Cover: A Farewell to Year 12. Click through for article. This page: Avalanche Skills Training. Click through for article.
From the Principal Farewelling the Class of 2024
The final day of Term 3 was a particularly emotional experience for our Year 12 graduating class. The day commenced with a delightful early morning lakeside breakfast for the Class of 2024, celebrating the heartfelt relationships between the students themselves and with members of staff. One gesture that shows the care and fondness of our staff for our Year 12 students is the plethora of food they provide, including many baking delicious treats overnight, cooking the BBQ breakfast, serving students, putting together a little showbag and, most of all, many attending to enjoy their company. It is an ideal way to set the scene for the rest of the day.
For those unaware, this is a tradition that began with the Class of 2013, to whom I remain grateful all these years later, because they volunteered to be the first cohort to leave behind the old, traditional ‘muck up day’ in favour of a much more positive, meaningful and united way to informally celebrate their schooling. The format hasn’t changed in over a decade and remains a cherished time for the graduating class and our staff.
From breakfast, Year 12 enjoy their final Tutor Group with their younger peers, then they gather to be present for the announcement of the new 2025 Prefects and Captains. This is followed by the awarding of the much-coveted Sue West House Shield, determined by the points totalling of all house events in academics, arts, and cultural and sporting competitions for the previous year, a tradition that commenced twelve years ago. Congratulations, Kiandra House!
Finally, our whole K–12 student and staff community, along with Year 12 parents and family, members of the School Board and guests, gather for the Farewell Chapel. This is a special occasion celebrating the coming to a close of thirteen years of schooling, before the Class of 2024 embark on the next chapter of their lives, for the first time as young adults. Because of where we
I
live, almost all will venture elsewhere—to study in cities, travel internationally, pursue work locally or somewhere else—all just a couple of months away. What an incredibly exciting time in their lives this is, which many of us will still remember ourselves all these years later.
cannot express enough gratitude to the Year 12 students themselves as a magnificent cohort and young adults, with whom we can all be proud to be associated in some way.
It is indeed a tremendous privilege to be part of the celebrations warmly farewelling our Year 12 students. I cannot express enough gratitude to the Year 12 students themselves as a magnificent cohort and young adults, with whom we can all be proud to be associated in some way. I further extend many thanks to the staff for their tireless efforts to help mould outstanding young people every day. Some mistakenly consider our sole purpose as teaching subject content, but our staff achieve so much more than that here at Snowy Mountains Grammar School. Finally, on behalf of all staff, I sincerely thank all parents and carers of our students for placing your trust in us as a school to not only educate your children but also to care deeply for them, which has been our honour and privilege to do.
Congratulations to Year 12, the Class of 2024!
‘The Curiosity Centre’ Opening
I am pleased to advise all internal classrooms within the Curiosity Centre will be open from the very first day of Term 4 for students and staff to commence learning and teaching. There are some external works that require finishing off over the first half of the term, such as gardens, landscaping and fittings; however, overall, the building is ready to use, and academic faculties including Mathematics, Technology, Science, Art and Design are all currently moving in to be ready for the first day back next term.
The building name is inspired by its deeply rooted foundation of effective learning. The word ‘curiosity’ also has Latin origins, with a meaning akin to cura or ‘care’, something that is also fundamental to learning, and particularly important conceptually at Snowy Mountains Grammar School. To care, to be curious or inquisitive, to wonder, and to explore holistically, intellectually, physically, socially, emotionally and spiritually, is a fitting name for the substantial new building as a key area of learning within our campus.
Our staff and Year 12 have had the benefit of an early walk through the building, and all other students will have this opportunity upon their return to school. Interested parents will also have several opportunities to explore the building and are very welcome to do so at times to be communicated in a separate letter via Sentral, which will further outline the subjects, building facilities and other anticipated points of interest.
A formal official opening will occur at a date to be set in 2025, which will also coincide with our 30th year as a school. However, we are excited to commence learning and operations in the Curiosity Centre from Tuesday 15 October 2024.
The number of people and organisations to name to express our gratitude in bringing this huge project to fruition, with plenty of challenges along the way, is very extensive and something that will be communicated in the coming weeks to try to do some justice to the importance of this sentiment. For now, I am grateful to all who have contributed from its inception to its upcoming completion and, further, to our school community for your patience and support at every stage.
Snowsports
It feels like a belated congratulations to all of our well-deserving student participants for their growth and success during the Term 3 2024 Snowsports season. With our Junior School again earning both the State and National Primary Co-Educational Champion School shields, and the Middle/Senior School also earning both State and National Secondary Co-Educational Champion School shields, many can be very proud of their contribution to these outstanding team results. Such achievements are not to be glossed over. While we of course live very close to the snowfields, almost all competitor schools are considerably larger, with some team members training overseas and being highly committed. It is not to be taken for granted at all, and we acknowledge the huge amount of work that goes into the season by students, coaches, teachers and other support staff, as well as incredible support from parents. Well done to all students, staff, and parent supporters and volunteers, for all of your collective contributions and success. Congratulations on winning the state and national titles again in 2024.
2024 Sue West House Shield Winner - Kiandra
2024 Sue West House Shield Winner - Kiandra
Australian Interschools Snowsport Championships:
Aviation
Aviation has resumed this term, with further opportunities ahead for both the Recreational Pilot Licence (RPL) and the Remote Pilot Licence (RePL) (drone) courses and qualifications. Those within the program would have received further detailed information and, for the awareness of other members of our school community, this includes greater online theoretical learning interactivity; new additional real-world qualifications for RePL students prior to finishing school; the appointment of a qualified pilot, commencing from the start of Term 4, to assist with in-classroom learning prior to practical lessons with our instructors; and much more to come. If you are in Middle or Senior School and are interested in joining the Aviation Program, please contact Mr Stephen Henderson, the Aviation Coordinator, who will provide more detailed information and assist with any enquiries.
Staffing
For the awareness of students and parents, Mr Tim Bland, Head of Middle and Senior School, will be taking Long Service Leave during Term 4 for a well-deserved break. Mr Paul Horvath will assume Mr Bland’s senior leadership role while he is away, which also oversees all the Heads of Year in the wellbeing/pastoral care team, focused on student support. Mrs Susan Plum, Head of Faculty—HSIE, will assume the role of Acting Head of Teaching and Learning for Term 4 to add further depth of support within the School Executive team in the area of academic learning.
Return for Term 4
All students will return to school on Tuesday 15 October, with all boarders returning the afternoon/evening prior, on Monday 14 October, which is also a full day of staff professional development. We wish all Year 12, in particular, a productive study opportunity over this non-term period, with numerous students electing to study at school and others at home.
I wish all families some much valued additional time together, with a change of routine for students, and please remain safe together throughout the student holiday period. All students should also refresh and recharge over the break ready for a focused final school term for the year, with a great deal of learning still to occur.
DR ANDREW BEll Principal [E] principal@smgs.nsw.edu.au
Year 12 Farewell Breakfast
Year 12 Farewell Breakfast
Year 12 Farewell Breakfast
From the Deputy Principal Should We Set Goals for Technology Use?
Over the last couple of months, we’ve been inspired by the incredible achievements of our athletes at the Olympics and Paralympics. The athletes’ remarkable successes are a testament to their rigorous training, dedication and, most importantly, their strategic goal-setting. These athletes have demonstrated that setting clear, purposeful goals is essential for reaching one’s highest potential.
This principle is equally important for our students. Each year, students across various year levels set academic and sporting goals, and research shows that goal-setting significantly enhances academic performance. Students who set goals tend to show improved homework completion, better class participation, stronger relationships and greater enjoyment of school. Establishing realistic goals and maintaining positive learning habits are vital for their overall success.
However, achieving success is not solely about academic or athletic goals; it’s also about maintaining a well-rounded life. For students to truly thrive, they need a balanced lifestyle that includes time for relaxation, connecting with others, engaging in physical activities and enjoying nature. Setting goals related to life balance at home can greatly benefit students, ensuring they recharge and stay grounded.
In today’s digital world, where smartphones, tablets and computers are ubiquitous, managing technology use is a critical aspect of this balance. Excessive screen time can have detrimental effects on students’ wellbeing and academic performance. Therefore, establishing clear goals and intentions around technology use is crucial. By setting limits on screen time and creating boundaries for device use, students can better manage distractions and maintain focus on their goals.
First and foremost, goal-setting can help students use technology more purposefully. By defining what they want to achieve—whether it’s completing homework, improving
digital literacy or balancing recreational screen time with other activities—students can stay focused and productive. For example, a student might set a goal to use educational apps for thirty minutes per day or to limit recreational screen time to one hour per day. This kind of structured approach encourages responsible technology use and helps prevent procrastination.
Additionally, it’s important for parents to work with their children to determine how they intend to fit technology into their daily routines. Research suggests that excessive screen time, particularly before bed, can negatively impact sleep quality and academic performance. By setting goals around technology use, such as turning off devices an hour before bedtime or scheduling regular breaks from screens, students can foster better sleep habits and maintain a healthier balance between online and offline activities.
Encouraging students to reflect on their technology goals and adjust them as needed can also help develop self-discipline and critical thinking skills. When students are actively involved in setting and evaluating their technology-related goals, they become more aware of their usage patterns and can make more informed decisions about their screen time.
DANIEllE GOuCHER Deputy Principal [E] danielle.goucher@smgs.nsw.edu.au
From the Head of Middle and Senior School
The Final Stretch — Year 12
As we wrap up Term 3, it’s essential to recognise the hard work and perseverance of our Year 12 students, the graduating class of 2024. This term has been particularly demanding, highlighted by the completion of the Higher School Certificate (HSC) Trial Examinations. Their commitment to their studies, ability to show resilience and the laughter they shared have all contributed to the positive culture of our school.
The HSC Trial Examinations provided students with crucial insights into their preparedness, helping them identify strengths and areas needing attention. With this feedback, they can reflect on their performance and focus on honing their skills in the lead-up to the final examinations, with their teachers’ support.
The end of Term 3 marks a significant milestone in the Year 12 students’ educational journey, filled with many ‘lasts’-from their last formal classes to their final burger from the canteen.
The end of Term 3 marks a significant milestone in the Year 12 students’ educational journey, filled with many ‘lasts’—from their last formal classes to their final burger from the canteen. These moments are to be cherished and celebrated. While some students are excited about what lies ahead, others may feel a mix of emotions, including anxiety about the future.
Several important dates are on the horizon:
• HSC Examination Period: The written examinations begin on Tuesday 15 October and continue through to Friday 8 November. The timetable can be accessed here.
• Year 12 Formal: This well-deserved celebration will take place on Thursday 14 November, allowing students to create lasting memories with friends.
The journey through Year 12 is often likened to running a marathon, but it’s crucial for students to remember that the final stretch can be both challenging and rewarding. Their determination and effort in these final weeks will define their success. Supporting one another is vital, because finishing strongly means achieving their personal best while ensuring the entire cohort succeeds together.
Heads of Year
This term also marked the commencement of our Heads of Year initiative, assigning dedicated Heads of Year (HOY) to each cohort from Year 7 to Year 12. This investment aligns with our commitment to support each student while fostering relevant cohort growth in overall educational development. HOYs provide individual pastoral care, lead year-level operations and wellbeing programs, and manage behaviour support.
I want to extend my gratitude to my colleagues who have already implemented great initiatives for their respective cohorts:
• Year 7: Miss Jess Roden
• Year 8: Mr Jack Murphy
• Year 9: Mrs Krista Mower
• Year 10: Miss Amanda O’Brien
• Year 11: Ms Emma Smith.
As the Head of Middle and Senior School, I will continue to oversee the work of the Heads of Year and support Year 12 as their specific Head of Year.
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
Encouraging a Love of Reading
I entered teaching not realising that not all children like to read. As an avid lifelong reader myself, I was intrigued by why this might be and have been passionate about the ‘teacher’s quest’ to inspire a love of reading. How can we instil a love of reading in our children and, in particular, our reluctant readers?
Reading is a fundamental skill our children will require for the rest of their lives, and the foundations are set while they are still babies. It is so important to read to your baby, toddler or child regularly. Lying in bed with a book or snuggling up with a child on your lap while reading to them provides a sense of nurturing and down time that children connect with. This feeling stays with a child as they grow and develop, and they find that settling down to read a book refreshes and calms them.
To encourage independent reading from a reluctant reader, try to find an area of interest or passion and select an easy-toread level. If the reluctant reader is able to simply read without struggling with difficult words, this will encourage their self-belief and support comprehension. As a child’s confidence improves, they will naturally begin to attempt more difficult words as they broaden their reading exposure.
Chapter books may not be your child’s preference. Comics, fishing, truck/car, skiing or mountain bike magazines are great options. You can still engage in discussion about what has been read, and viewing magazine images that come with text supports comprehension development. Scanning through a digital platform offers a variety of text and visual images that develop a child’s visual literacy skills.
In the classroom, we begin to develop a child’s ‘reading stamina’ from Kindergarten. We start with short periods of independent
reading or picture book browsing and extend this time frame as a child moves through each grade. By the end of Year 3, we are aiming to extend silent independent reading time to thirty minutes, and further by Year 6. During this time a child is not talking, not moving around the room, not disturbing others, but they are sitting in a chosen space, totally immersed in reading and feeling a sense of calm and quiet.
To model aspects of reading, teachers also read to their class. K–2 students are read picture books daily and Years 3–6 are read a novel. This is always one of my favourite bonding times with a class. As teachers, we select a book to support an area we are studying to enable discussion about events in the book. It will also be a book that we actually enjoy ourselves, and one of my favourites to read is Dragon Keeper. Children are so captured by the suspense, sense of empathy, hardship and mystery within this book, that it is very hard to put down, and they ask for more!
I will often see teachers sitting outside, reading to their class, children relaxing on pillows, as they read the class novel chosen for that term.
So please remember how important it is to support the quiet moments for reading and allow your child their choice of read. Don’t push them too hard as they develop their confidence in reading and their love of books.
HEIDI SHVETSOFF Head of Junior School [E] heidi.shvetsoff@smgs.nsw.edu.au
Children’s Book Week
Buddy Reading
From the Head of Boarding The 2024 Boarders Dinner
The Boarders Dinner was nothing short of stunning—a night brimming with emotion, celebration and the unmistakable energy of a community bound by shared experiences and heartfelt connections. This annual tradition was a pinnacle for our Year 12 students, while igniting the promise and potential of our younger boarders, who stand ready to carry their legacy forward.
...the room filled with emotion. There were tears, laughter and the quiet exchange of knowing glances, as students, families and staff reflected on the remarkable journey of these graduates.
Held in the beautifully adorned Rydges Horizons Bistro, the evening unfolded like a tapestry of memories, laughter and celebration. Boarding Captain Olivia opened the night with a spirited and heartfelt address, reflecting on the depth of connection within the Boarding House, a place where friendships flourish, challenges are conquered and students grow into leaders. Her words set the perfect tone for what was to follow—a joyous celebration of growth, leadership and, above all, the unique sense of family that defines our boarding experience.
As the farewells to our Year 12 boarders began, the room filled with emotion. There were tears, laughter and the quiet exchange of knowing glances, as students, families and staff reflected on the remarkable journey of these graduates. Together, they have shared moments of triumph, overcome hurdles and shaped a community that will forever remember their contribution.
Of course, one of the night’s most exciting highlights was the presentation of the prestigious Boarding House yearly awards. These coveted honours, spanning multiple categories, were more than just awards—they were a celebration of individual excellence, collective effort and the strong spirit of community that thrives in the Boarding House.
The Junior Male Contribution Award, presented to Jensen (Year 10), was an acknowledgment of his unwavering dedication and positive impact on the boarding community. Jensen is a student who consistently goes above and beyond, participating actively in boarding house activities while also excelling in his extracurricular pursuits. He is known for his kindness, encouragement of others and willingness to lend a helping hand when needed. His sense of responsibility, both to himself and to the wider community, has made him a respected figure among his peers and a natural choice for this award.
The Junior Female Contribution Award was bestowed upon Holliday (Year 9), who has distinguished herself through her commitment to making the Boarding House a better place for everyone. Holliday’s enthusiasm for participating in all facets of boarding life, from academics to extracurriculars, has been matched by her ability to uplift others with her positive attitude and supportive nature. Her leadership through example, coupled with her respectful and responsible approach, has earned her the admiration of staff and students alike. She truly embodies what it means to contribute to the boarding community.
The Most Improved Award, given to Hunter (Year 10), celebrated a student who has shown significant personal growth in various areas, including social skills, teamwork and involvement in boarding
life. Hunter’s journey has been marked by determination and perseverance, as he has worked hard to overcome challenges and improve in both his academic and personal endeavours. His positive attitude and dedication have not only resulted in self-improvement but have also served as an inspiration to his peers. His ability to embrace growth and contribute to the community has been a highlight of the year.
The Academic Excellence Award, one of the key honours of the evening, was awarded to Jack (Year 12). Jack has consistently excelled across a range of subjects, achieving impressive academic results while also demonstrating a deep understanding and application of his knowledge. His intellectual curiosity, combined with his work ethic and leadership in learning, has made him a standout student. Jack’s dedication to his studies has not only benefited him but has also set a high standard for others to follow, earning him the respect of both his peers and teachers.
Amidst the celebration of individual achievements, the night took a poignant turn as we acknowledged the Year 12 cohort as a whole. Their leadership, camaraderie and unwavering support for one another have defined this year in the Boarding House. As they prepare to leave and embark on the next chapter of their lives, their legacy will live on in the hearts of the younger boarders they’ve mentored and inspired.
A special highlight was the presentation of the Character and Leadership Award to our 2024 Boarding Captain, Olivia. Olivia has been a beacon of integrity, respect and humility, always leading with grace and purpose. Her legacy will be felt for years to come, as she leaves behind a lasting impact on both staff and students, who have learned so much from her exemplary leadership.
The evening also saw heartfelt expressions of gratitude to the dedicated staff who have been the backbone of the Boarding House, guiding and nurturing our students every step of the way. I was pleased to acknowledge the tireless efforts of the boarding supervisors and other staff and highlighted the importance of the strong support network that allows our students to thrive.
As the speeches drew to a close, there was an undeniable buzz in the air—a collective sense of excitement and anticipation for the future. For the Year 12s, this was a farewell filled with hope and pride. They leave with heads held high, ready to take on the world, armed with the lessons they’ve learned and the friendships they’ve forged in the Boarding House. For the younger students, the night served as a powerful reminder of the roles they will soon step into, carrying forward the legacy of service, leadership and community spirit.
In closing, the Boarders Dinner was more than just a night of recognition and farewells; it was a celebration of everything that makes the Boarding House such an extraordinary place. From the individual achievements to the collective spirit of friendship and leadership, this community continues to shine brighter each year. To all our award recipients and Year 12 graduates, congratulations— you have left an unforgettable mark on the Boarding House, and we cannot wait to see the incredible futures that await you.
MElISSA KENNEY Head of Boarding [E] melissa.kenney@smgs.nsw.edu.au
From the Careers Advisor
Year 10 Work Experience
In Term 2, students in Year 10 prepared for the annual work experience program by engaging in tasks that equip them to approach an employer, including writing a résumé and cover letter. At the end of the term, our students then set out to explore the world of work in a variety of professions.
The work experience program for Year 10 students offers numerous benefits that can significantly impact their personal, academic and future lives. It allows students to have a taste of various careers and industries, helping them discover what they enjoy and what might interest them in the future. This hands-on experience helps them make more informed decisions about their subject choices in school and their eventual career path.
In addition to career exploration, work experience helps students develop a range of skills. They build essential soft skills such as communication, teamwork, time management and problemsolving, all of which are crucial in any workplace. Depending on the placement, students may also gain specific technical skills relevant to their field of interest, giving them a head start in their chosen career.
Work experience also has a motivational aspect. When students see how the skills and knowledge they gain in school apply to the workplace, it can make their education feel more relevant and engaging. This real-world connection can motivate them to focus more on their studies and to work harder as they enter the final years of school.
Lastly, work experience contributes to personal growth. Managing work schedules and tasks helps students develop a sense of responsibility and independence. It also improves their decision-making skills for navigating different roles and tasks in the workplace.
EMMA SMITH Head of Year 11 and Careers Advisor
[E] emma.smith@smgs.nsw.edu.au
SMGS would like to thank all the employers who accepted our students as part of the 2024 Year 10 Work Experience Program:
Action Learning Initiatives
AKD Building
Andrea Marsden, Occupational Therapist
Annandale Animal Hospital
Benedict Industries
Bernti’s Mountain Inn
Berridale Public School
Brumbies ACT Rugby
Cooma Hospital and Health Service
Cooma North Public School
ESS Boardstore
GHD Engineering Pty Ltd
Glasby Building Pty Ltd
GZ Engineering
High Country Automotive Group
High Ground Estate
Hutcheon & Pearce
Jindabyne Homes
Joshua Robson Productions
Marque Lawyers
McGrath Orange
Monaro Media Group—Monaro Post
Mt Buller Mountain Operations
Muscle Republic Pty Ltd
National Parks and Wildlife Service
NSW Department of Primary Industries
NSW DPI Fisheries—Gaden Trout Hatchery
Robertson-Kirkwood Salon
Royal Australian Navy—HMAS Albatross
Snow FM
Snowy Hydro
Snowy Mountains Electrical
Snowy Mountains Grammar School—Junior School
Snowy Wilderness Resort
The Agency—Team O’Connor
The Market Jindabyne
The Studio Jindabyne.
From One Day to Day One
A Farewell to Year 12
The 2024 Farewell Chapel was a heartfelt and reflective event for our Year 12 students at Snowy Mountains Grammar School. In his speech, the Head of Middle and Senior School, Mr Tim Bland, shared a powerful message centred around Paulo Coelho’s quote: ‘One day or day one. You decide.’ He encouraged students to seize the present and take ownership of their future, but his words went even deeper.
Reflecting on the legacy these students leave behind, Mr Bland reminded them that a true legacy isn’t measured by trophies or certificates, but by the love they gave and received. ‘We all eventually figure out that it’s about love. It’s about relationships. Without love, without connection, all our achievements are hollow.’ His message emphasised that here, at Snowy Mountains Grammar School, students have built a home—a place where kindness, friendship and genuine connection have created a sense of safety and belonging for everyone.
Read Mr Tim Bland’s full speech below, as he inspires our graduates to embrace love, relationships and their ‘day one’.
Good afternoon Dr Bell, Board members, staff, parents, students and, most importantly, the graduating class of 2024.
On the front page of the program today, there’s a quote by Paulo Coelho: ‘One day or day one. You decide.’
When we say one day, it usually refers to some distant future—a day that may never come. It’s wishful thinking. The person waiting for ‘one day’ is not doing anything to make it happen. Often ‘one day’ never arrives.
But then there’s Day One. Day One is different. It means you have specific goals, a plan, and the determination to achieve them. It’s the day you start acting, moving towards your dreams and ambitions, instead of waiting for the ‘perfect’ moment. The truth is that perfect moment never really arrives, and if we keep waiting for it … well. Day One is about committing to progress, even if the path is uncertain. It’s a reminder that each of us has the power to choose when we’ll take that first step.
Today is that Day One moment for all of you.
As I look at each of you—students who have spent years growing and learning within these walls—I feel immense pride. You’ve reached the end of your time here at Snowy Mountains Grammar School but, of course, this isn’t the end. It’s the beginning of something much bigger. This moment is filled with excitement but, let’s be honest, there’s also a lot of apprehension as you step into the wider world.
The world beyond school can be daunting. You’ve had structure, guidance and a community to support you through your journey here. But once you leave, the world will open up in ways that may feel overwhelming at times. There will be moments of uncertainty, and you may feel nervous about what’s next. That’s natural.
But remember: every great adventure begins with a single step, a Day One. Day One doesn’t mean you have everything figured out. It simply means you’re willing to start. Whether you’re going to university, entering the workforce, taking a gap year, or still figuring out your next move, you are starting something new. And that is both exciting and empowering.
Fear will try to hold you back—fear of failure, of the unknown, of making the wrong choice. But here’s something I want you to hold on to: it’s far better to take a step and stumble than to stand still and wonder ‘what if’. The greatest achievements come from trying, even when the road is unclear.
So as you walk out of these doors today, ask yourself: Will I wait for ‘one day’ to come, or will today be my ‘Day One’? The choice is entirely yours. You are more capable than you realise, and the world is waiting for the energy, ideas and passion that each of you possesses.
So as you walk out of these doors today, ask yourself: Will I wait for ‘one day’ to come, or will today be my ‘Day One’?
I’ve had the privilege to watch you grow, to see you learn, and to witness the friendships and bonds that will last long after today. You’ve faced challenges, both academic and personal, and you’ve come through stronger. That strength will carry you far as you move forward.
And as you move forward, take the lessons you’ve learned here at Snowy Mountains Grammar School with you. Not just the academics, but the values—courage, authenticity, respect, empathy. The world is full of opportunities, but they won’t come to you. You must go out and seize them.
We’ve spoken so much this year about legacy. In the end, it’s not the trophies or certificates that define your legacy, but the love you gave and received. Love is the true legacy you leave behind. Here, at this school, you’ve created a home—a space where those who might not have felt the same safety have found it through your kindness and friendship.
We all eventually figure out that it’s about love. It’s about relationships. I hope you’ve discovered that sooner rather than later. Without love, without connection, all our achievements are hollow.
Congratulations, Class of 2024. I wish you all the best as you step into the world and create the future you want to see.
Choose Day One. Choose Love.
Farewell Chapel Highlights [watch video]
Year 12 Farewell Chapel
Snowy Mountains Grammar School
Year 12 Farewell Chapel
Year 12 Farewell Breakfast
Growing Together
Celebrating 100 Days of Kindergarten
On the 100th day of Kindergarten, our youngest learners marked this milestone with a special celebration that beautifully coincided with National Schools Tree Day. This event was not only a testament to their growth and learning, but also an opportunity to contribute to the environment by planting seedlings in our beautiful school grounds.
In partnership with Wagtail Natives Nursery, our Kindergarten students transformed a section of the school grounds into a budding green space. The nursery supplied us with a variety of native seedlings and sent their expert team to guide the children through the planting process. It was a day filled with excitement, as little hands dug into the soil, placed the young plants carefully into the ground and gave them their first drink of water.
The day began with a brief introduction to National Schools Tree Day, highlighting the significance of trees and plants in our ecosystem. The children were eager to learn and participate, showing curiosity and excitement about the new plants they were about to nurture.
Under the careful guidance of Kelly and Geoff from Wagtail Natives Nursery, students were supported to plant and water
the seedlings, with the importance of gentle handling and proper care being emphasised. They all listened attentively, eager to put their new knowledge into practice.
As the planting got under way, it was heartwarming to see the Kindergarten students working together, helping one another with tasks such as digging holes, placing seedlings and ensuring each plant was well watered. Their faces lit up with joy and pride as they completed their planting, knowing they had contributed to making their school a greener and more beautiful place.
The 100th Day of Kindergarten celebration was more than just a milestone for students’ learning; it was an opportunity for our youngest students to connect with nature and understand the impact they can have on their environment. Their enthusiasm and dedication are truly inspiring.
ROSHEEN NIKORA
Junior School Leader - Early Years to Year 2 Kindergarten Teacher [E] rosheen.nikora@smgs.nsw.edu.au
‘Our Kindergarten students have truly blossomed into dedicated learners. Each day, they bring their best selves to school, and today is a shining example of their enthusiasm and commitment. By planting these seedlings, they are learning the importance of nurturing life and taking the first steps to being caretakers of our planet.’ Rosheen Nikora
Celebrating 100 Days of Kindergarten
Peaks of Curiosity Alumni Stories —
Jack Celestino
What path did you follow after you graduated from SMGS? How did you become interested in that pathway (education, career, interest)? Ever since I was ten years old, I was a passionate aviator. I chose to finish my high school years in the boarding house at SMGS as my family lived overseas at the time and I wanted to get a head start on becoming independent back in Australia. I was also interested in the aviation program SMGS had to offer.
Approaching the end of my time at SMGS, I was one of the very few selected to interview for the Jetstar Cadet Pilot Program. I travelled to Melbourne for the interview but, just prior to finishing my HSC, I was informed that I was unsuccessful in the selection process. This was a hard pill to swallow as I had always wanted to fly and after receiving this information I almost felt as if I weren’t good enough to pursue a career in the cockpit.
I was rejected in my first attempt at a flying career. It set me back four years before I started flight training and, looking back, I’m glad it did.
My back-up plan was to join the police force and so I put an application in shortly after graduating. It took almost two years of the recruiting and selection process before I was finally accepted. I went through the Victoria Police Academy and I was an active duty officer for approximately one year before I was given another opportunity to join a cadet pilot program, this time for an air carrier overseas. So … I took it!
What is your current occupation, organisation and position?
I am currently a Captain at Flexjet, based in the USA, flying private jets.
What is the biggest source of motivation for your career and life pursuits?
At first, when I joined this industry, my biggest source of motivation was to get into a job that I absolutely loved. I wanted to be an individual that felt like it wasn’t ‘work’ at work. As I have aged and matured in both life and my career in aviation, my motivation source has shifted slightly. I am now motivated by my kids; I strive to set an example that, with enough hard work and determination, you can do just about anything. With many hurdles thrown in my way, I wanted to fly and that’s what I have worked towards.
How did your time at SMGS help you in your journey to your current career and life pursuits?
When I first toured SMGS, I was introduced to Phil Ryrie. I was told Phil would be my mentor to assist me in adjusting to the new schooling system, and that he was also the teacher running the aviation program. I looked up to Phil throughout my time at SMGS;
his passion for aviation was like no other. His motivation to teach and assist fellow students really ignited my own motivation to pursue aviation outside of school and eventually into a career.
What are some of your most memorable moments from your time at SMGS?
Being a boarder, some of my most memorable moments were those of life in the boarding house. I was elected Boarding Captain in my final year at SMGS. Building rapport with the other boarders was great, yet challenging at times. As one would know, in a school environment there definitely are different social groups. I really enjoyed bringing all the groups together within the boarding community through organised events and felt I was accepted into each individual group.
What advice would you give to students who are beginning their HSC journey and starting to think about their future after they graduate?
Some advice that I would give to current HSC students is that if you really try your hardest, it’s okay to fail. It’s okay not to get what you were hoping for the first time around. But most importantly, not to stop there. To keep trying, to try and identify what went wrong and focus on that for the next attempt. I was rejected in my first attempt at a flying career. It set me back four years before I started flight training and, looking back, I’m glad it did. I travelled the world, worked in a variety of different fields and industries, including hospitality, construction and law enforcement. I was able to gain priceless life experience before finally having an opportunity to build a career in aviation.
What does it mean to you to be a part of the SMGS Alumni/Old Scholars community?
To be part of the SMGS alumni community makes me feel part of a tight-knit family. SMGS has definitely expanded over the years since I attended and I look forward to visiting sometime in the future.
Year 12 HSC Major Works
Celebrating the Excellence and Determination of Our Students
There is something special about the journey of a Major Work for the Higher School Certificate (HSC). From brainstorming sessions to the final moments of submission, this process tests resilience and reflects the high expectations we set for our students. Major Works challenge students to push beyond their comfort zones, sustain creativity and meet the highest standards of academic excellence, while working to deadlines and overcoming obstacles.
At Snowy Mountains Grammar School, our 2024 HSC Showcase Night demonstrated our commitment to academic excellence. This year, the range of our students’ achievements in Drama, Visual Arts, Design and Technology, Extension 2 English and Music reflected the school’s high expectations and quality of work produced. These Major Works not only realised our students’ creative visions but also demonstrated their resilience, ingenuity and dedication throughout their HSC journey.
We are proud to congratulate our Year 12 students, Alizé and Elise, on their nominations for SHAPE 2024! The SHAPE exhibition showcases exemplary HSC major projects from Design and Technology, Industrial Technology and Textiles and Design, and it is an honour to see these students recognised for their work.
Alizé was nominated for her textiles submission—a costume design that brings Ancient Greece to life, weaving together the intellect of Athena and the power of Poseidon. Inspired by Al Ali, her piece is a narrative, a celebration of mythology, made for those who embody the strength of legends.
Elise was nominated for her Design and Technology project, ‘The Gumnut Sensory Pod’. This design addresses challenges faced
by students diagnosed with ASD in classroom environments, offering a calming space for learning.
These projects exemplify the level of innovation and critical thinking we encourage in our students and demonstrate the academic standards at Snowy Mountains Grammar School.
Reflecting on the showcase, Mr Paul Horvath, our Head of Teaching and Learning, remarked, ‘There is something special about Major Works for the Higher School Certificate. From the opening conversations and brainstorms on ideas to those last, frantic minutes on the day of submission—and everything in between—a Major Work challenges students to sustain an idea, overcome adversity, work to deadlines and maintain strong relationships while harbouring creativity, ingenuity and innovation’.
None of this could have been achieved without the mentorship of our teachers. Their guidance, encouragement and care for each student have been vital to the success of these Major Works. Our teachers set high expectations and provide the support and resources students need to rise to the challenge. The relationships forged between students and their teachers throughout this journey embody the heart of our learning community.
Congratulations to all our HSC Major Work students for their achievements. We look forward to seeing what the future holds for these individuals as they continue to meet and exceed the standards we set at Snowy Mountains Grammar School. A huge thank you to our staff, whose commitment to academic excellence and student success continues to define our school community.
Year 12 HSC Major Works Showcase Evening
21 Aspects Snowy Mountains Grammar School
Celebrating the Magic of Reading Children’s Book Week at SMGS
Earlier this term, Snowy Mountains Grammar School hosted a captivating celebration of CBCA Book Week, embracing the theme, ‘Reading is Magic’. Our learning community was truly enchanted as students and staff dressed as beloved characters like Peter Pan, Mary Poppins, Winnie the Pooh, Harry Potter and Matilda, showcasing the power of imagination to transport us anywhere—from Neverland to our Snowy Mountains.
The day was made even more special by a mesmerising performance from the Great Zamboni, who added a touch of wonder to the festivities. This celebration not only fostered a love of reading among our students but also highlighted the vibrant spirit of our school community. Thank you to everyone who participated and contributed to the magic of the day. Together, we continue to inspire a lifelong passion for literature and learning!
Innovate, Educate and Celebrate Science Week at SMGS
We are thrilled to share the highlights of National Science Week, which took place early in Term 3, from 10 to 18 August. This year’s theme, ‘Species Survival—More Than Just Sustainability’, underscored the vital role of science and innovation in ensuring that species not only survive but thrive in our ever-evolving world.
Junior School Science Week Activities Species Keepers Program
Our Junior School students actively participated in the Species Keepers Program, an initiative by Wagtail Natives Nursery. This program was designed to deepen students’ understanding of local native plants and their significance to our environment. We extend our heartfelt thanks to Kelly Stubbs for all her hard work in bringing this program to our school. The program aimed to:
• teach students about local native plants, including bush foods
• demonstrate the connections between native plants, pollinators and food security
• produce seeds from local native plants for Landcare projects
• grow local native seedlings for students to take home and plant in their gardens.
During Science Week, students planted seedlings into garden beds and sowed seeds in mini greenhouses. Here’s what each year group planted: Kindergarten: Yellow Buttons (Chrysocephalum apiculatum)
• Flowers in spring and summer
• Seed ready in December and January
• Bug Buddy—Australian Painted Lady Butterfly (Vanessa kershawi)
Year 1: Tussock Grass (Poa labillardierei)
• Tiny blue and purple flowers in spring and summer
• Seed ready in December and January
• Bug Buddy—Large Spotted Ladybird (Harmonia conformis)
Year 2: Golden Rosemary (Oxylobium ellipticum)
• Flowers in spring and summer
• Seed ready from November to March
• Can also be grown by cuttings
• Bug Buddy—Blue Banded Bee (Amegilla asserta)
Year 3: Kangaroo Grass (Themeda triandra)
• Flowers December to April
• Seed ready from January to May
• Can also be grown by dividing plants
• Bug Buddy—Common Brown Butterfly (Heteronympha merope)
Year 4: Native leek (Bulbine bulbosa)
• Flowers in spring, summer and autumn
• Seed ready from October to March
• Can also be grown by dividing plants
• Bug Buddy—Common Halfband Hover Fly (Melangyna viridiceps)
Year 5: Native Bluebell (Wahlenbergia stricta)
• Flowers in spring and summer
• Seed ready from November to March
• Bug Buddy—Drone Fly (Eristalis tenax)
Year 6: Pale Vanilla lily (Arthropodium milleflorum)
• Flowers in spring and summer
• Seed ready from November to March
• Can also be grown by dividing plants
• Bug Buddy—Sweat Bees (Lasioglossum sp.).
Stage 3 STEM Challenge
The Science Week excitement also extended to Stage 3, where students embarked on a thrilling STEM challenge connected to their Space unit. The ‘Journey to Jupiter’ challenge encouraged critical and creative thinking as students engaged in the STEM design process. Working collaboratively, they planned, designed, constructed, tested and evaluated various elements of their mission, including a rocket, orbiter, crater crossing, supply drop and living pod.
Middle and Senior School Activities
Our Middle and Senior School students participated in the ‘Save the Endangered Species’ challenge throughout the week. Science teachers hid various animal species (not live ones!) around the school for students to find and collect. Each day featured five different species, including one endangered species.
The Challenge: Students aimed to collect one species per day, with a total of five by the end of the week. Each species was worth two points, while finding an endangered species earned five points. On the final day, students proudly presented their collections to our Science staff, and those who scored over ten points were rewarded with a delicious chocolate bilby!
This engaging activity sharpened students’ observation skills, encouraged strategic thinking and raised awareness about endangered species and biodiversity.
We look forward to next year’s Science Week and the opportunities it will bring to inspire our students further in the world of science and sustainability.
Teamwork Champions Robotics Teams Shine in First Tournament
We are proud to highlight the achievements of our Years 5–7 robotics teams at their recent competition at Goulburn High School. In their inaugural tournament, our teams secured 3rd and 4th place in the semi-finals, an impressive outcome after months of preparation and commitment, including giving up lunchtimes four days a week.
Additionally, our teams earned three awards: two teams were named Teamwork Champions, and they received the Sportsmanship Award for their positive attitude and respectful behaviour.
We extend our gratitude to Miss Jess Roden for driving the bus, Mr Jacob Dowdy for managing the teams on the day, and Mr Stephen Henderson, Director of Innovation, for his efforts in building the teams and sourcing the necessary equipment.
Congratulations to all our students and staff on a successful tournament! We look forward to an exciting future for our robotics program.
Nursery Rhyme Olympics
Celebrating the 2024 Olympic Games
Our Kindergarten and Year 1 students wrapped up the 2024 Olympic Games with their own fun-filled Nursery Rhyme Olympics! From the Torch Run and Miss Muffet Spider Crawl to the Twinkle Twinkle Number Sequence, Little Bo Peep Sheep Round-Up, Jack Be Nimble Candlestick Hurdles and the Great Swim Relay, our students enthusiastically embraced every part of the learning adventure!
Students had to rely on their teamwork, strategy and creativity throughout these activities, making it a fun and enriching way to celebrate the end of the Games!
Duke of Edinburgh’s Adventurous Journey Exploring Budawang National Park
Our Duke of Edinburgh’s International Award Program recently concluded an Adventurous Journey to Budawang National Park, providing students with an exciting opportunity to step outside their comfort zones. This section of the award allows participants to work as a team, planning, preparing and training for their journey. Students progressed through a practice journey before embarking on this final qualifying adventure.
Budawang National Park is a declared wilderness area, characterised by its rugged and isolated terrain, steep mountainsides and tall, damp forests. The park derives its name from one of its dominant features, Mount Budawang, named after the Aboriginal word ‘Buddawong’. The prominence of its peak was historically significant for lighting signal fires and observing the movement of people between the highlands and the coast.
The students encountered diverse wildlife, including glossy black cockatoos in the tall eucalypt forests, wallabies in patches of grassland, and shallow rivers, all of which enriched their experience. During their time in the park, students were treated to breathtaking views while navigating challenging terrain that tested their resilience and navigation skills. The
group reached the summits of Corang Peak and Mount Tennant, as well as of Mount Budawang, explored Corang Arch and spent a night in the caves of Budawang National Park.
Collaboration was key as students supported each other throughout the hike, fostering teamwork and camaraderie. Our Duke of Edinburgh’s program boasts one of the highest participation rates in New South Wales, reflecting our commitment to providing students with meaningful and adventurous experiences.
Mrs Melissa Bell, the Duke of Edinburgh’s Award program coordinator, expressed her pride in the students’ accomplishments: ‘This journey not only deepens their connection with nature but also develops essential skills in teamwork and personal growth. Our students truly upheld the school values of Courage, Authenticity, Respect and Empathy throughout the experience’.
We celebrate their achievements and look forward to seeing how they apply these lessons in future endeavours.
Duke of Edinburgh’s Adventurous Journey
Avalanche Skills Training Outdoor Education Meets Career
This term, students participated in two separate Avalanche Skills Training Level 1 (AST1) courses, each designed with distinct objectives. Both sessions provided valuable skills for safety in the back country, but the outcomes were tailored to different student groups.
Stage 5 Outdoor Education—Preparing for the Back Country
Organised by Miss Mariah Dhar, Stage 5 Outdoor Education students completed the AST1 course as part of their studies. The course introduced them to essential risk management techniques, decision-making frameworks and the necessary gear for safe back-country participation.
Students engaged in a full day of theory, followed by a practical session outside Perisher Resort. They performed exceptionally well during scenario-based companion rescues, demonstrating strong teamwork and problem-solving skills. With these new abilities, they are well prepared for their upcoming scenariobased first aid assessment in outdoor environments.
A special thank you to Adam and Cam from Snow Safety Australia for providing this hands-on learning experience, and to Mr Deed for his support on the day.
Year 10 and 11 Careers—Avalanche Skills Training
In a separate event organised by Ms Emma Smith, SMGS HOY Year 11 and Careers Advisor, Year 10 and 11 students interested in careers within the snowsports industry took part in a specialised AST1 course. This qualification is essential for students aiming to gain employment overseas in avalanche-prone or back-country regions.
The course provided these students with vital skills in risk assessment and decision-making in back-country settings, enhancing their employability in the snowsports sector. With both theoretical knowledge and practical experience, these students are now well on their way to achieving their career goals.
Thank you again to Adam and Cam from Snow Safety Australia for leading the course, and to Mr Scott Frize for assisting with this career-focused training opportunity.
Through these two courses, our students have not only gained critical avalanche safety skills but have also taken significant steps toward their respective goals—whether they be for outdoor education or career preparation in the snowsports industry.
Preparation
Soaring to New Heights Celebrating
Aviation Success at SMGS
Amid their academic studies, snowsports and school productions, our students continue to pursue their passions and embrace the exciting opportunities available at Snowy Mountains Grammar School.
So far this year, our aviation program has seen two students achieve a significant milestone—completing their first solo flight before even obtaining their P plates! Congratulations to Morgan in Year 11 and Jack in Year 10 on this outstanding achievement.
Reflecting on his solo flight, Jack shared the following:
My First Solo Flight
Recently, I had the incredible experience of completing my first solo flight, a milestone that every aspiring pilot looks forward to with excitement and nerves. I started my flying earlier this year, at age 15, with Alpine Aviation Australia, operating out of Jindabyne Airfield. It’s been an amazing journey, and I’m grateful to my instructors Kirk Amos and Martin Hughes for their guidance.
Flying solo is a unique thrill and this achievement has reinforced my dream of flying commercial aircraft one day. I look forward to further progressing and obtaining my Pilot Certificate!
At Snowy Mountains Grammar School, we are proud to support the aspirations of our students as they continue to reach new heights, both literally and figuratively!
leaving a Mark Visual Arts at Snowy Mountain Grammar School
It’s been a busy and creative time in Visual Arts at Snowy Mountain Grammar School! Our students have been diving headfirst into the world of creativity, producing extraordinary works that showcase their talents and artistic flair. From crafting mythical creatures in Year 7 to exploring the masterpieces at Canberra’s renowned galleries, our young artists are making their mark in the art world.
Year 7 Creature Creations
In Term 2, our Year 7 students were given the challenge to design and sculpt their own imaginative 3D ceramic creatures. Drawing inspiration from celebrated artists Jenny Orchard and Tom Moore, who are known for their whimsical hybrid creations, our students embarked on a journey to bring their fantastical beings to life.
Using techniques such as pinch pots and coil building, they skilfully moulded their creatures from clay, each one a unique blend of elements from nature and the imagination. Students also crafted detailed stories about their creatures, delving into their personalities and daily lives.
A special thanks to Ms Cavallaro for guiding our young artists through this creative adventure and helping them realise their imaginative visions.
Stage 5 Canberra Excursion
On Friday 21 June, our Stage 5 Visual Arts students set off on a journey to Canberra that was nothing short of inspiring. The day began at the National Gallery of Australia, where a guided tour introduced us to the stunning works of contemporary Australian artists Vincent Namatjira and Richard Bell. Their powerful and thought-provoking pieces left a lasting impression on our students, sparking new ideas and perspectives.
Next on the agenda was the National Portrait Gallery, where our students participated in a dynamic drawing workshop. Under expert guidance, they explored the nuances of portraiture, experimenting with techniques and styles that brought their sketches to life.
A big thank you to Mr Frize for ensuring we arrived safely and comfortably in Canberra. This excursion was an unforgettable experience, leaving our students brimming with creative energy and fresh inspiration.
AlICE HAM Visual Arts Teacher
[E] alice.ham@smgs.nsw.edu.au
Announcing the Curiosity Centre Art Prize Our Local
Rivers and Waterways
We are excited to launch the Snowy Mountains Grammar School Curiosity Centre Art Prize, a special award celebrating the opening of our innovative new learning space. This year’s theme, Rivers and Waterways—Exploring the Landscape, Flora and Fauna of Our Local Waterways, invites artists to capture the beauty and diversity of our region’s environment.
Theme: Rivers and Waterways—Exploring the landscape, Flora and Fauna of Our local Waterways
Artists are encouraged to express their connection to the rivers, landscapes and ecosystems of the Snowy Monaro region. From vibrant river banks to the wildlife these waterways support, this theme offers endless possibilities for creative exploration.
Age Categories
The Curiosity Centre Art Prize is open to all students and adults, with categories for every age group:
• Early Childhood–Year 2
• Years 3–6
• Years 7–9
• Years 10–12
• Open Category (Adult).
Prizes
We are excited to offer a range of fantastic prizes to celebrate the artistic talents of participants:
• Category Winners—prizes awarded to the winner in each age group
• People’s Choice Award—selected by public vote
• Encouragement Award—recognising emerging talent
• Overall Student Winner—the top student entry will have their name engraved on the Curiosity Centre Art Prize plaque Overall Winner—the artwork will be professionally framed or presented and displayed in the Curiosity Centre throughout 2025.
Entries Open Tuesday 1 October 2024
Important Dates
• Entries Open—11:00 am, Tuesday 1 October 2024
• Entries Close—4:30 pm, Friday 15 November 2024
• Exhibition Evening and Awards Announcement 5:30–7:30 pm, Tuesday 26 November 2024, The Curiosity Centre, Snowy Mountains Grammar School
• Artworks Collection—Friday 7 February 2025.
(Please submit and collect works from the SMGS Administration Office between 8:30 am and 4:30 pm.)
How to Enter
Participants can submit one artwork using any of the following mediums:
• Painting
• Photography
• Printmaking
• Sculpture
• Collage
• Drawing.
Submission Guidelines
• One artwork per entrant
• Artwork must be on paper (A3/A2 size), unmounted and unframed
• Works can be vertical or horizontal
• Sculpture entries must not exceed 50 cm in any dimension
• Please clearly label the back of your artwork with the display orientation, your name, age and contact details.
For more information or questions, please contact alice.ham@smgs.nsw.edu.au
SCOTT FRIzE Head of Visual Arts and Design smgs.nsw.edu.au
Snowy Mountains Grammar School CURIOSITY CENTRE
From Theory to Practice Science Extension Students in Microbiology
This year, our 2024 Science Extension students have explored microbiology, developing their understanding of the Scientific Method and critical thinking skills. Through dedication to data collection and analysis, students gained experience that will benefit them in their future endeavours.
‘Our students have excelled in their projects and we are fortunate to have equipment at Snowy Mountains Grammar School that supports their interests in microbiology’, said Dr Darryl Nelson, Head of Science and Director of Curriculum
and Academic Operations. ‘The skills they have developed throughout this course will be important as they continue their scientific pursuits.’
Engaging with tools and conducting experiments has deepened the students’ appreciation for microbiology. As they complete their projects, they are proud of their achievements and excited about future possibilities. You can read about all three students’ Science Extension works in the HSC Showcase Catalogue.
Embracing Podcasting in Education Insights and Reflections
Two episodes in, and what are we learning about this initiative? Our small team of willing and able Year 9 students who take Digital Media as a subject have learnt so much collectively. Also, as the teacher in charge, I am developing some strong beliefs about the merits of why a school should build podcasting into its repertoire of available learning experiences.
Collectively we have learnt that:
• Matching up people’s diaries to find a time that works for an episode to be recorded is challenging! We are so grateful for the alumni who have put themselves out there to be our first guests. They are all very busy people who aren’t necessarily living and working in Jindabyne and available at any time. I am also so grateful to our three students, Kai, Abbie and Gracie, who have been a part of this to date. They are a pleasure to work with and have been willing to give their own free time to host the podcasts.
• After two episodes, and with a pipeline of guests to come, we need to build momentum and embed this into our developing strategies to stay connected with our alumni.
• Commitment is key. When you agree to be part of an episode as a host, you understand what is required to be present and ready. Our students are managing this in organising who the two guests will be for an episode. They let me know what they have decided and I trust they have the rest in hand.
• Preparing for an episode takes some time. This includes preparing a script that is built specifically for the individual guest. It’s setting up and testing the technology. It’s setting up the studio space with plants, lights and signage. It’s also packing it all down.
• New skills in editing are needed to compile three cameras’ worth of footage and one sound file in order to create enjoyable watching for everyone.
• It is rewarding to see the finished product hosted on Youtube and Spotify and realise that it is available for anyone to watch and listen.
What I believe are the benefits of creating Welcome Back as a podcast:
• Our students are learning to engage in meaningful conversations. As each episode is recorded, I am noticing the confidence that our hosts are developing. If you watch Episode 2 with Karl Van Goor, you’ll see two young girls in Abbie and Gracie feeling confident to expand on lines of enquiry and revisit new content that has been given to them from their guest. They are not simply reading a list of questions with no consideration for the responses they are given. They are adapting and developing the conversation. It is special to watch.
• Being a confident and capable conversationalist is a skill that not everyone can claim to own. It is as much about
listening as it is about speaking. The more we can develop opportunities for our students to practise this, the better they will be equipped to leave school and manage themselves in a range of social situations that range from professional to personal conversations.
• Our alumni are prepared to share their stories with us, and this is special. We have always been so proud of our alumni and have been aware of the diverse pathways that they have taken. We appreciate that many travel away and only some return. Being able to tap into their journey through this podcast is a lovely way for them to reconnect with us and for us to feel a continued connection to them. When Karl was asked to sum up SMGS in one word, he instantly said, ‘Community’. We are proud of this, and I believe that it is a genuine feeling shared by our teachers, students and families. It is lovely to have this reaffirmed by an alumnus who has been out of school for eleven years.
• We are showing others that you can build content that is worthy of an audience beyond the classroom walls. This is real—no marks, no grades, just the satisfaction that you created something. The reward is in knowing that it can be enjoyed by anyone.
• We have scope to build on our podcasting offerings and I am excited to see this grow within the school over the coming year.
• The hardest part of all of this is believing you have a message worth sharing. Once you land on something that is decided to be more than a self-serving experience, you are ‘off to the races!’
SCOTT FRIzE Head of Visual Arts and Design [E] scott.frize@smgs.nsw.edu.au
l ISTEN ON WATCH ON
Debating Highlights A Year of Growth, Challenges and Success
This year has been an exciting one for both our Year 7/8 and Year 9/10 debating teams at Snowy Mountains Grammar School. The dedication, teamwork and resilience shown by our students throughout the competition have been inspiring. With guidance from our Debate Team Coordinator, Ms Anne Jones, both teams embraced challenges and celebrated successes along the way. Below, both teams share their reflections on an exciting season that took them to the knockout rounds.
Year
7/8
Debate Team
Our Debating Journey to the Knockout Round!
Authors: Cohen, Annalise and Clara
This year, we—Annalise, Clara, Cohen, Alessia and Willow—had such a fun time in the SMGS debating competition! We made it all the way to the knockout round and loved every second of it. Each debate had its own challenge, but we always worked together and had a great time.
One of the debates we had was about whether ‘Confectionery companies should be banned from providing toys with their food products’. We were against the ban and argued that toys are fun and help kids with things like fine motor skills. It was a pretty cool topic to talk about!
Another debate was about ‘Schools banning energy drinks and caffeinated beverages during school hours’. We debated the effects on students’ health and focus, and it was interesting to see all the different points come up.
One of the biggest topics we debated was whether ‘The government should incentivise buying electric vehicles’. We talked about how it could help the environment and make a huge difference in reducing emissions.
Another important topic was that ‘Cyberbullying should be addressed with national laws’. We all agreed that laws are needed to protect people online, and it was one of our toughest debates.
Even though some rounds were hard, we had such a good time and made it to the knockout round. We’ll continue next term and we’re super proud of how far we’ve come and how much fun we’ve had working together as a team!
Year 9/10 Debate Team
Season Review
Authors: Georgie and Tessa
Competing in the Snowy Mountains Grammar School Virtual Debating competition was an enriching and exciting journey for our team. While we initially faced some challenges, we quickly found our rhythm and began to improve with each debate. As we gained experience, our ability to craft strong arguments, deliver persuasive rebuttals and think critically under pressure grew significantly.
After a couple of early learning experiences, we hit our stride and achieved three consecutive wins. Each debate taught us more about strategy, communication and how to anticipate the opposing team’s counterarguments. We became more confident in our approach and learned to present our ideas clearly and effectively.
Our winning streak, however, came to an end in the knockout stage, where we faced a talented team from Frensham. Despite our best efforts, we were narrowly defeated and exited the competition. Although the loss was tough, we left with a great sense of accomplishment, having developed not only as debaters but also as a team. The competition gave us valuable skills in critical thinking, persuasion and collaboration, and we are proud of how far we have come.
A Special Thank You
We’d like to extend a huge thank you to Ms Anne Jones, our Debate Team Coordinator, for her amazing support and guidance throughout the competition. Her encouragement has been so important in helping us grow as a team and succeed this year!
The World’s a Stage The Benefits of Studying the Performing Arts
While the staff at SMGS wish for all our students to strive to do their best, we are very aware of how different this will look for each individual. As Year 8 and Year 10 students are considering which subjects to choose for next year, they begin to think about what they are good at, what they enjoy and what may assist them in life after school. As the current Drama and Music students continued their learning journeys in Term 3, they experienced the demands of HSC major works, written Trial HSC Examinations, performances in class and at assemblies, Drama Club, DEVO Band, Senior Band and Glee Club.
Drama helped me filter and sort my ideas in a way that is far more productive to my degree and college life.
Students who choose Drama and Music as electives genuinely look forward to going to class each week. And in these classrooms, they challenge themselves each and every day. Ironically, these students may not even be fully aware of the gamut of benefits that come from studying these subjects until many years later. We recently asked SMGS alumni students to tell us why they chose to study the performing arts and how what they learnt has continued to assist them in the outside world. Here’s what some of them had to say:
Alex Poulos
Drama helped me filter and sort my ideas in a way that is far more productive to my degree and college life—nothing but fond memories of the subject.
Joey Fenaughty
I thought it was great how we incorporated a lot of political plays and it was a lot of fun.
Cassie Kuner
I learnt and still remember so much; it helped me with English as well in annotating films or plays. It helped me be myself and express my creative side, which I am still trying to do. Drama was so much fun and challenging at the same time. Always a class I looked forward to going to.
louise Taffa
Drama for me was beneficial because it pushed me out of my comfort zone, and in the real world that’s what you’re faced with every day.
The magic happens when you’re pushed out of your comfort zone. Beside the fact that Drama teaches you to speak more clearly, communicate more effectively and use your body language to convey messages (which are longer-lasting benefits that I use today), it also was a release for me to transfer my energy into something positive such as acting. I loved the balance of theory to practical; I really enjoyed studying plays and delving deeper into why they were written.
Sascha
I can definitely say that Drama has had an effect on my ability to be myself in every event in my life.
Alex Neville
Drama was my favourite subject—without it I wouldn’t have made it through school. It allows you to escape the pressure which is constantly pressed down on you during your final years. Drama is the best thing that ever happened to that school. I even made a petition to get it there!
Anon
Drama places you in a group environment where ideas are built upon as a team. I’d recommend Drama to any student who wants to try a different method of brain stimulation, rather than the various ‘pen in hand’ approaches.
Brittany Pembroke
Drama is an art form, a practical activity and intellectual discipline. HSC Drama challenged my view of the world by exploring cultures, values and identities through improvisation, theatrical performance and written communication. HSC Drama influenced a deeper understanding and meaning of the complex world and myself. The Individual Presentation encouraged personal decision-making, a process guided by the desire for a deeper insight into a particular issue. This project encouraged the exploration of different cultures, societies and values. HSC Drama provided essential skills that have transcended into all life contexts. Professional skills such as teamwork, critical thinking, organisational skills and verbal and written communication skills were developed throughout. Overall, HSC Drama at Snowy Mountains Grammar School humanised learning by providing insight into real-life situations and provided essential skills for all aspects of life. Our teacher provided an environment where Drama was loved and challenged. It was a subject that enabled growth of self-knowledge and understanding.
Will Bissaker
I was able to be more mindful of my actions and their reactions to social situations, both inside and outside the classroom. The style of teaching was really good for me and the small classroom allows a lot more confidence to come out of anyone.
Cami Sappa
Drama reminds us that serious work can be fun. It was the subject that built the best friendships for me and I think that has a lot to do with the trust and confidence it inspires.
Kim Barden
I loved Drama! It was a subject I always took and it helped me gain confidence and team work which I’ve taken into the real world. I’ve also continued it by being an extra on a few big-time movies and doing auditions for commercials and getting as much exposure as possible.
Ehlana Wright
At school, Drama taught me how to unashamedly and confidently express myself, whilst also providing a release and a safe space from the stresses of a teenage life. In life outside of school, the skills derived from Drama have taught me how to see things from different perspectives and understand how, whilst I might perceive something one way, it can be interpreted completely differently by another person. Drama has taught me confidence, understanding, trust and compassion in a way that allows me to effectively communicate with those around me in my day-to-day life.
Danielle Keighley
During my time in Drama, guided by my teacher, I not only had a fun time, I also learnt a lot about myself and grew in confidence. I think that’s one of the most rewarding parts about Drama. It is a subject where regardless of your chosen career, you’ll benefit from the experience. Other than being creative, it offers such an array of transferable skills: social, collaborative, problem-solving, analytical, and patience, to name a few. Each have been greatly beneficial postschool. My chosen career wasn’t under stage lights, I’m a primary school teacher, but I know that the skills I learnt and extended during my time in Drama continue to assist me each day.
Brittany lance
Drama was a fun, safe place to express yourself, not take yourself so seriously and just giving things a go, even if you felt silly. For assisting me after school, it’s helped with running meetings with clients and having to talk in front of people and of course an essential training tool for when I have to pretend to be a baby or a sick patient for my daughter when she wants to play out random scenarios!
Drama taught me how to unashamedly and confidently express myself, whilst also providing a release and a safe space from the stresses of teenage life.
Issy Beaton
Moving away from home to study is an incredibly daunting experience. From meeting new people and trying to integrate into a different environment, to adjusting to new work ethics and expectations. My experiences with Drama and performances at school provided me with a stepping stone to getting involved in certain activities at my residential college. I was able to use these skills that I had learnt in college productions and activities. More importantly, my Drama experiences from school impacted how I presented myself and handled situations. In job and university interviews I was able to maintain a calm composure despite internally freaking out—I remembered being on stage and being nervous, and not letting myself show it. In life you constantly have to improvise in various situations and Drama taught me how to think on the spot and improvise with any challenges thrown my way, whilst maintaining a relaxed composure. I will forever be grateful for the experiences I had in Drama at SMGS and still love to tell people that I played Sandy in our school musical, Grease!
Brooke Kennedy
I was a Drama student of Mrs Batson’s from primary school and it was my favourite elective throughout high school. I loved being able to step into a character’s shoes and take on a whole new persona. Drama is still a very important aspect of my life—as a primary teacher I use drama across different learning areas to encourage my students to think critically and see situations from a different perspective. I still use games I learnt in Drama with my primary students and they love it! I am now looking forward to directing a school musical or play in the next few years, where I can combine my love of teaching and the performing arts alongside the skillset I have held onto since my time at SMGS.
Indiana Hansen
Drama created the opportunity to delve deeper into tricky conversations about the world and different lived experiences! SMGS Drama gifted me (and I’m sure many other students) improvisation skills for life. I use these skills every day working in media! These skills can translate to every industry and be incredibly useful regardless of what line of work you want to pursue.
Bronte Hely
My time within the SMGS drama community was so valuable to my high school journey and I have carried the skills with me out of the classroom and into life. It helped with confidence in public speaking and self-expression. Engaging in drama provides a creative outlet for self-expression, along with the confidence to be yourself in front of a crowd. Drama encourages you to step outside the box in your thought processes and this mindset has helped innovate solutions to challenges I have faced in the workforce and in university studies. The drama scene at SMGS delved into a realm of various forms of drama allowing for all students to have creative freedom and expression. I thank the creative team at SMGS for my time there and providing me with the skills I now carry into my adult life and career path.
Georgia Alexander
Drama helped me with empathy, it expanded my ability to think from different perspectives by embodying the feelings and experiences from a range of characters and stories...
There are not many days, any actually, that I’ve used the Pythagoras theorem, played the recorder or drawn punnet squares, but I use the skills I developed in Drama every day. To be in a classroom where my creativity and imagination was welcomed helped me to be proud of the person I am, quirks and all, as in the words of Mrs Batson, ‘weird is wonderful’. Drama has helped me to act strong in times where I’ve felt weak, brave when I was terrified and bold when I was shy. It taught me to act confident when I didn’t feel it, and then the true confidence followed. Drama helped me with empathy, it expanded my ability to think from different perspectives by embodying the feelings and experiences from a range of characters and stories, many I will never forget. Drama’s the BEST!
Heidi Nicholson
Drama was one of the many creative things I enjoyed growing up. To me, Drama was a space where I could be creative and combine my love of dance, writing, art and sharing stories. Even now, years later since graduating, I reflect on the confidence Drama gave me both in myself as I grew older, and in the work I put out into the world. I also think it helped me to see things creatively and find creative solutions, even now in a human-focused job. I truthfully owe a lot of my confidence and abilities in my day-to-day work and life to the arts—it moulded some of my most critical interpersonal skills without me even realising.
Jackson Quinn
As I move into the real world outside of school and university, I’m often faced with new and unexpected experiences. Team meetings, customer service and even personal relationships are all things that I have had to manage over the last few years. I always find myself going back to my experiences in high school, particularly the creatively driven subjects like Music, Visual Arts and Drama. These subjects, Drama in particular, gave me the skills to manage my own doubts and insecurities. They helped me become an on-the-spot thinker who can deal with the unexpected. Most importantly, Drama taught me how to engage with new people and to be emotionally and socially flexible and resilient. Without the lessons I learned in Drama, my life might have taken the same path, but I do know I wouldn’t have made so many connections both socially and professionally.
CATH BATSON
Head of Performing Arts [E] cath.batson@smgs.nsw.edu.au
Thanks to the P&F Transforming Our Performance Space with New Technology
We are thrilled to announce significant upgrades to our performance space, made possible by a generous donation from the Parents and Friends (P&F) Association. These enhancements will greatly improve our school’s audio-visual capabilities and elevate the quality of performances and events.
The upgrades include a state-of-the-art Digital Sound Desk, complete with new sound cabling on the stage. Our new 8 Channel Wireless Microphone Set features four handheld microphones, eight lapel mics and eight headsets, ensuring that all voices can be heard clearly during presentations and performances.
In addition, we have installed a new lighting truss and a complete lighting system with digital control. This includes ten moveable lights and static lights, allowing for dynamic and creative stage lighting. Two iPads have also been provided for easy control of the lights and sound, making it more accessible for students and staff.
To enhance audio quality further, we have added four new speakers, with two mounted at the stage and another two positioned halfway down the room. These improvements will significantly enrich the overall experience for both performers and audiences.
We extend our heartfelt gratitude to the P&F Association for their support in making these upgrades a reality. These enhancements not only improve our facilities but also reflect our commitment to providing an exceptional learning environment for our students.
A Proud Moment for Our School
Australian Interschools Snowsport Championships
We are thrilled to celebrate the achievements of our students at the recent National Interschools competition in Perisher. Over an incredible six days of racing, our students carved, jumped and sped their way to securing both the Primary CoEd Overall Championship and the Secondary Co-Ed Overall Championship.
These achievements demonstrate the hard work, perseverance and determination of every student who competed. Beyond the medals and trophies, the camaraderie and sportsmanship displayed by our students throughout the competition highlighted our school’s core values—Care, Authenticity, Respect and Empathy:
• Care was shown as students supported each other, both on and off the hill. Words of encouragement before a race and assistance after a fall illustrated the genuine concern for one another. This strong sense of community makes our school unique.
• Authenticity was evident as students competed with integrity, embracing challenges and representing our school with pride. Their commitment to being true to themselves made their achievements meaningful.
• Respect was demonstrated in the way our students treated both their competitors and the officials. Kindness and sportsmanship were shown, regardless of the outcome. Our students understood that respect is earned through conduct, treatment of others and in handling both success and defeat.
• Empathy was central to our team’s success. In a competition focused on individual performance, our students recognised that the wellbeing of the team mattered most. They offered support and understanding to their peers throughout the event.
Thank you to all the staff, parents and carers who supported our students, and to the race crews at Perisher—what an amazing week!
SAllY BOuRKE Director of Sport
[E] sally.bourke@smgs.nsw.edu.au
Australian Interschools Snowsport Championships:
41 Aspects Snowy Mountains Grammar School
Athletics Achievements Celebrating Success at HICES, ISA and NSW CIS Championships
At Snowy Mountains Grammar School, we are immensely proud of our students’ outstanding achievements across the 2024 athletics carnivals, including HICES, ISA and NSW CIS. Their hard work, team spirit and dedication to upholding our school values have shone through at every level of competition.
HICES Athletics
Congratulations to our small but mighty team of Junior School students for their efforts at the HICES Athletics Carnival. From showing fantastic team spirit to demonstrating resilience and respect, we are incredibly proud of each of you.
A special shoutout to Jamie (Year 5) who placed third in the U11 Shot Put at HICES, qualifying for the NSW CIS Championships. Additionally, a big thank you to Aspen (Year 1) for stepping in at the last minute to help the 4 x 100 m relay team reach the start line.
ISA Athletics
Our Middle and Senior School students also excelled at the 2024 ISA Athletics Carnival, achieving personal bests in a highly competitive field. The results speak to their determination and athletic prowess.
We extend a heartfelt thank you to all the staff and parents who supported our students on the day—you played a vital role in making this event a success.
Here are our Top 5 results from the ISA competition:
• Ayla–4th, Girls 14 Years High Jump
• Tessa–5th, Girls 15 Years Discus
• Zara–4th, Girls 13 Years High Jump
• Mia–5th, Girls 18–19 Years Long Jump
• Joseph–5th, Boys 12 Years Javelin
• Poppy–2nd, Girls 12 Years Shot Put
• Joseph–1st, Boys 12 Years Discus
• Cailynn–4th, Girls 12 Years 800 m
• Ivy–3rd, Girls 13 Years 800 m
• Tessa–2nd, Girls 15 Years 800 m
• Jack–3rd, Boys 12 Years Long Jump
• Meg–4th, Girls 13 Years Long Jump
• Ayla–4th, Girls 14 Years Long Jump
• Tessa–1st, Girls 15 Years High Jump
• Jesse–5th, Girls 18–19 Years Discus
• Joseph–2nd, Boys 12 Years Discus
• Tessa–1st, Girls 15 Years 400 m
• Tessa–5th, Girls 15 Years Long Jump.
A special shoutout to Joey, Meg, Poppy and Jack who have all qualified for the NSW CIS Championships.
NSW CIS Athletics
Finally, congratulations to our Year 7 field event students who proudly represented Snowy Mountains Grammar School at the NSW CIS Athletics Championships. Well done to Joey, who secured 2nd place in Discus and 4th in Shot Put, earning him a spot at the NSW All Schools Championships.
To all our athletes—keep striving for excellence, and remember that your dedication and commitment to your sport are truly inspiring!
Passion in Action Outstanding Student Sports Achievements Off the Mountain
It’s been a very busy term, and our students have fully embraced the school ethos of having a go and pursuing their passions. We are delighted to share some wonderful news regarding achievements in various sports:
William’s Cricket Performance at CIS Primary School Boys Cricket Trial
Congratulations to William (Year 5) for representing Snowy Mountains Grammar School at the 2024 CIS Primary School Boys Cricket Trial. Held at The King’s School, this event drew 150 participants from across the state, including those from city, regional and rural areas—some travelling from as far as Moama on the NSW/Victoria border. William demonstrated exceptional ability in bowling, fielding and batting, narrowly missing selection for the CIS squad of 24 players. Although he was not selected, William was an outstanding ambassador for SMGS, proudly sharing his experiences of life in Jindabyne and his participation in snowsports. He is the first SMGS student to attend the CIS Cricket Trial, and we commend him on his efforts. Well done, William!
Frank’s Rugby union Selection
Congratulations to Frank (Year 8), who was recently selected to compete in the State Championships in Rugby Union. Frank earned his place on the South Coast Monaro Rugby Union Team from a competitive pool of nearly 50 U14 boys. As the youngest player on the team, he was awarded the number 3 jersey. Frank’s disciplined and enthusiastic approach, combined with his ability to handle pressure and make decisive plays, impressed his coaches. He represented his team as tight head prop, playing seven games over three days. Congratulations, Frank, on this remarkable achievement.
Tessa and Jack Selected for Triathlon ROSTA Program
We extend our congratulations to Tessa and Jack (Year 10), for their selection in the Triathlon ROSTA (Rest of State Talent Academy) program, designed for athletes without access to a regional academy of sport. As part of this program, they will:
• attend training camps focused on developing skills in cycling, running and swimming
• work with specialised coaching staff
• receive education in Sports Psychology, Skill Acquisition and Sports Nutrition
• undergo strength and conditioning testing with personalised feedback
• compete in targeted triathlon events.
We wish both students success in their upcoming training programs and competitions.
Indi’s Equestrian
Success
Congratulations to Indi (Year 11), who achieved Runner-Up Senior Rider (15–18 yrs) at the ACT/Southern NSW Hack Championships in Canberra earlier this month. Indi will now compete at the Sydney International Equestrian Centre from 8 to 12 April 2025, where riders from across Australia and New Zealand will gather for the Grand Nationals for Hacking. We wish her all the best in her training and upcoming competitions!
Snowy Mountains Grammar School
CURIOSITY CENTRE
The Curiosity Centre Art Prize celebrates the opening of our new learning space, where each classroom is named after local rivers. This year’s theme, ‘Rivers and Waterways – Exploring the Landscape, Flora and Fauna of Our Local Waterways’, invites artists to capture the beauty of our region’s environment through their work. We look forward to showcasing the artistic expressions that reflect the essence of our local landscapes.
Participants are invited to create an artwork depicting our local waterways using any medium such as painting, photography, printmaking, sculpture, collage or drawing.
Submission Guidelines
• Open to all students in the Snowy Monaro region and beyond
• One artwork per entrant
• On paper (A3-A2 size), unmounted and unframed
• Works can be vertical or horizontal
• Sculpture entries must not exceed 50cm in all dimensions
• Clearly label the back with display orientation, name, age and contact details
Prizes
• Prizes will be awarded to the winners from each category
• People’s Choice Award
• Encouragement Award
• Overall student winner will have their name engraved on the Curiosity Centre Art Prize plaque
• Overall winner will have their work professionally framed/presented and will remain on exhibition in the Curiosity Centre through 2025
Entries Open
Tuesday 1 October 2024
10:00 am
Please submit artworks to the SMGS Administration Office during the hours of 8:30 am – 4:30 pm
Friday 15 November 2024
Age Categories
• Early Childhood – Year 2
• Years 3 – 6
• Years 7-9
• Years 10-12
• Open Category (Adult)
Exhibition Evening and Awards Announced Tuesday 26 November 2024
5:30 – 7:30 pm
The Curiosity Centre Snowy Mountains Grammar School Entries Close
5:00 pm
For more information: alice.ham@smgs.nsw.edu.au
Artworks to be collected Friday 7 February 2025
Please collect from the SMGS Administration Office during the hours of 8:30 am – 4:30 pm