Aspects - 2024 Term 2 - Week 5

Cover: Trials Production. Click through for article

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From the Principal Embracing Risk-Taking in Learning

Supporting Challenge and Belong in our School’s motto is ‘Explore’. This core tenet encapsulates our commitment to developing life skills in our students through a diverse variety of learning programs, increasing flexibility and innovation and, importantly, measured risk-taking. In today’s rapidly changing world, enabling learners to become calculated risk-takers is crucial. Actively facilitating the essence of risk-taking learning not only fosters more innovative thinking and realms of creativity, but also assists in further developing the 21st-century skills students will increasingly need when they leave the nurturing environment of our School.

Risk-taking in learning is not about being reckless or careless— quite the opposite, in fact. It is about making thoughtful, informed decisions, embracing challenges and learning from failures. Critically, it is about being curious—‘how can I do this differently to improve next time?’, or ‘what can I learn from this attempt?’ This approach is essential for developing problem-solving skills, resilience and adaptability—imperative attributes for high levels of success in any field.

Over the last few weeks, we have seen this philosophy in action through various student programs. Our Agricultural Technology students recently travelled to Nowra to compete in the Steer Spectacular. They engaged in steer showing, Junior Judging and presenting, demonstrating their ability to take risks and learn from real-world agricultural challenges.

In our Junior School STEAM Club, students were tasked with a straightforward yet challenging project this term: designing, building, testing and refining a bottle rocket. This hands-on activity encourages them to experiment, iterate and innovate, embracing the scientific method and engineering principles.

Our combined Middle and Senior School play, Trials: The Story of Joan of Arc (and Beth), provided another platform for risk-taking. Students were supported in their endeavours to perform, stepping out of their comfort zones to explore the complexities of historical and contemporary narratives on stage. This experience not only enhanced their theatrical skills but also built their confidence and teamwork abilities.

Year 3 students have also been honing their public speaking skills, preparing to present to their classmates, with some students invited to present to the entire Year 4, 5 and 6 cohort. This preparation is in anticipation of their participation in the Maria Kisich Public Speaking Competition on 18 June, which encourages students to articulate their thoughts and ideas confidently and persuasively.

Another exemplary program is our Year 10 students’ participation in the Ethics Olympiad. Here, students engage in ethical discussions and debates, developing critical thinking and moral reasoning skills. This competition challenges them to consider diverse perspectives and construct well-reasoned arguments, embodying the spirit of intellectual risk-taking.

Further to this was our Junior, Middle and Senior students all participating in the da Vinci Decathlon, a series of intellectual problem-solving activities, competing against other schools from the greater Canberra–Monaro region, where our students were able to demonstrate their competencies and performed exceptionally well.

Students from a variety of year levels also led families on their Open Day tours unassisted by staff, leaving our students to freely talk about our School and the opportunities they have, our culture, and to answer many questions along the way. Volunteering to lead such tours and in kind helping to prepare for real-world experiences is also a facet of risk-taking—by interacting and communicating effectively, adapting to questions and making decisions in real time.

These activities are just a few examples from more recent learning opportunities beyond the typical four walls of a classroom, and they exemplify our commitment to creating an environment where students can take calculated risks, innovate and think creatively.

By integrating these experiences into our curriculum, we equip our students with the skills to navigate and succeed in a complex, dynamic world. As they explore, experiment and engage in these diverse learning opportunities, students build a resilient, creative and adaptable foundation that will serve them well beyond their school years.

It is a joy to observe this further evolving in our approach to teaching and learning, both in traditional and more modern forms, at Snowy Mountains Grammar School. I continue to be in awe of our learning community every day as the aspirations of students and teaching staff alike strive to take calculated learning risks to reach their potential and beyond.

DR AnDREw BELL Principal [E] principal@smgs.nsw.edu.au

da Vinci Decathlon

Stage 5 Printmaking - Jakob, Year 10

Junior School STEAM Club

through

4 Camp

From the Head of Middle and Senior School Navigating the Digital Landscape

As we embark on a series of wellbeing initiatives for our students in Years 7 to 12, I am once again reminded about the importance of reflecting on a perennial concern— technology and its impact on our youth. In an era where digital connectivity permeates every aspect of our lives, it is crucial for educators and parents alike to guide our students through the complexities of the digital world while nurturing their holistic development.

Below I have included some key insights to facilitate and support meaningful conversations between parents and their children:

Digital Literacy vs naivety

Despite their proficiency in navigating digital interfaces, our students often exhibit a profound naivety regarding the ramifications of their online actions. Understanding the significance of their digital footprint, the inherent risks and the evolving challenges of cyberspace is essential for their safety and wellbeing.

Morality in the Digital Sphere

Encouraging students to contemplate potential ethical issues before technological engagement is paramount. Rather than solely focusing on legality, parents should prompt introspection on moral integrity—encouraging alignment with personal and family values.

Legal Responsibility

While we are required to obtain a driver’s licence for operating a vehicle, the use of digital devices necessitates a more nuanced understanding of legal obligations. Instances of image sharing, cyberbullying and harassment underscore the importance of instilling responsibility in our students. It is imperative that they comprehend the legal implications of their digital actions, given that the age of criminal responsibility in NSW is 10 years.

Perception of Anonymity

A prevailing misconception among students is the illusion of anonymity afforded by certain digital platforms. Apps like Snapchat and Discord may engender a false sense of privacy, leading to inadvertent disclosures of sensitive information. Educating students about the permanence of their digital footprint and the proprietary rights of online content providers is paramount in dispelling this misconception.

Sleep and Device Usage

Encouraging students to refrain from keeping their phones in their bedrooms overnight is pivotal for promoting both physical and mental wellbeing. By delineating boundaries between technology and rest, parents can mitigate the adverse effects of excessive screen time on sleep quality and overall health.

Building Trust and Communication

Establishing open channels of communication between parents and children is essential to fostering resilience in navigating digital challenges. Cultivating an environment where students feel empowered to confide in trusted adults facilitates early intervention and support in instances of digital distress. Acknowledging the inevitability of mistakes in the digital realm is also instrumental in nurturing this trust.

Navigating the digital landscape requires a multifaceted approach, encompassing education, communication and partnership. By fostering a culture of digital responsibility and resilience, we empower our students to harness the transformative potential of technology while safeguarding their wellbeing.

For further resources and guidance, the eSafety Commissioner - www.esafety.gov.au - offers invaluable support to parents and educators alike.

TIM BLAnD

Head of Middle and Senior School Co-curricular Co-ordinator [E] tim.bland@smgs.nsw.edu.au

From the School Counsellor

Nurturing Mental Wellbeing in Our School Community

As a school counsellor, it is a privilege to witness firsthand the incredible journey our students embark on as they navigate the ups and downs of their academic and personal lives. Our school motto, ‘Challenge, Belong, Explore’, is not just a set of words, it’s a blueprint for holistic growth and development. These three pillars serve as the foundation for fostering mental health and wellbeing among our students.

Challenge: Life is full of challenges, and our students are no strangers to them. From academic pressures to social dynamics, they face hurdles that test their resilience. Students are encouraged to embrace these challenges as opportunities for growth. By cultivating a growth mindset and resilience, they learn to navigate obstacles with courage and determination.

Belong: Feeling a sense of belonging is crucial for mental wellbeing. Our school is a diverse and inclusive community, where every student is valued and accepted for who they are. Through various programs and initiatives, we promote a culture of acceptance and belonging, fostering connections that provide a sense of security and support.

Explore: Self-discovery is a fundamental aspect of adolescence. Through self-exploration, students learn to understand their strengths, weaknesses and passions. When working individually with students or as a group, we strive to empower students to explore their identities and aspirations, guiding them on a journey of self-discovery and personal growth.

Courage, Authenticity, Respect and Empathy: These values underpin everything we do. From promoting open communication to fostering a culture of empathy and understanding, we strive to create a safe and supportive environment where every individual feels heard, respected and valued.

Mental wellbeing is not just about addressing problems, it’s about nurturing potential. By embracing the principles of challenge, belonging and exploration, we empower our students to thrive academically, socially and emotionally.

Together, let’s continue to support our students as they navigate the complexities of growing up, and let’s celebrate their journey towards realising their full potential.

ALEx DAwSOn School Counsellor [E] alex.dawson@smgs.nsw.edu.au

Aspects Snowy Mountains Grammar School

From the Arts Captain Arts in Action

We began this year with a Cre8ive Sessions that saw us celebrating the Greatest Hits of the 70s and 80s, with glittering performances from students from Years 7 to 12. The night was filled with amazing music, singing, dancing and laughing. Selected from a list of 70s and 80s classics compiled by Dr Nelson and Mrs Sell, students chose hits to play solo or with their peers, choreograph a dance, or encourage the crowd to join in and sing along. Overall, it was an incredible night, filled with positive energy and support from the students.

The ‘Off the Beaten Track’ workshop in April was a great success, as keen Drama students from Years 9 to 12 explored their acting skills with NIDA graduate and actor, Ben Barber. During in-class sessions and a Saturday workshop, students analysed scripts, collaborated in groups and developed engaging characters and scenarios. Students came away feeling motivated and excited to continue to challenge themselves as critical thinkers, creators and team builders.

To conclude a jam-packed term for the performing arts, we celebrated our dedicated and passionate students by presenting the Arts pins. Congratulations to Emily (Year 12) and Oscar (Year 9). for their commitment, courage and enthusiastic approach to the performing arts. Both students

were presented with a badge and an award at the end-of-term assembly.

This term, we have assemblies and chapels filled with musical and theatrical performances, celebrating the students’ artistic achievements and commitment throughout the term. To finish off Term 2, the Senior Drama Showcase (20 June) will further celebrate students’ passion and dedication to the arts. The Year 11s will present their class play, Omnipotence and the Wheelbarrow Man, a comedic look at an egotistical narrator who seems to think that the audience has come to watch him alone. The Year 12s will end the evening with a viewing of their Group and Individual Presentations, in preparation for their HSC practical examination in Term 3.

We will also finish the term with another Cre8ive Sessions, where elective Music and Drama students will be presenting pieces they have been working on, and Visual Arts students will have their works on display. We look forward to seeing you at one or all of these upcoming events.

PAISLEY C Arts Captain

Trials: The Story of Joan of Arc (and Beth) Before

the Myth There Was a Girl...

The School Production, Trials: The Story of Joan of Arc (and Beth), captivated the audience each night, delving into the lives of both St Joan and a contemporary teenage girl, highlighting the parallels and disparities between their experiences. The dedicated cast and crew poured their efforts into creating a powerful theatrical performance.

We extend our gratitude to everyone who attended the remarkable play on the evenings of 23, 24 and 25 May.

9 Aspects Snowy Mountains Grammar School

the story of joan of arc (and beth)

Trials [watch video]

Trials: The Story of Joan of Arc (and Beth)

SMGS Cross-Country and Athletics Carnivals A Celebration

of Community and School Spirit

The Cross-Country and Athletics Carnivals at SMGS truly exemplify the school’s core values in action. These events showcase students pushing themselves to achieve personal bests, teachers offering extra guidance and support, and the entire school community coming together to show off their house spirit in colourful costumes. From the enthusiastic chatter about which house will win the coveted cake or cupcakes, to the heartwarming sight of the whole school uniting to cheer on the youngest learners, the carnivals are an integral part of our school culture.

The sense of community and sportsmanship on display at the carnivals reflects the strong bond within our school. Whether it’s the eventual winner of the Girls’ Cross-Country Cup highfiving Junior School students or the dedicated staff members ensuring smooth scheduling and timing, the carnivals provide a wonderful opportunity to gauge the strength of our school community.

This year, the spirit, sportsmanship, engagement and participation were brighter than ever, and we congratulate all our students on their outstanding efforts at both of these carnivals. The participation rates were some of the highest ever at SMGS, and the cheering was deafening!

Special congratulations to Kiandra for sweeping both the Athletics Carnival and Cross-Country cups. As we shift our focus to academic endeavours and the upcoming inter-house debate, the anticipation for the awarding of the House Shield in Term 4 is palpable.

SALLY BOURkE Director of Sport [E] sally.bourke@smgs.nsw.edu.au

Athletics Carnival Highlights [watch video]

SMGS Athletics Carnival

Snowy Mountains Grammar

SMGS Athletics Carnival

Snowy Mountains Grammar School

Peaks of Curiosity

Student Stories - Boarding Captain, Olivia (Year 12)

Can you share a memorable experience or event that highlights the sense of community within the Boarding House?

My most memorable moment in the Boarding House, which really showed how much of a community we are, was in Year 11. It was my first year in the Boarding House and we did an outdoor music night after school on a Friday. After all the juniors had gone to bed, the seniors stayed up and watched a scary movie. It was really cool to experience everyone just relaxing on the big bean bags with everyone’s blankets around them.

How do you balance your academic responsibilities with your role as a prefect in the Boarding House?

we were all shaking like a leaf on our first few days, but everyone is extremely welcoming and there’s a friend for everyone...

I find that academics and being a prefect go hand in hand. A lot of my role as a prefect is to be a kid that the other boarders can look up to and who they know is a trusted older person who’s probably had the same experiences. Prep is a big part of the boarding lifestyle and I find myself helping many of the juniors with their assessments or homework—probably because they know I’ve done the work before, but it’s always nice to help where I can. This helps me with my studies as it gives me a refresh on the ways of figuring out problems. Going back to basics is also a good way to lower my stress levels while still learning.

What advice would you give to incoming boarders to make the most of their boarding experience?

Be open to everything and don’t be stressed about making friends. We were all shaking like a leaf on our first few days,

but everyone is extremely welcoming and there’s a friend for everyone, who will end up being more like a sibling than anything else by the end. No matter your age group or where you’re from, we’ve got people who come from everywhere and are into everything.

What do you enjoy most about being a part of the boarding community, and how has it affected your overall school experience? The thing I most enjoy would be the hot meals every lunch and recess—no more forgetting my lunches. But realistically, the thing I’ve subconsciously enjoyed the most is the getting to know everyone. Without the boho, I don’t think I would’ve interacted with the younger years at all. I started in Year 10 so I didn’t have the connections that many students here have built over the years, and now knowing many of the people I walk past on the way to class is special.

Can you describe a typical day for you as a prefect in the Boarding House?

Every day is different but on a normal run-of-the-mill day, it involves getting up and going to breakfast. If I accidentally sleep in and miss breakfast, I’m the worse for it. I’m out the door by 8.35 am, and normally on my way out I stop and talk to Nadia, who’s practically everyone’s second mother. Recess and lunch go by quickly—we all get our food and eat, making sure to guard the food from the seagulls, and the growing boys love seconds and thirds! After school it’s organised chaos, with everyone going everywhere. As a prefect, my main job here is understanding what’s going on when and where, so I can answer anyone’s questions. After the chaos has died down and dinner’s done, we go down to prep. This is the area where my job gets seen the most. I’m always open for anyone to ask questions. As the Boarding Captain, there isn’t really a set routine and list of jobs—it’s different every day and it’s really rewarding. My job never ends—I don’t switch off after school as that’s when my role really starts.

Year 4 Camp... Oh, the Places You’ll Go! Junior School Camps

This year our Year 4 students experienced their first school camp. On Monday 6 May, students climbed on the bus and headed to Bungarra Alpine Centre. After unpacking their bags and making their beds, the students dived straight into crate climbing, which not only challenged them physically but also emphasised the importance of teamwork. The students surpassed their own expectations, learning to trust and encourage one another as they scaled new heights.

After a quick lunch, the adventure continued at Lake Jindabyne, where students were tasked with a raft-building challenge. Split into teams and equipped with barrels, ropes and wooden planks, they had to construct rafts sturdy enough to carry their entire team onto the lake. This activity proved to be quite challenging, requiring critical thinking, collaboration and plenty of trial and error. Despite some rafts barely making it off the shore, the students made the most of the opportunity to jump into the water for a swim.

Year 4 returned to camp for a well-earned rest and had the chance to explore train carriages that had been converted into cosy common rooms complete with TV, lounges and a ping-pong table.

The evening involved a group cook-up of spaghetti bolognese, followed by delicious chocolate cake for dessert, and then the students had to do their own dishes.

The following morning began early, at 6 am, with everyone packing up and preparing for a hike to Porcupine Rocks in Perisher. The hike was very interesting and students learnt about various alpine plants such as sphagnum moss and pineapple plants. They also had the opportunity to try alpine bush tucker, such as alpine celery, bush pepper and alpine mint. The highlight was reaching Porcupine Rocks, where the clouds cleared just enough to make out the view of the mountains.

After exploring and playing games on the grassy banks near the rocks, we travelled home on the bus, giving everyone time to rest and talk about their awesome experience.

All in all, Year 4 had a fantastic and memorable time on camp. They embraced new challenges and built resilience. Each activity provided them with opportunities to learn, grow and work together. The students returned with memories that will last a lifetime.

Hugo:

What I enjoyed the most was staying up late with everyone and playing games. The raft building was the most challenging because we only had limited materials to work with, which made it tough. The most memorable experience was crate climbing—it was really fun and pushed us to work together.

Ava:

I really enjoyed the raft building because the parts we had were challenging to work with, which made it more fun, and I loved spending time with my classmates. The most challenging part was the crate climbing because I’m scared of heights. I managed to climb 5 single crates and 4 double crates. Next time, I think I’ll go even higher. The hike was really memorable because I learned about new plants, made my own little orange juice popper, and the mountains were absolutely beautiful.

BRITTAnY GIAnOLI

Year 4 Teacher

Year 5 Camp...

Earlier this term, Year 5 students embarked on their adventure to Kianinny Bush Cottages in Tathra for their three days and two nights of camp. Each day was filled with exciting opportunities, including bushwalking through scenic trails, body boarding in the waves at Tathra Beach, soaring down the flying fox, creating damper on a stick around the campfire, and exploring the native wildlife during a night rainforest walk. Over the three days, team challenges tested students’ co-operation and problem-solving skills, culminating in monster stand up paddle–board races and ‘duck collecting’ challenges on the lake.

Three days in the beautiful natural environment, away from the usual routines of home, school and devices, proved to be a positive team-bonding experience for Year 5. It was amazing to watch as students showed courage in stepping out of their comfort zones to overcome fears about new outdoor activities and to stay away from home overnight. They showed authenticity in challenging situations and learnt the importance of respect and empathy for their peers. This experience was a chance for students to embrace our school values and put them into practice in fun life experiences.

xander:

We hopped on a bus to Camp Kianinny in Tathra. When we arrived, we got our bags and moved into our cabins. On the first day we went on the flying fox. We were in the air for so long it was like we were Superman! On the second day we walked to Tathra Beach. It was sandy and wet on the beach. We did group activities like throwing a ball around a tiny circle. Camp was fun and we did a lot of activities. We also stayed two nights which was another plus. I would recommend Camp Kianinny as we had so much fun.

Ashleigh:

On Monday 6 May, Year 5 arrived at Camp Kianinny after a long two-hour bus drive. Upon our arrival, we were greeted by our camp leader, Simon! Year 5’s first activity was the flying fox. As we pulled on our harnesses and helmets, exciting chatter filled the room. We walked over to the flying fox full of energy and the first two students jumped on the zipline and zoomed down. Student after student and teacher after teacher. The next day’s activity was the beach carnival. We trekked through bushes, under trees and over leeches to arrive at Tathra Beach and be greeted kindly by Coastlife Lifeguards, Indi and Pippa. Fun challenges really tired everyone out but we really had an amazing camp. My favourite activities were the zip line and beach carnival.

Edward:

SMGS Year 5 went to Camp Kianinny in Tathra for an adventure of a lifetime and a wicked journey with Mrs Philpott, Mr Horvath, Mrs Goucher and Ms Taylor. We got ready for ziplining. It was going to be one amazing ride. People were upside down and spinning and it was so much fun! We had an awesome night walk at Kianinny, seeing cool animals such as possums, sugar gliders and spiders (non-poisonous!) with our awesome guide, Simon. The Year 5 class was sad we had to leave but we knew that it would not be the last camp ever.

CHRISTInE PHILPOTT

Year 5 Teacher

Year 6 Camp...

Year 6 recently embarked on an exciting and unforgettable threeday camp to Canberra. Our itinerary was packed with significant landmarks, providing valuable insights into Australia’s history and systems of government, along with the experience of camping under the stars and rain clouds at Camp Cottermouth.

Our first stop was the Australian War Memorial, where we heard stories of bravery, ranging from Aboriginal perspectives to women’s roles during WWI and WWII. Next, we visited Parliament House. Our guide, Bruce, was full of knowledge and answered all of the students’ questions. A visit to Parliament House is never complete without the excitement of observing ‘Shaun the Prawn’, a fossilised piece of coral embedded in the floor of the marble foyer. We also made an impromptu visit to the National Gallery of Australia, where we saw paintings by Claude Monet, Sidney Nolan and Jackson Pollock.

On day two, we visited Old Parliament House (the Museum of Australian Democracy) and then onto the National Museum of Australia. However, it was the afternoon’s rock-climbing session that provided the perfect opportunity for the students to challenge themselves, mentally and physically, fostering teamwork and resilience, and trusting each other to belay each other to the top of the climbing wall.

As night fell, we gathered around a rather wet and soggy campfire, as the infectious ‘Baby Shark’ filled the air and marshmallows were toasted on the flames.

Before returning to school on Friday, tenpin bowling added a slightly competitive spirit to our camp, with many strikes and spares fuelling the students’ enthusiasm. Special congratulations go to Yume, who was the overall bowling champion.

Overall, the experience encouraged a passion for learning and teamwork and provided a sense of belonging for the Year 6 cohort.

Jemima:

Year 6 camp was an amazing experience for all of us. It was an awesome trip and the memories will stay with us forever. It was so much fun!!

Sergio:

Year 6 camp was a really fun experience. I enjoyed singing around the campfire and I loved the rock climbing

Arden:

One of my favorite things on camp was having lunch in the Sculpture Garden at the National Gallery of Australia and the paintings inside.

JULIA CAnE

Year 6 Teacher

Easter Art Show “Self Portrait” by Lucy Elliot Eva Grace, Year 9

Music Is in the Air Ensembles at SMGS

Ensemble playing is a vital component of music education beyond developing technical skills. Students reap numerous benefits from participating in ensembles, such as collaboration, musical independence, listening skills, emotional intelligence, and building trust and support.

From the fun foundations of the Upbeat Ukulele, Starting Strings and Beginner Band programs available in Junior School, to the Vocal Ensemble, Devo and Senior Bands in the Middle and Senior School, students have the opportunity to engage in creative and tangible learning experiences, share the joy of making music together and peer teach each other.

The various ensembles at Snowy Mountains Grammar School perform at many school events, from assemblies and chapels to Open Day, Foundation Day and Speech Day. Furthermore, those involved in an ensemble at SMGS develop the courage to perform

at events and competitions in the wider community, with many of the students participating in the Australian National Busking Championships.

Participating in an ensemble truly is a place for musical, academic and social-emotional growth. When a student participates in an ensemble, they are not only forming life skills, they are also forming relationships; they are not only making music, they are making memories.

We are fortunate to have several tutors in the area who are able to provide one-on-one tuition to those students who wish to expand the skills specific to their instrument. Our SMGS Music staff are always happy to pass on these details to interested families.

MADELEInE wHEELER

Teacher – Music and Art

21 Aspects Snowy Mountains Grammar School

Artists in Residence

Visual Arts at SMGS

Year 11 Artworks

Year 11 Visual Arts students recently completed an inspiring unit, ‘The Body and Botanicals’. They explored the historical significance of botanical symbolism and the various representations of the human body in art. Drawing from this knowledge, each student created a unique artwork that combined these themes. Using a variety of mediums, including watercolour, charcoal, acrylic painting and pencil drawings, the students produced impressive pieces. The final artworks displayed a high level of conceptual depth and exceptional refinement. This unit not only enriched their understanding of art history but also allowed them to develop and showcase their creative skills.

Stage 5 Printmaking

During Term 1, students in the Stage 5 Visual Arts elective embarked on an exciting printmaking project. Inspired by renowned modernist artists, Margaret Preston, Ethel Spowers, Ailsa Lee Brown and Dorrit Black, they created stunning Australian-themed lino prints. The students began by researching and sketching their ideas before carefully carving their designs, using lino cutting tools. A highlight of

the term was a workshop with Rashida Nuridin, who demonstrated the use of a printing press to achieve high-quality prints. Utilising the school’s new printing press, each student produced fantastic prints and acquired valuable printmaking skills, making the project a resounding success.

Year 7 Howard Arkley Pop Art Houses

As part of the Year 7 unit of work, students investigated the art movement, ‘Pop Art’. Their final project was to create vibrant house paintings inspired by Pop Art artist, Howard Arkley. Students transferred an image of a home to a canvas, using tracing techniques before applying acrylic paint. Their work was outstanding, showcasing bold colours and dynamic compositions that truly captured the essence of the movement. These artworks reflect the students’ understanding and appreciation of Pop Art, demonstrating their painting ability and their ability to bring contemporary art techniques to life.

ALICE HAM

Visual Arts Teacher

Top, left to right: Isla CG (Year 7), Aria (Year 7), Jack (Year 7) Bottom, left to right: Emily (Year 11), Lillianna (Year 11) Additional artworks featured throughout this edition of Aspects.

Creativity and Compassion in Action

Stage 3 Caine’s Arcade Fundraiser for UNICEF

During Term 1, Stage 3 students transformed our combined Year 5 and 6 classrooms into a vibrant wonderland of creativity and fun, all for a great cause. Inspired by the famous Caine’s Arcade story, our inventive students constructed their very own arcade games out of recycled cardboard boxes. This engaging event wasn’t just about working collaboratively with peers in STEM, it was a fundraiser to support UNICEF’s efforts around the globe.

The idea for this fundraiser came from the heartwarming story of Caine Monroy, a young boy from Los Angeles, who built an elaborate cardboard arcade in his father’s auto parts store. Caine’s story became a viral sensation and inspired countless others to harness their creativity for good. Our Stage 3 students embraced this spirit, working enthusiastically to design and build their games.

This project was not only an engaging way to raise money but also an invaluable educational experience. Students learned about engineering, problem-solving and teamwork as they constructed their games. They also explored the importance of

global citizenship by understanding how their efforts could make a difference in the lives of children supported by UNICEF.

Our classroom was filled with an array of imaginative and skilfully crafted games, each one unique and challenging. From Space Pinball to Ten Pin Bowling Teacher and Claw Machine, the creativity on display was truly remarkable. Students from Kindergarten to Year 4 lined up to try their hand at these homemade games, enjoying the playful atmosphere and the opportunity to support a meaningful cause.

The Caine’s Arcade event was a tremendous success, raising money for UNICEF. These funds will go towards providing essential supplies and support for children in need around the world. It was inspiring to see our Junior School students work together, play games and contribute to such a worthy cause.

CHRISTINE PHILPOTT

Year 5 Teacher and Stage 3 Leader

Scarlett, Year 7

Poppy, Year 7

Ethics Olympiad

Fostering Ethical Minds in Modern Education

In today’s dynamic world, where technological advancements and globalisation shape our lives, the importance of teaching ethics to students cannot be overstated. As our society grapples with complex moral dilemmas and ethical challenges, nurturing a generation of ethically conscious individuals becomes key. One initiative that embodies this ethos is the Ethics Olympiad, a platform that celebrates ethical reasoning and critical thinking among students.

The Ethics Olympiad offers a unique opportunity for students to engage in thoughtful discourse on ethical issues. By participating in rigorous debates and discussions, students not only refine their analytical skills but also cultivate empathy, respect and tolerance. Moreover, the interdisciplinary nature of the Olympiad encourages students to explore ethical dilemmas from various perspectives, fostering a holistic understanding of morality and decision-making.

One of the significant benefits of the Ethics Olympiad is its capacity to empower students to become ethical leaders in their communities. By grappling with real-world ethical scenarios, participants learn to navigate complex moral landscapes with integrity and conviction. This equips them with the tools to address ethical challenges in their personal

and professional lives, promoting ethical behaviour and responsible decision-making. Furthermore, the Ethics Olympiad can serve as a catalyst for meaningful dialogue and collaboration. As students engage in respectful discourse with their peers, they learn to appreciate diverse viewpoints and engage constructively with opposing perspectives. This fosters a culture of open-mindedness and mutual respect, essential qualities for fostering inclusive and empathetic communities.

Our Snowy Mountains Grammar School team of ‘Eth-letes’, James B, Will B, Larni H, Zara M and Sam S-G, competed recently for the school in the Ethics Olympiad. They should be commended on both their participation and their dedication to ethical inquiry. They were able to focus on a number of case study examples and engage in some multi-faceted reasoning and reflection. These are just some of our students who will no doubt become active agents of positive change in their bright futures.

TIM BLAnD Head of Middle and Senior School Co-curricular Co-ordinator [E] tim.bland@smgs.nsw.edu.au

Challenges of the Mind Success at the Canberra/ACT Regional da Vinci Decathlon

Congratulations to our Year 5–10 students who competed in the Canberra/ACT Regional da Vinci Decathlon. Our teams faced a wide range of challenges, including engineering, mathematics, code breaking, art, science, English, ideation, creative production, cartography and legacy skills, and achieved some fantastic results.

The da Vinci Decathlon is an opportunity that links back to our Heart and Mind Activities, which focus on the holistic development of students by engaging their emotional and intellectual selves. These activities encourage awareness of self and others, incorporating emotional intelligence, critical thinking, mindfulness and service learning.

We wish to extend our thanks to the teachers who facilitated this opportunity for our students.

Year 5 Results

1st place Science

2nd place Engineering

3rd place Code Breaking

Year 6 Results

3rd place Art & Poetry

Year 8 Results

1st place Art & Poetry

3rd place Ideation

Year 9 Results

1st place Creative Producers 1st place Code Breaking 3rd place Ideation

Year 10 Results

1st place Science 1st place Ideation

MELISSA BELL Head of Faculty – Educational Support and Enrichment Duke of Edinburgh’s Award Co-ordinator [E] melissa.bell@smgs.nsw.edu.au

SMGS 2024 Gymkhana

Showcasing Superb Horsemanship and Sportsmanship

On 4 and 5 May, we held our annual Snowy Mountains Interschools Equestrian Competition (SMIEC) event at the Dalgety Showground. We saw a turnout of roughly 45 riders from the Monaro, Canberra and South Coast regions take the reins and compete.

All the students showed superb horsemanship skills, resilience and sportsmanship during the event. There was cheering every time a competitor went through the finish flags, regardless of their age or school!

The students competed in a variety of events, from show jumping, dressage and the Snowy Mountains Way Challenge, to sporting and show horse classes.

Our SMGS equestrian team had a very successful weekend, with the following results:

Molly —Year 7 Overall Champion

Abi —Year 9 Overall Champion

Toby —Year 10 Overall Champion and Individual Top Point Scorer for the event

Marli —Year 11 Overall Champion

Taylor —Secondary Sportsmanship Award.

The event was extremely successful and we cannot wait to run it again next year.

EMILY ROwSOn

Equestrian Development Academy Co-ordinator

SMGS 2024 Gymkhana

Snowy Mountains Grammar School

On Air with Lucas

Digital Media Class Welcomes Content Creator Lucas Wilkinson

Our Digital Media class recently had the pleasure of hosting Lucas Wilkinson, a professional content creator and a valued friend of the school. Lucas visited as a guest lecturer to learn about the students’ Humans of SMGS project and to share his content creation expertise.

With a rich background in sound engineering, Lucas was the perfect mentor to guide the team on the power of audio in podcasting. During his visit, our students practised segments of their podcasts and received expert feedback from Lucas.

This enriching experience not only enhanced the students’ technical skills but also fostered their ability to connect classroom learning with real-world applications. The students took away valuable insights that have prepared them to record and launch their first podcast. We are excited to see the amazing content they will create!

SCOTT FRIzE Head of Visual Arts

and Design

[E] scott.frize@smgs.nsw.edu.au

Rocket Science

Junior School STEAM Club Blasts Off

We were excited to introduce the Junior School STEAM Club to this term’s after-school co-curricular activities. The project is both fun and educational: design, build, test and refine a bottle rocket.

During the first session, our STEAM enthusiasts delved into the science behind bottle rockets and explored a variety of designs. They then had the opportunity to work in small teams or individually to create their rockets. This practical activity not only brought joy but also provided a valuable platform for students to develop critical and creative thinking skills, a crucial aspect of their academic journey.

Our budding scientists and engineers tested their bottle rocket designs in the second session. This practical experience

helped them develop teamwork skills and further hone their problem-solving abilities. The excitement was palpable as students saw their hard work take flight, quite literally!

Looking ahead, students will be able to test and improve their designs. This iterative process encourages them to take risks, think outside the box and embrace innovative problemsolving approaches. They will also delve into the effects of fins on rocket aerodynamics, gaining a deeper understanding of the principles of flight.

We look forward to seeing our Junior School STEAM Club’s progress in the coming weeks. Stay tuned for more updates on their journey of discovery and innovation!

Rocket Science [watch video]

Junior School STEAM Club

Molly, Year 7

Maddy, Year 7

33 Aspects Snowy Mountains Grammar School

Going the Distance

HICES Cross-Country Carnival Highlights

Congratulations to all our Junior School students who travelled to Bathurst last week for the HICES Cross-Country Running Championships. It was a fast-paced and exhilarating day, with our students achieving their personal bests and beyond. While the running was impressive, the support and cheering for their teammates made the day truly memorable.

The tight races on a challenging course led to three students advancing to the State Championships:

Billie, U11 Girls—2nd place Justin, U11 Boys—10th place Jackson, U11 Boys—8th place.

We wish these students the best of luck in their preparations for the CISNSW.

HICES Cross-Country Carnival

Steer Spectacular

Nowra South Coast

Fourteen SMGS Agricultural Technology students travelled to Nowra as part of the Hook and Hoof competition for the Nowra South Coast Steer Spectacular. The two school South Devon steers (Chester and Mataeo), which were donated by Duncan Reid for educational experience, were entered in the competition.

The two-day event was bustling with activities. Over 20 schools, with around 140 students, were in attendance. Day 1 involved a series of workshop events to assist students with learning and developing skills in animal handling and parading, grooming preparation and conducting structural assessment of a range of cattle breeds. Students presented an oral report, explaining the students’ experience and the growth of the cattle in the 90 days that they were managed by SMGS. Junior judging was also undertaken by all SMGS students, which was the first time for all. We were extremely successful, with the following results from this event:

Larni (Year 9)—3rd place, Junior Age, Junior Judging competition

Abi (Year 9)—4th place, Highly Commended, Junior Age, Junior Judging competition

Gretchen (Year 9)—Finalist, Junior Age, Junior Judging competition

Tess (Year 10)—Finalist, Intermediate Age, Junior Judging competition

South Coast Steer Spectacular Oral Presentation Report—2nd place, presented by Ella (Year 10) and Clay (Year 10).

Day 2 of the South Coast Steer Spectacular commenced with a bump-in of cattle, which involves the weighing and classing of cattle into weight classes. The two SMGS steers were in the lightweight class. This activity was then followed by two different

parading events (the Manildra Feed Challenge and the Open Steer Competition), where cattle are haltered and walked around the judging arena according to weight classes. Again, SMGS was extremely successful in the lightweight category, achieving the following results:

777 (Chester)—4th place, Highly Commended, Manildra Feed Challenge, led by Larni (Year 9)

745 (Mataeo)—Finalist, Manildra Feed Challenge, led by Jarrah (Year 10)

777 (Chester)—4th place, Highly Commended, Open Steer Competition, led by Tess (Year 10)

745 (Mataeo)—5th place Finalist, Open Steer Competition, led by Toby (Year 10).

Cattle were then bedded down and haltered, ready for taking to the abattoir, where they were judged on carcass component (hook). SMGS again achieved amazing results, with the following awards:

Bronze Medal, South Coast Open Lightweight Carcass for both steers

Bronze Medal, South Coast Manildra Lightweight Carcass for both steers

Snowy Mountains Grammar School—Reserve Champion School, Manildra Champion Carcass.

Overall, an amazing experience was had by all.

AMBER OAkMAn Agricultural Technology Teacher

Steer Spectacular [watch video]

Steer Spectacular

Snowy Mountains Grammar School

Onward and Upward Curiosity Centre Construction Update

We are delighted to announce that Patterson Building Group (PBG) has started works to complete the Curiosity Centre! PBG is a renowned construction firm with an impressive portfolio, having worked on various significant projects across all educational levels, from childcare to universities, in both the public and private sectors.

PBG’s expertise and dedication to fast-tracking the completion of the Curiosity Centre are greatly welcomed. We anticipate being able to occupy the building before the end of Term 3. In the meantime, it’s business as usual, with a bustling Term 2 for all students and staff. We thank you for your continued understanding and patience as we move closer to unveiling this state-of-the-art educational facility.