you most excited about as you prepare for the singer-songwriter-performer course ahead of the Hats Off to Country Festival?
I am excited to meet more people and learn. I have so much yet to learn and I am so excited to do so. There are so many amazing people who are going to be helping and teaching at the academy and also at the festival afterwards. I’ll be learning the structure of writing, what to put in and what to leave out of my own songs, as well as production and performance skills.
How have your teachers or mentors helped you along your musical journey? Are there any specific teachers who have been especially influential?
My teachers have supported me in every aspect of my music, from encouraging performances at assemblies and Cre8ive Sessions, to helping me catch up on work if needed. Mrs Sell and
Mr Grace have been such strong mentors and taught me so much through talking about their own experiences and giving me tips, as well as leading by example. My singing teacher Jenni has been an amazing mentor and teacher, helping me to learn all about the human voice and how to use it. My mandolin teacher Col has been another amazing mentor and taught me so much about the mandolin in such a short timeframe.
How has your experience at our school contributed to your passion for music and prepared you for this exciting opportunity with the CMAA Academy of Country Music?
SMGS has an amazing music and drama faculty which has played a huge role in building my confidence and stage presence.
What are your goals or dreams in music, and how do you hope this experience will contribute to your future as an artist?
I want to keep writing and recording in the hope of making a difference. I don’t necessarily want fame and I won’t compromise my ideals and morals for fame and fortune. I just want to share my stories and experiences in the way I know best: through song. For example, the four songs on my EP talk about grief, trauma and appreciation for someone who means a lot to you, which I hope will resonate with other people.
Celebrating Student Voices Maria Kisich Public Speaking Competition
Congratulations to the seventeen students who courageously presented at this year’s Maria Kisich Public Speaking Competition. From newcomers to seasoned speakers, each participant shared compelling topics rooted in personal experiences and passions.
Year 12 student Alizé adeptly led the proceedings as MC. Alumnae judges Rebekah Batson (Year 12, 2018), Jo Windeatt (Year 12, 2007) and Renee Connor (Year 12, 2013) lent their expertise to the event.
Augustine was named the overall winner and received the prestigious Maria Kisich Trophy from Dr Bell. Georgia received the People’s Choice award, adding to the evening’s success.
This event showcased our students’ bravery and skill and reminded us of their voices’ power in informing and entertaining the audience.
It was a night that delighted parents, siblings and staff alike, marking 26 years of celebrating excellence in public speaking at our school.
The competition culminated in the presentation of awards:
Junior Division winner
Sergio
Middle Division winner
Augustine
Senior Division winner Hamish.
Kindergarten Writing
Eloise, Year 3
Light Up Timor Bringing Light to Communities in Need
This term, our Junior School students have been actively involved in Light Up Timor, a Service-Learning project, where they’ve built solar-powered Light Buddies. These devices provide essential light to communities facing energy poverty.
Energy poverty affects nearly 10% of the world’s population and impacts education, health, the environment and economies. Through Light Up Timor, our students learn about these issues and directly contribute to improving them.
Providing reliable electricity is the first step toward helping a community lift itself from poverty.
We thank our school and wider community for their generous donations and support.
Quote: The Rockefeller Foundation
17 Aspects Snowy Mountains Grammar School
Wagga Wagga Excursion
Stage 6 Agriculture
Year 11 and 12 Agriculture students recently departed on a whirlwind tour of a diverse range of farming career opportunities and hands-on experiences in the Wagga Wagga region.
Our first day began with a visit to the Pearces’ cattle property, Muronga, at Yaven Creek. The Pearces are a third-generation farming family. Students had the opportunity to undertake a range of cattle husbandry operations with both calves and older cows, including castration, ear tagging and drenching. We were given a farm tour, primarily focused on water quality improvements to dams and identifying some of the ongoing challenges and decisions that needed to be made on the property, with Matt and Angela Pearce also putting on a delicious lunch for us. That afternoon we visited David and Julia Ham’s property, where sheep drenching was conducted in a state-of-the-art set of yards designed by Proway, which aims to minimise animal stress and enhance animal welfare. This was followed by students conducting a faecal–egg count examination and receiving a brief lesson on wool classing, before we had a property inspection, including a state-ofthe-art dog fence that reduces predation from wild dogs and therefore minimises losses to their fine wool merino sheep flock. After afternoon tea at the property, we travelled to Wagga Wagga, arriving in time for a late dinner.
The second day saw us up again before dawn and heading to the saleyards at the Wagga Wagga Livestock Marketing Centre for the bull auction and cattle sales. We met briefly with the manager, Paul Martin, to discuss the current market, cattle breeds and economic returns. We also discussed sheep sales and the increasing numbers being moved through the saleyards to achieve higher sale premiums. We talked briefly about the impact that the cessation of live sheep exports from WA will have on the Australian economy and agriculture trade.
Our next stop was a visit to Vetafarm, operated by Tony Gestier, who formulates feed rations. Students had the opportunity to learn about the different feed components provided to animals at various stages throughout their lives, and their energy needs at each stage. We then visited Robe Canola and Biofuels, where Daniel Challis gave us a tour of a large canola grain processing plant and showed us how canola oil is extracted from the seed and purified. Next, we visited Croker’s Grain, discussing with Sam Miles how oats and barley are distributed to both the domestic and international markets, and how the grains are stored and cleaned for a range of brands, such as Milo and Uncle Toby’s.
Our final production facility for the day was Riverina Fresh, where students were met by Brenton Smith and were taken on tours to see firsthand the processing and separation of milk and milk products, and a range of innovative technologies utilised by
the industry before final packaging, labelling and distribution to the market. We also had the opportunity to taste-test a variety of flavoured milks. We then visited Fox and Lillie wool brokers and were given a tour of the wool storage area. The process of wool bale testing for quality assurance and control was explained to us, as well as how the different markets in which wool is sold are based on micron and tensile strength, and how pests are managed within the facilities. We then returned to our accommodation for some downtime and, after dinner, an evening of competition at the local tenpin bowling alley.
For day 3, we had another early start, going to the Nutrien branch in Wagga Wagga. We had the opportunity to look around the store and chat about the implementation of National Livestock Identification System (NLIS) eartags in sheep and goats and how this will affect the industry, as well as discussions on pest and disease management and biosecurity, before embarking on a property visit with Nutrien agronomist, Ben Matthews. We met with Justin Moloney, a canola/wheat broad–acre cropping farmer, and discussed the challenges faced by climatic variables (temperature, rain and frost), pests/diseases, nutrient and fertiliser application, breed varieties selected for location and genetics, as well as growing cycles. Students were also able to see the scale of operations and some of the equipment and technological innovations within the cropping industry.
This was followed by Teys Abattoir, where we were fortunate to be given a behind-the-scenes tour, including the kill room, observing the slaughtering process, the deboning room, chill rooms and the processing floor, where primal cuts are further cut down, packaged and labelled, ready for sale. Finally, we visited Proway, a specialist livestock equipment and handling manufacturer, where we were shown the process of farm consultation. We were also shown draft CAD plans for specialised yard set-ups; how site visits account for environmental variables such as run-off, shed water capture, recycling, drainage, wind, etc.; and the metal fabrication areas and equipment. The extensive opportunities available careerwise within this innovative Australian company were also outlined to students.
Overall, the excursion was a fantastic educational opportunity, showcasing a broad variety of industries and career opportunities, as well as strongly linking to the current syllabus content covered within the Preliminary and HSC Agriculture courses.
AMBER OAKMAN
AGRICULTURE TEACHER
Stage 6 Agriculture Excursion to Wagga Wagga
19 Aspects Snowy Mountains Grammar School
Ropes, Rocks and Teamwork Stage 5 Outdoor
Education Excursion Recap
This semester has seen an exciting period of growth and engagement for the Stage 5 Outdoor Education class. Students were given the unique opportunity to participate in experiential learning away from the traditional classroom setting. They engaged in hands-on activities centred on the exploration of their surroundings and, as a result, have gained a deeper sense of place and appreciation of the local natural environment.
Throughout the semester, students have been working towards obtaining the necessary skills needed to participate safely in various outdoor environments. Some of these skills involve analysing weather conditions, organising equipment and clothing requirements, map and compass reading skills, as well as emergency communication procedures. More recently, students have been developing their roping skills within a practical context, and are beginning to appreciate the care and maintenance of various ropes, the purpose and types of knots and the qualities of an effective knot. Each Friday afternoon, students have been participating in various locally based excursions to put these skills into practice.
At the end of Term 2, students embarked on an excursion to White Rocks, a breath-taking limestone crag overlooking the beautiful Queanbeyan River. It was here that the students put their ropework to the test on both beginner-friendly slabs and more challenging overhangs. During the day, students demonstrated a range of competencies in different areas as part of their Bushcraft and Navigation practical assessment task.
Although it was impressive to see the students push themselves out of their comfort zones and challenge themselves in new ways, it was remarkable to witness the teamwork and care students showed to one another on the day. Whether it was checking each other’s safety connections or respectfully belaying each other from the bottom of the climb, the students truly were exemplary members of Snowy Mountains Grammar School. A huge thank you to K7 Adventures and their wonderful guides for the memorable day.
MARIAH DHAR
COMMERCE AND OUTDOOR EDUCATION TEACHER
Snowy Mountains Grammar School
Jacob, Year 2
Empowering Minds and Bodies
Reflecting on Our Middle School Wellbeing Day
Earlier this term, Middle School students gathered for our annual Wellbeing Day, delving deep into crucial topics that shape their personal growth and development. The day was structured to address four key themes: Positive Relationships, Digital Safety and Security, Consent, and Our Changing Body.
Between sessions, students had the opportunity to engage in a variety of wellbeing activities tailored to their interests, including:
• Art therapy
• Mindfulness
• Lego
• Photography
• e-Sports
• Board and card games
• Mixed games on the oval
• Claymaking.
These activities not only provided a break from the content sessions but also encouraged students to explore new interests and develop skills that contribute to their overall wellbeing.
Our Middle School Wellbeing Day fostered a supportive and inclusive environment where students could learn, connect, thrive and discuss topics in a safe and supportive space. By addressing important topics and offering engaging activities, we aimed to empower students with the knowledge and skills necessary for their holistic development. From understanding the dynamics of positive relationships to exploring digital safety, and from understanding consent to embracing the changes in our bodies, every aspect of the day contributed to creating well-rounded individuals equipped to face the challenges of adolescence and beyond.
As we look forward to future events, we remain committed to prioritising the wellbeing of our students and fostering a school community in which each individual feels valued, supported and empowered to reach their full potential.
EMMA SMITH Assistant Head of Middle & Senior School [E] emma.smith@smgs.nsw.edu.au
SMGS Podcast Welcome Back—Conversations with our Alumni
At Snowy Mountains Grammar School, we look for opportunities for our students to immerse themselves in life beyond the walls of the classroom. Technically speaking, our latest venture into podcasting saw us recording on site and within a classroom that we set up as a pop-up podcast set. However, we are working in a space that is very relevant and arguably is breaking down the barrier of traditional schoolbased learning.
Digital Media, a course that runs for our Year 9/10 students, provides them with an opportunity to explore storytelling through photography, podcasting and videography. This year we branded our product, calling it ‘Humans of SMGS’. The concept, taken loosely from a movement that began in New York, which captures the lives of everyday humans in an iconic city, allows us to adapt and look closely at our community through three mediums. Currently, we are pointing the microphones at our alumni as we launch a school podcast called ‘Welcome Back—Conversations with our Alumni’. With such a rich tapestry of stories to tell, our past students are the perfect group to reach out to, allowing us to reconnect and maintain the bonds of a strong school community and culture. What is unique about our podcast is that it is hosted by our students, our Digital Media team. After successfully recording our first vodcast with Jo Windeatt, a 2007 graduate, who has accomplished many things and has returned to Jindabyne
to pursue a career in the NSW Police, we have learnt a lot. We created a script that aims to provide our guests with a chance to be our storytellers as they reminisce about their school days, tell us about the journey they have been on and share some light-hearted moments with us. We have practised recording techniques, both in audio and visual, as we look to make our best attempt at a professional quality recording for our listeners/viewers to enjoy. We are exploring hosting platforms such as YouTube and Spotify. Our hosts, Kai and Abbie, have handled their first episode with poise and we couldn’t be prouder of them. We hope this is the start of something special for our school community.
While we recognise that there are over 4.25 million registered podcasts on Earth, we remain aspirational and hope that at least we can capture some stories that will engage our small listening community. Joe Rogan and Brené Brown are safe for the moment! With a series of upcoming episodes in the pipeline, we are certainly enjoying the creative experience of joining the global podcasting team and bringing you content for your enjoyment. Quoting our hosts’ sign-off, ‘You’re always welcome back’.
SCOTT FRIzE Head of Visual Arts and Design [E] scott.frize@smgs.nsw.edu.au
We’re Going on a Bear Hunt!
Kindergarten’s Adventurous Journey
Our Kindergarten students drew inspiration from the beloved children’s book, We’re Going on a Bear Hunt, retold by Michael Rosen and illustrated by Helen Oxenbury. Using a variety of mixed-media techniques, they creatively interpreted each obstacle the family encounters on their adventurous journey.
Uh-uh! Grass! Long wavy grass. We can’t go over it. We can’t go under it.
Oh no! We’ve. Got to go through it!
Swishy swashy! Swishy swashy! Swishy swashy!
Uh-uh! A river! A deep cold river. We can’t go over it. We can’t go under it.
Oh no! We’ve. Got to go through it!
Swishy swashy! Swishy swashy! Swishy swashy!
Uh-uh! Mud! Thick oozy mud. We can’t go over it. We can’t go under it.
Oh no! We’ve. Got to go through it!
Squelch squerch! Squelch squerch! Squelch squerch!
Uh-uh! A forest! A big dark forest. We can’t go over it. We can’t go under it.
Oh no!
We’ve. Got to go through it!
Stumble trip! Stumble trip! Stumble trip!
The Magic of Maths Strength in Numbers
As a teacher who is not only deeply passionate, but also curious, about the ‘how and why’ of the learning for our children, I have witnessed the excitement and fascination and, at times, the despair that mathematics evokes in learners. The new Australian Maths Curriculum is designed not only to develop numeracy skills but also to inspire a love for learning and foster a deep-seated confidence in students’ own understanding and abilities. It therefore moves beyond the ‘smoke and mirrors’ of mathematics and engages in the process of understanding, in order to grow learners who are curious and resilient in their approach.
One of the most magical aspects of maths is its ability to build confidence.
Mathematics is more than just numbers and equations; it is a language that helps us understand the world around us. From the patterns in nature to the structures of our buildings, maths is everywhere. When children grasp mathematical concepts, they are not just learning to add or subtract; they are learning to think critically, solve problems and make informed decisions. These skills are essential at every stage of their learning journey and beyond.
One of the most magical aspects of maths is its ability to build confidence. When a child solves a problem or discovers a pattern, the sense of achievement they feel is palpable. This confidence spills over into other areas of their lives, encouraging them to tackle challenges with a positive mindset. As parents, nurturing this confidence is crucial. Celebrate their successes, no matter how small, and help them see mistakes as opportunities to learn and grow.
Beyond the academic benefits, maths education plays a vital role in developing well-rounded individuals. It teaches perseverance, patience and the value of hard work. It encourages logical thinking and creativity, as students learn to approach problems from different angles. Importantly, it fosters a sense of wonder and curiosity about the world.
The true magic of maths lies in its ability to open up a world of possibilities. By fostering a love for maths, we are helping our children to develop the skills they need to thrive in an everchanging world.
JENNIFER THOMPSON YEAR 3 MATHEMATICS TEACHER
Good Arguments Virtual Debating Reflections
The SMGS 9/10 Virtual Debating team, consisting of Georgie, Maddie, Sienna and Tessa, have won three out of three debates! We have had some challenging topics over the three debates. These include:
‘That understanding the physiological effects of social media is more important than simply enforcing internet usage.’ We were affirmative against Central Coast Grammar School, A Team.
‘That a policy should be established to ensure that high schools conduct annual environmental impact assessments.’ We were negative against Al Sadiq College, A Team.
‘That scientific language should be mandatory for public service and leadership roles.’
We were negative against Central West Leadership Academy, Dubbo.
As this was our first time debating together in a new team, we saw a lot of improvement from our first debate together to our last. In our first debate, our average speaking time was two and a half minutes, but in our last debate, we had an average speaking time of five minutes, showing massive improvement and better time spent in our one-hour preparation.
In each debate, Georgie would begin the team’s case as first speaker, by providing a strong start for the team. Maddie, as second speaker, would rebut some points in the opposition team’s case and provide some important reasons to back up our team’s argument. Sienna, as third speaker, would finish off the team’s case with the final statement, as well as rebut lots of points in the opposition team’s case. And Tessa, as fourth speaker, always wrote strong rebuttals, helped write speeches and thanked the opposition team and adjudicator for a great debate.
‘Are we gonna pull through?’, Maddie said after the adjudicator started giving us our feedback for each debate. It was known that Maddie could predict the future, because to our surprise we did manage to pull through for each debate, securing our spot in the knockout stage next term!
As a team, we can’t wait to continue our journey in Virtual Debating and are curious as to what our topic will be next term in the first round of the knockout stage.
SIENNA & MADDIE
Equestrian Team Shines Northwest Equestrian
Expo
On the last Wednesday of May, a team of ten riders departed the Snowy Mountains to tackle the nine-hour trip to Coonabarabran.
The week started rather wet and muddy, with many events being pushed back and swapped around—40ml of rain overnight will do that! The sunshine briefly popped out on day two, and we headed out.
This year’s team of competitors consisted of:
Taylah & Bundy
Marli & Bentley
Sage & Smarty
Taylor & Gwen
Molly & Noel
Frankie & Ultra
Josh & Ex
Gretchen & Pearl
Aribella & Will
Larni & Junior.
All riders represented SMGS and themselves exceptionally well. They overcame many changes and busy moments with no issues. Overall, we had a very successful week. Many new PBs were achieved, along with some ribbons to bring home. The results for the week were:
Molly (Year 7)
• Working Horse Challenge Champion, 13 Years
• Sporting Champion, 13 Years
• 2nd, Warrumbungles Way, 13 Years
• 2nd, Division 1 Team Penning
• 9th, 65 cm Combined Training
Sage (Year 9)
• 2nd, Warrumbungles Way, 14 Years
• 2nd, Division 1 Team Penning
• 8th, 65 cm Combined Training
Taylor (Year 9)
• 11th, 65 cm Combined Training
Aribella (Year 9)
• 7th, 65 cm Eventing
Larni (Year 9)
• 7th, 65 cm Combined Training
Gretchen (Year 9)
• 1st, 80 cm A2 Showjumping
• 2nd, 80 cm Two Phase
• 80 cm Showjumping Reserve Champion
• 9th, Junior Girls Pentathlon
• 3rd, 65 cm Eventing
Josh (Year 11)
• 1st, Senior Boys Pentathlon
• 8th, 80 cm Eventing
Marli (Year 11)
• 2nd, Division 1 Team Penning
• 11th, Warrumbungles Way, 16 Years
• 1st, 65 cm Combined Training
Taylah (Year 11)
• 10th, Warrumbungles Way, 16 Years
• 6th, 65 cm Combined Training
Frankie (Year 11)
• 7th, Senior Girls Pentathlon
• 4th, Rider Class, 16 Years.
Throughout the week, the riders competed in a wide range of events and disciplines, and everyone learnt something new. The Warrumbungles Way had many events that all came together for the overall event scores. It comprised whipcrack skills, working a mechanical cow, a water jump, a time trial and a freestyle component. We also had the pentathlon, which involved a bike ride around the race course, a run around the cross-country course, a javelin throw, a top-point score showjump round and jumping equitation.
SMGS had a wide range of horse and rider skills on show for the week.
EMILY ROWSON
Northwest Equestrian Expo
Flying the Nest
Q & A with Lachlan Knight on His Recent Work Experience
Can you describe the work experience and what your role was? My work experience was with Qantas and I was learning about the different aspects of the airline. My week was spent in different areas of Qantas, from the headquarters to the runway.
How were you chosen for the work experience? What was the process?
It was a very selective written application process. I needed to be recommended by a Qantas pilot and there were only eight students from around Australia chosen to be part of the work experience program this year.
Can you describe some of the activities that you undertook while you were on work experience?
Some things we did were to receive tours of the headquarters, training buildings, the airport headquarters, the tarmac, different aircraft, as well as the hangars. I was able to go on fixed base simulators, see the Qantas Museum and see some behind-the-scenes information on how Qantas operates.
Can you describe some of the activities that you undertook while you were on work experience?
Some things we did were to receive tours of the headquarters, training buildings, the airport headquarters, the tarmac, different aircraft, as well as the hangars. I was able to go on fixed base simulators, see the Qantas Museum and see some behind-the-scenes information on how Qantas operates.
Were there any particular tasks that stood out to you? Why?
There was not one thing that stood out to me. The entire experience and the opportunity to actually be there and experience everything I did, from the museum to the time on the tarmac, was amazing and an awesome experience.
What new skills did you learn while you were there?
Some new skills I learned while I was there included how to use aviation programs such as flight planners and flight navigation plans/aids.
How did the work experience help you understand more about the industry?
My time at Qantas made me understand that there is so much more to the entire industry than just a pilot in the cockpit and someone in the tower telling the pilot where to go, from those who plan flights to those who organise the flight schedules. There is so much more than I realised there could be in the industry.
Did you face any challenges during your work experience? How did you overcome them?
The main challenge I faced throughout my work experience was keeping track of my bank balance and making sure that I didn’t go overboard spending during the lunch breaks.
In what ways do you feel that this work experience has helped you grow as a person?
The Qantas work experience has helped me grow as a person by making me understand that everyone is different in the workforce and that there is so much more to life than what we as students understand of life.
What was the most memorable part of the work experience? The most memorable part of my time there was at the Qantas Museum.
Has this influenced your career aspirations or future plans? If so, how?
My time at Qantas hasn’t changed my career aspirations or changed my future plans, but it has broadened my horizons about the possibilities of a career in aviation, such as doing both office work and being a pilot, or doubling as an engineer and helping out there from time to time.
What advice would you give to other students considering work experience placements?
My advice to other students wanting to receive work experience placements in aviation is to make connections within the industry. Be as persistent as possible, because you may not be accepted to begin with in a program like this, but keep persevering. Speak with Ms Smith about your ideas and she will help you.
What was the most valuable lesson that you learned on your work experience?
The most valuable lesson I learned on my work experience was to make the most out of the experiences you are given.
Mindfulness Matters Enhancing Listening Skills in the Junior School
Integrating mindfulness into early education, with a focus on listening skills, helps children develop essential cognitive, emotional and social abilities that lay the foundation for lifelong learning and wellbeing.
At its core, mindfulness encourages children to pay attention to their thoughts, feelings and surroundings without judgement. For children, this practice can enhance self-awareness and emotional regulation. In the classroom, mindfulness activities such as guided breathing exercises and mindful listening help children recognise their emotions and respond to them constructively. This self-regulation is crucial for creating a positive learning environment where children can focus and participate effectively.
Each week, our Junior School students participate in a programmed mindfulness session (the Afternoon Sit) delivered by Ali Cuthbert. During Term 2, mindfulness activities have been centred on listening. These exercises teach children to focus their attention on sounds around them, such as the ticking of a clock, the rustling of leaves or the nuances of their teacher’s voice. By honing their listening skills, children become better communicators and learners. They learn to listen attentively to instructions, stories and their peers, which enhances their comprehension and social interactions.
When children are mindful listeners, they are more likely to understand and retain information. This foundation is particularly important in the early years of schooling, when basic literacy and numeracy skills are being established. Mindfulness practices can help children stay present during lessons, reduce distractions and improve their ability to absorb and process new information.
Beyond the classroom, mindfulness helps children develop empathy and kindness. Mindful listening exercises often include activities where children practise listening to each other without interrupting, fostering a sense of respect and understanding. This builds a supportive classroom community where children feel heard and valued, promoting positive relationships and reducing instances of conflict. Children learn to manage stress, maintain focus and approach challenges with a calm and balanced mindset.
Mindfulness, with a focus on listening skills, is a powerful tool. It not only enhances cognitive and academic abilities but also fosters emotional and social development. By incorporating mindfulness practices into our Junior School, educators and parents can help children build a strong foundation for a lifetime of learning, wellbeing and positive relationships.
ROSHEEN NIKORA
EARLY YEARS–YEAR 2 LEADER KINDERGARTEN TEACHER
‘The Afternoon Sit is a weekly fifteen minutes of mindfulness, where we sit in a circle or in a chair. I ring the bell and the children sit quietly, focusing on their breath, noticing their thoughts and the sounds around them. At the end, the children have a chance to speak about how they felt and to share anything they noticed. The children learn simple and powerful tools to quieten the mind and deal with stress and emotions—tools that our children will have for life.’
Ali Cuthbert
Reading Together Strengthening Bonds and Skills
Reading to children in their early years is a fundamental activity that significantly impacts their overall development. This simple yet powerful practice is vital for expanding vocabulary and enhancing language skills, laying the foundation for future academic success and effective communication.
From the moment children are born, they begin absorbing language from their surroundings. Reading to them from an early age introduces them to a rich and varied vocabulary that they might not encounter in everyday conversations. Books often contain a broader range of words and more complex language structures than spoken language. While daily verbal interactions might focus on routine language, storybooks introduce children to new and descriptive words, helping them understand and use a wider range of vocabulary.
As children listen to stories, they hear words used in different contexts, which helps them grasp the meanings and nuances of these words. This exposure is crucial for building their vocabulary. These words become part of the child’s growing vocabulary, enriching their language and communication skills.
Reading aloud helps children understand the structure and rhythm of language. They learn how sentences are formed, the correct pronunciation of words, and the natural flow of spoken language. This early exposure to language patterns is essential for developing strong reading and writing skills later in life. When children hear stories, they pick up on the syntax and grammar of their language, even before they can speak or read themselves.
Interactive reading, where parents or caregivers engage children by asking questions and discussing the story, further enhances language development. Asking questions such as, ‘What do you think will happen next?’ or ‘How do you think the character feels?’ encourages children to think critically and articulate their thoughts. This interaction not only boosts their comprehension skills but also fosters a love of reading and learning.
In addition to expanding vocabulary, it stimulates their imagination, encourages curiosity, and enhances concentration and attention span. When children are engaged in a story, they learn to focus and follow a narrative, skills that are transferable to other areas of learning.
Stories often depict various emotions and social situations, helping children understand and navigate their own feelings and relationships with others. Through stories, children can explore different perspectives and cultures, fostering empathy and understanding.
The bonding experience of reading together cannot be overstated. Sharing a book with a child creates a sense of closeness and security, strengthening the emotional bond between parent/caregiver and child. This positive association with reading can inspire a lifelong love of books and learning.
I encourage you to take the time to read with your child every day—it’s an investment in their future that yields lifelong benefits.
ROSHEEN NIKORA EARLY YEARS–YEAR 2 LEADER
KINDERGARTEN TEACHER
A Night of Fun and Fundraising
P&F Trivia Night
From the fabulous ‘Greased Lightning’-inspired attire to the friendly trivia competition, we are grateful to all who attended the Trivia Night. We also thank the individuals, businesses and organisations that supported the event this year, generously donating prizes to the silent and live auctions and raffles.
A special thank you to Dr Darryl Nelson, who again showed us why he is the quiz master extraordinaire!
Lastly, we want to acknowledge the incredible efforts of our P&F. Your tireless work throughout the year to bring this event and many others to life do not go unnoticed and are truly commendable. Your contributions have a significant impact, enhancing our school community’s teaching and learning, places, spaces and programs. Thank you for all that you do.
Aspects Snowy Mountains Grammar School
Maddie, Year 10
Tahlia, Year 9
Lucy, Year 10
