THE MAGAZINE OF SOUTHERN CROSS GRAMMAR & ITS COMMUNITY
Aurora magazine is a celebration of the vibrant energy and diverse talents of the Southern Cross Grammar community and beyond. Each edition features inspiring stories, captivating photography, and insightful articles from various students. Discover their creativity, leadership, and achievements as we explore the voices and visions that shape our school. Enjoy the journey with us!
EDITOR’S NOTE
Creating the inaugural edition of the student-led Aurora Magazine has been an exceptional journey of creativity, collaboration, and effort. This edition aims to capture the vibrant spirit and boundless potential of the students at Southern Cross Grammar.
In the spirit of reconciliation, Southern Cross Grammar acknowledges the Traditional Custodians of Country throughout Australia and their connections to land, sea and community. We pay our respects to their Elders past and present.
The theme, “Student Active,” is a testament to the dynamic energy, proactive involvement and creative spark that defines every student. From the initial brainstorming sessions to the final touches, this magazine is the result of countless hours of hard work and passion from our student contributors and editorial team. We aimed to capture the essence of student life, highlighting their achievements, aspirations, and the unique perspectives they bring to our community. The process was a collaborative effort, with students stepping into roles as writers, photographers, and designers, learning and growing with every challenge they faced. Each article, photograph, and story highlights the passion, dedication, and resilience of our student community. From leadership roles to artistic expressions, students continue to inspire with their commitment to excellence and their drive to make a difference.
Thank you for joining us in celebrating the voices and visions of Southern Cross Grammar. We hope you find inspiration in these pages.
Warm regards,
Yash Padmawar Editor
ON THE COVER:
SCG’S Holi Colour Run, 24 March, 2024.
Photo by Lincoln Jacobs
Arabella
A
Yash
SPOTLIGHT ON LEADERSHIP:
SCHOOL CAPTAINS SHARE THEIR VISION FOR THE NEXT SEMESTER
By Aliviah Sleman
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Prapti is motivated by making her parents proud and choosing a pathway that aligns with their expectations while also fulfilling her own dreams
As we wind down from the stress of exams and school, we gear up for another exciting semester as our captains continue to step into their roles as leaders of our school with enthusiasm and clear visions. Their personal goals and objectives for the school reflect their commitment to making our school a better place for all students. Here’s a closer look at what they hope to achieve in the coming months.
Meet the Captains
Prapti and Oli are just two of our excellent captains dedicated to bringing excitement and fun to SCG. Both bring an abundance of experience, passion, and fresh ideas to our campus.
Prapti’s Goals
1. Focus on the Arts, Music, and Drama: Prapti is passionate about encouraging students to “step out of their comfort zone” and increasing student involvement in the arts. As a participant in the school musical, ‘The Addams Family’, she hopes to inspire others to take part in productions and bring our school community closer through the arts. She also aims to celebrate multiculturalism through events like Holi and Diversity Day.
2. Giving Back to the Community: Prapti is committed to improving students’ confidence during high school, especially newcomers. She hopes to provide advice on managing school life with a primary focus on having “fun” and “playing” during
the first years of secondary school. Her goal is to show students that while friends may come and go, staying true to oneself is important.
3. Promote Inclusion and Diversity: Through events like Diversity/Harmony Day, Holi Day, and World Music Day, Prapti aims to create a more inclusive environment where every student feels accepted and valued.
4. Be a Role Model: Prapti wants to give back to the school by being a good leader and setting a positive example. She values making everyone feel included and plans to offer advice on navigating high school life, emphasizing the importance of being oneself and forming genuine connections.
5. Support Younger Students: She is dedicated to checking in with younger students outside of school, offering tutoring sessions, and fostering open communication.
6. Effective Communication: Prapti believes that “communication is key”, especially with other captains and teachers. She advises future captains to not be hurt by criticism, to not take things personally, and to pursue their own goals.
7. Foster Friendships: She emphasizes the importance of being comfortable around friends and being open with people she cares about, valuing peer support over everything. ▶
SCG’S Holi Colour Run, 24 March, 2024.
Photo by Lincoln Jacobs
8. Parental Pride: Prapti is motivated by making her parents proud and choosing a pathway that aligns with their expectations while also fulfilling her own dreams.
9. Personal Growth: Before coming to this school, Prapti moved frequently and often felt alone. Now, feeling accepted and happy, she wants to give back by being a good leader and role model, sharing tips and setting examples on how to get through life.
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Oli views school as a time to build dreams and fuel passions. He encourages students to immerse themselves in experiences to leave school knowing they have a purpose and are satisfied with their goals
Oli’s Goals
1. Maintain a Welcoming Community: Oli envisions a united school community. He recalls never feeling more at home than at SCG and aims to introduce events and initiatives that foster a sense of belonging and unity, making the school feel like “one big family.”
2. Promote STEM and Other Subjects: Oli is dedicated to making our school a more diverse place in terms of subjects taught. Driven by his love for STEM, he hopes to provide students with incredible opportunities to engage with science.
3. Encourage Leadership: Oli wants to show students who feel different or unlikeable that they can be leaders. He believes that if you are passionate about a cause and your ability to lead, nothing should stop you from achieving your goals. ▶
SCG’S Harmony Parade, 21 March, 2024.
Photo by Lincoln Jacobs
4. Inspire Male Students: He hopes to inspire younger male students to break stereotypes about leadership, showing that it is not something to be looked down upon but a positive opportunity for everyone.
5. Communication and Planning: Oli emphasizes the importance of talking, attending assemblies and meetings, planning events, and collaborating with teachers and other captains to promote positive mental health and well-being.
6. Appreciation of Effort: He advises future captains that their efforts will be appreciated by those who matter, even if they don’t always receive immediate thanks. The change they bring is more important than immediate recognition.
7. Building Dreams: Oli views school as a time to build dreams and fuel passions. He encourages students to immerse themselves in experiences to leave school knowing they have a purpose and are satisfied with their goals.
8. Pursue a Career in Science: Oli is excited to study deeper levels of science, potentially pursuing a career in chemistry, physics, or medicine.
9. Dynamic Leadership: He appreciates the dynamic nature of leadership at SCG, where captains work as a collaborative team, supporting each other across different roles and initiatives.
Advice and Feedback to Future Captains
Under the guidance of Prapti and Oli, future school captains will be well-prepared to take charge through the advice and pointers these captains leave for them:
1. Communication: Both Prapti and Oli agree that “communication is
key”, particularly with other captains and teachers. Captains have many responsibilities, such as speaking at assemblies, scheduling meetings, and attending events on behalf of the school.
2. Sustainability Initiatives: Reduce the school’s environmental impact by launching energy-saving programs, promoting recycling, and incorporating more green practices in daily operations.
3. Wellness and Mental Health: Increase support for student mental health by expanding counselling services, providing stress management workshops, and creating a more supportive environment.
4. Enhanced Extracurricular Activities: Broaden the range of extracurricular activities available to students, ensuring that there are opportunities for everyone to explore their interests and talents.
5. Community Engagement: Foster a stronger connection with the local community through service projects, partnerships with local businesses, and events that encourage community involvement.
Looking Ahead
The vision set forth by Prapti and Oli is one of positivity, inclusivity, and progress. Their personal goals align with the broader objectives of our school, promising a semester filled with growth and achievement. As they embark on this journey, they encourage all students to get involved, share their ideas, and contribute to making our school the best it can be.
Let’s support our school captains as they lead us into a new semester of opportunity and success. With their dedication and our collective effort, there’s no limit to what we can achieve together. ■
Tips for managing stress
By Maya Chengappa
Assessments can be the cause of a lot of stress for students. In fact, many of us hate assessments because of the fear of being mocked or judged by our classmates or we worry about what our parents reaction will be. This in turn can make us become anxious and dread tests more than usual.
Understanding why assessments are necessary help us manage some of our stress. An assessment’s main goal is to encourage learning; to see exactly how much a student has learnt in class and just how much more knowledge they need to learn and understand.
However, this is only the first step in managing stress, there are lots of tools we have to help us manage our assessment anxiety! Below are some ideas to help and support you in being a bit more clear-minded when you know there is a upcoming assessment:
PUT TIME ASIDE TO PLAN 1
Having a plan may seem a bit useless at first. However, when you have a drawn plan in front of you with all of your weekly tasks, social activities and things you do for fun, you will see how much
more relaxed you are, knowing that you have time set out each day to do what you love as well as have time to study for assessments without needing to cram in time.
STUDY WITH OTHERS
Sometimes studying with two heads or more is better than by yourself. Studying with your friends or peers keeps you motivated, you challenge each other, discuss and remember you are not alone in this test. However, it is also important to note that this may not be everyone’s thing; some people may be comfortable working by themselves but always remember to reach out or ask for help if needed.
2 STAY FOCUSED
3
Staying focused when you are studying is key to success. Shutting out any other distractions or worries and staying completely immersed in your studies may seem like an impossible task but when you are completely focused your mind can properly concentrate and can acquire the information and knowledge you need to learn.
SET GOALS THAT YOU CAN ACHIEVE
Whether your exam is in a few days or weeks, set goals which can help you stay focused. You may need to increase your efficiency without getting tired and make the most of the time that you have to prepare.
5
4 THE DAY BEFORE THE EXAM
Cramming the day before a test, never gets us ANYWHERE!! Keep in mind that you have already spent a lot of time studying so only go over your main notes and underline the most important details you should keep in mind.
Hopefully some of these tips will be useful for you and help you reduce the stress we all go through before tests. It’s important that if you are feeling stressed or anxious that you don’t bottle it up - speak to your parents or teachers and they’ll be able to support you as well. And most importantly, always remember…
“YOU GOT THIS!” ■
BABKA MARMURKOWA
Polish Chocolate Marble Bundt Cake
By Zara Joachimiak
Ingredients
200g butter, room temp
1 cup of granulated sugar
1 tsp of vanilla extract
2 cups of flour
4 eggs, whites and yolks separated
60 ml of milk
1 tbsp of baking powder
¼ cup of cocoa powder
2 tbsp of rum
Pinch of salt
Powdered sugar
¼ tsp cream of tartar
Artwork by Lukas Li Rosi
This delicious dessert is a popular Easter treat that is consumed all throughout Poland during the time of Easter. The Polish babka is a sweet cake containing yeast. The word babka means ‘grandmother’ or ‘old woman’ in English, the reason why it is named as such is due to the cake being baked in a fluted cake pan with a hole in the middle which closely resembles a Polish grandmothers skirt. The cake was traditionally made with an unbelievably large amount of egg yolks, but now thankfully contains much less.
The dessert was originally enjoyed by the Polish aristocracy as well as Polish kings in the 17th century. It is now enjoyed by everyone, not just the Polish aristocracy. The cake has a soft crumbly texture with a light yeasty flavour. So, from my family to yours, I bring to you a recipe for a Polish marble Bundt cake, or as we call it ‘Babka Marmurkowa’ in Polish.
Method
1. Preheat oven to 190°C
2. Prep Bundt cake tin by greasing it with butter and coating lightly with flour.
3. Using an electric beater, cream butter and sugar until light and fluffy (3-4 minutes). Add vanilla extract; beat until combined.
4. Add egg yolks one at a time, beating well between each addition.
5. Add milk to the butter/egg mixture. Beat well.
6. In a separate bowl, combine flour, baking powder and salt, and then gently fold through the butter mixture.
7. In a separate clean dry bowl, beat egg whites with a pinch of salt until stiff peaks form. Fold into butter/flour mixture.
8. Add rum to cake mixture and combine well.
9. Pour 2/3 of cake mixture into the Bundt tin. With the remaining 1/3, incorporate cocoa powder until well combined.
10. Add the chocolate cake mixture into the tin and with a wooden skewer swirl the cake mixture together until your desired marble pattern is achieved.
11. Bake for roughly 50-60 minutes, checking on it frequently.
12. After baking, transfer the cake onto a wire tray, facing upwards. Allow to cool completely (roughly 30 minutes).
13. Dust with powdered sugar. ■
POETRY UNLEASHED: VOICES FROM THE CLASSROOM
For Selene
BY MATILDA BIJU
Here I stand, or maybe even more of a float, not for I, but for ant sized beings, that roam the Earth. I am never appreciated, none from humans, not even a little gloat, transcending souls up to the sky, witnessing constant death to rebirth.
I glow restlessly, illuminating golden rays of light, but now, salty skies are slowly setting, so Selene steadily awakens. My day starts to come to an end, as I seek for the sliver of night, so slowly I flutter down, as she floats up, steady and unshaken.
Starry eyed Selene, a misty fog sloppily dancing, twirling around her, gazing in her moonlit beauty, ebony skies accentuate her lifeless light. Selene creates and nurtures dreams, whirling reality to swirl into a blur, the mothering Selene, echoing her lullaby at the dead of night.
For Awe
BY PULAK GUPTA
The haste of speed
The still of peace
I can see myself being wild and free
Tweets of birds
Ones close to me
The poisonous treats
The hope they feed
The drift of tires
The dripping skies
In the dark
All memories fly
Bare the gale
Fight for mail
Ignore the clock
The growing lock
I choose to recuse
I choose to grow
I choose to leap
I choose to fly
For the dream
The ending scene
The craving to reach
Our auspicious awe ■
SCG Fields, 18 April, 2024.
Photo by Arabella Borg
BOOK REVIEW
Before the Coffee Gets Cold
BY
ARABELLA BORG
Recommended for Years 7 and up.
“Water flows from high places to low places. That is the nature of gravity. Emotions also seems to act according to gravity. When in the presence of someone with whom you have a bond, and to whom you have entrusted your feelings, it is hard to lie and get away with it. The truth just wants to come flowing out. This is especially the case when you are trying to hide your sadness or vulnerability. It is much easier to conceal sadness from a stranger, or from someone you don’t trust.”
This novel is set in a hidden Tokyo café, where customers are offered the unique experience to travel back in time. In a refreshing blend of magical realism, time travel and contemporary fiction, ‘Before the Coffee Gets Cold’ is the perfect entry-point into the world of translated Japanese fiction. This book contains four short stories, each being centred around different protagonists and their own complex familial relationships. These stories are nuanced but devastating if paid attention to. These novellas perfectly entwine a feeling of ‘coziness’ all while delivering the underlying and hardhitting themes of grief, with each part encapsulating the intrinsic experience that is human love and loss. These narratives are quiet, pleasant, and easily understandable. It makes for a sweet and comforting read, perfect with a cup of tea… or coffee? It leaves readers with the question: “What would you change if you could go back in time?” ■
Personal rating: 3/5 stars
Book By Toshikazu Kawaguchi
Translated by Geoffrey
Trousselot
NAVIGATING WORK EXPERIENCE A Student Perspective
BY ZOE SEEMAN ARTWORK BY JOSIE WOOLLARD
Work experience is an exciting (and often daunting) step in our journey to independence. It’s an incredible learning experience and a chance to get a feel for what its like to undertake a particular job. Whilst it can feel intimidating not knowing what a particular experience in a workplace will be like, it’s also exciting to know that you could be undertaking shifts, rotating through roles or departments, traveling between sites… lots of
things a worker in that role would do! Wondering about your future is on every student’s agenda, which is why I’m here to share my experiences with the process of securing a work experience placement and navigating the process.
1. Starting off
My initial plan for figuring out where to undertake work experience started by having a rough idea of what I wanted to do when I had completed school. By coming up with a brainstorm, it was easier to narrow down the places and find a realistic goal for work experience. Chatting with our friends, teachers and adults we might know is also a great way to get ideas!
2.
Reaching Out
The next step is reaching out to your selected placement opportunity. A great way to do this is to either call or send out an email. Generally try to stay
polite and follow up if there is no reply initially. Once the general email format is completed, send it to as many places nearby as you can, and as soon as possible as the process will take a while. Luckily for me, I got work experience well before the November period.
3.
Before You Start
Once you’ve locked in your placement, there a few things to organise. Obviously there is a little bit of important paperwork for the school, and then the exciting parts like transport to and from your placement, appropriate attire, and of course what food to bring! Remember to keep in clear communication with your placement and make sure you ask any questions so you feel ready for when you start.
4.
On The Job
Remember to be on time to your placements and to keep in contact with your school placement coordinator. A teacher will visit you on the job so you can let them know how its going and show off all the things you have learnt! Ask lots of questions on the placement and of course let them know if you have any issues. Whilst you’re on placement there will be parts that are really exciting and parts that might be less so, keep in mind that it’s all about learning what a job would be like and to give you a sense of whether this would be something you would enjoy or you might rule out.
5. Finishing Up
On your last day make sure to thank your work experience supervisor (a card is a great idea) and anyone else who has helped you out. You can also email the placement a few days after to thank them for the experience and share some things you learnt from them. Remember that you should be courteous and formal in your communication as this is a professional setting, it’s great practice for when you get a job! Finally, try and enjoy this incredible experience. At SCG Ms Gowdy has organised an amazing program for work experience, make the most of it! ■
THE DIGITAL DIVIDE
THE CONS OF TECHNOLOGY USE AND THE PROS IN THE ACQUISITION OF A NEW SCHOOL CAMPUS
Year 9 student Arabella Borg explores the challenges we all experience in the face of technological advances, and the counterbalance offered by the acquisition of a new SCG campus.
Article and
Photography by Arabella Borg
“ adolescents need to play... in order to advance, and when deprived of these factors, they come out socially, cognitively, and emotionally underdeveloped
- ARABELLA BORG
It is no secret that in recent years technology has become increasingly abundant in our lives. As notable psychologist and author Jonathan Haidt puts it, “Gen Z became the first generation in history to go through puberty with a portal in their pockets that calls them away from the people nearby, in the largest uncontrolled experiment humanity has ever preformed on its own children… Gen Z are, therefore, the test subjects for a radical new way of growing up.” Haidt is saying that we are the very first generation living “day-to-day” lives with the help of phones at our fingertips, in other words we are forever elsewhere.
You’d be lying if you said that your life hadn’t even minutely been improved by technology, from leisurely use to day-to-day learning and recreation, almost every imaginable aspect of life has somewhat been enhanced. There are thousands of technological advancements happening every year, which are improving most of our lives via proximity. Whilst there are many constructive traits to this rise of technology, like everything else, too much of something can be detrimental to one’s health and wellbeing, and technology use needs to be in balanced moderation. ‘The Anxious Generation’ by Jonathan Haidt* is
a valuable, well-researched, openminded, and unbiased perspective of the unfortunate side-effects which the rapid rise in technology consumption is having on the current generation and how it will shape the forthcoming lives of the generations to follow. As is common knowledge, many adolescents and adults have lost the ability to be fully present with the people around them. This is owed to technological advances, resulting in a shifting social life for everyone, even the small minority of those who do not use any social media platforms.
To try and counteract some of the pernicious effects excess technological interaction can have, our school is hoping to inculcate its pupils on the importance of balanced social media consumption, mixing the entertaining aspects of technology use with the enriching fundamentals of outdoor experience. Afterall, experience, not information, is the key to healthy and salutary emotional development, as adolescents should “learn to manage their bodies in the physical world before they start spending large amounts of time in the virtual world.” One of the many positives of the new school campus is that it feels like it’s practically in the middle of nowhere. Also the campus is ‘risky’, not dangerous, and risk is an invaluable aspect to the growth of adolescents, as risks are what help students face their fears, build up their response systems, learn from mistakes and grow
as individuals. Nothing can beat the ▶ thrill of observing wild kangaroos from afar, balancing on the banks of flowing creeks, crossing over rocky terrains on the dried up beds of rivers, finding old, scattered bones or scaling steep dirt cliffs with no railings that overlook a several meter drop into the cold waters of a rocky creek. These experiences were all things that the SCG Active hiking group and I got to experience from a single visit to the site. And what is ironic was that these things were the most memorable and enjoyable moments of the entire visit by far.
Adolescents are described as being “antifragile,” meaning that they don’t break due to an injury or setback, they
learn, recreate, and improve until they have perfected their mistakes, which is why physical play and exploration is so important. It’s universally acknowledged that adolescents need to play, with scientific studies showing that young people want to and need to play in order to advance, and when deprived of these factors, they come out socially, cognitively, and emotionally underdeveloped. Being in the middle of nature on the new school campus is the perfect opportunity to realign the focus of adolescents “whose playtime and social lives moved online, allowing them to wander through adult spaces, consuming adult content, and interacting with adults in ways that are often harmful to minors.” The
enjoyment one might get from walking the river trails of the new campus may seem inconsequential and frivolous, but it might just be the things kids need to remind them that they’re still young, and that there’s no rush to mature amongst the world of social media.
These factors form the core belief at SCG of doing and learning rather than sitting and watching, especially as Southern Cross Grammar strives to let students enhance their learning through various means of hands-on education. Our school is constantly aiming to enrich educational experiences through that of a kinaesthetic sense. To encapsulate these core values, the school decided to
SCG Fields, 18 April, 2024.
purchase the block of land to not ▶ only expand its campuses, but also to cultivate new paths for learning, hobbies, and careers. The new campus is rich in learning opportunities unheard of in other schools and this campus brings an abundance of experiences that aims to foster the interests of all SCG students. There are trails for bushwalking, nature to photograph, fields for sports, creeks for marine studies, an on-land house for excursions, and even sacred sites for Outdoor Education students and those curious about Indigenous histories. No matter your interest, the new land panders to almost all of it. With Kororoit Creek running right through the campus, it provides a firsthand approach to biology and aquatic studies, with the potential for students to study the native organisms that
inhabit the waterways and the land itself; the area is home to many native and endangered species. The land has an extensive history as the Wurundjeri people had inhabited it for thousands of years before the British colonisation. In order to conserve any artefacts, a dig will be held to assure that the land we use does not run over any sacred sites that have long since been buried. Once the dig is completed, Indigenous sites can be set up across the land and preserved so that Outdoor Education students and any others interested in the land’s history can observe and learn, all while keeping respect for the land’s important past. The possibilities don’t even end there; this new campus also provides a space for student-led camps, Year 10 and 11 Formals, and even
school ceremonies.
The possibilities at SCG and the new campus are almost endless, and the paths it will help pave for the current and future Southern Cross Grammar students are vast and immeasurable. The wild setting invites us students to undertake new and exciting challenges whilst immersed in the natural environment, a welcome distraction from the ‘portal in our pockets’ that can be a barrier to growth and connection. And who knows, while you’re out on campus, you might strengthen a friendship or even form a new one.
* = Several copies of Jonathan Haidt’s Anxious Generation are available in our school library for further reading. ■
SCG Fields, 18 April, 2024.
Mansi Jain
EMPOWERING WOMEN IN THE SCG COMMUNITY
We are fortunate as Southern Cross Grammar students to have a community positively shaped by inspiring women. We sat down with one of these inspiring women, Miss Mansi Jain, to discuss her teaching journey.
What was your journey to becoming a Science teacher?
Growing up and attending school overseas I always enjoyed science and maths. I was fortunate to attend an International school and had some really inspirational teachers, in addition to exposure to a range of different curriculum. After studying science at University, I decided to move over to Australia and complete a Masters of Teaching at Monash University. It was a big step coming here as my family are in India, but I knew that this was what I wanted to do.
What does it mean to be a teacher to you?
I’m really passionate about my subjects and I love to help students build their own passion for science. That’s what I love about teaching the middle years, it’s an opportunity to really encourage students to see how fascinating science is and help spark that interest at an early age.
What does ‘empowering women’ mean to you in the context of your role as a teacher at SCG?
I love it here, we have such a fantastic team, with a lot of strong female teachers both in the science department and secondary school as a whole. I’m really passionate about encouraging other girls in the middle years to consider how fascinating science is, and where it can take them for a career. I love to teach my students about notable female scientists like Marie Curie and Rosalind Franklin and the huge contributions they have made to the field.
Looking to the future, what do you hope to see in terms of women in Science?
This really links to why I love teaching middle years science and inspiring young women to consider physics and chemistry in particular. I’m hopeful to see greater participation in the physics and chemistry space by young women, as this can lead to careers in fields in which women are underrepresented like Tech and Engineering. There are so many opportunities out there for women in these fields, I can’t wait to see what the future looks like! ■
PROMOTING CHANGE
Oli Cokovski on student leadership guiding social responsibility
For this first edition of the Aurora Magazine, I sat down with Wellbeing Vice Captain, Oli Cokovski to discuss his future goals, the process behind organising initiatives such as the Orthodox Easter Lunch, and advice for prospective Year 12s and leaders in the Southern Cross Grammar community and beyond.
Oli is a self-professed “really boring person” - his essence is anything but. From regularly going to the gym, to a deep passion in the field of science, his versatility and varied interests make him such a fascinating person to talk to. He plans to pursue a sciencebased career, with focuses on physics and chemistry, and medicine as the ultimate goal. Oli wants to “do all the STEM teachers proud,” which speaks to his innate enthusiasm for the science subjects he takes, and the impact his educators have had on him as a person. Fuelled by his love of coffee, Oli’s tenacious energy and drive to improve in many parts of his life radiates off him.
On the 6th of May, Oli held the Orthodox Easter Luncheon for Year 12 students and teachers – an event to showcase food festivities he holds close to his heart. The idea sparked from the Iftar Dinner, another religious event that allowed people in the SCG community to connect through food and conversation. Oli “came up with a compromise where we could still have food but have it inside the common room.” With only mere weeks to spare until Orthodox Easter, Oli harnessed his ingenuity and envisioned
BY FRANCES MATEO
PHOTOGRAPHY
LINCOLN JACOBS
the Year 12 common room being set up akin to a restaurant – large tables where friends and staff can sit and eat together. As soon as I asked about the logistics and difficulties along the way, Oli expressed that “it was a challenge from start to finish.” Despite the many drawbacks and stressors along the way, the luncheon proved to be a massive success, with over 60 people enjoying the delectable Balkan- dishes. “It’s a way for us to [put] past all our differences to celebrate,” Oli remarked.
He was appointed to the role of Wellbeing Vice Captain as the 2023 school year came to a close, and it has made an immense impact on his
life. A key attribute of being a vicecaptain is putting together and hosting school events that have had a positive influence on the community at large. “I love seeing everyone put aside the education aspect of the school and remind ourselves that the SCG experience is more than just your final ATAR,” Oli stressed. Though our school is largely academic based, Oli and the other school and vice captains aim to enact co-curricular activities to engage students in other areas like science and art. He bears the responsibility of “show[ing] people who are too scared, too shy or too different that it does not matter what other people say.” ▶
Since his transfer into SCG in Year 10, the various events held throughout the years have deeply enriched his secondary school experience. He deemed the time he tore up the dance floor to Rihanna’s Umbrella at Year 10 Formal as “peak happiness.”
More recently, SCG’s Holi Festival was literally and figuratively a vivid experience. Oli and his fellow student leaders were clad in white shirts, hurled the colour powder into the air and embraced Hindu culture at its core. For the duration of the interview, Oli emphasised how he finds joy in other people’s happiness, and the Holi Festival was no exception.
“The best part was seeing all these friendship groups dissolve and everyone having fun with each other.” Oli was impressed by the cohort disregarding “opinions of each other and [getting] involved.” The Secondary School House Carnival this year was an exciting time for all, but a certain song was behind a ‘core memory’ of his. “Unwritten” by Natasha Beningfield played on the speaker, prompting many of his peers to jump to their feet, dancing and singing along to the carefree tune. Seeing the entire Class of 2024 dressed in ridiculous costumes was such a delight, but for Oli, it “was a bittersweet moment because it symbolises the start of the end.” The
remaining events and initiatives on the SCG calendar will be the last in his secondary school journey, but the memories will last a lifetime.
Year 12 is notorious for being the most difficult year of secondary school, however, Oli encourages prospective Year 12s to “look at it as a whole package, not just the SACs and exams.” By taking in other facets of Year 12 such as the various sport carnivals and school events, the school year can become less gruelling and academically focused. “You can have the most fun in Year 12 if you take a step back and allow what will be to be.” ■
FAST FASHION: A LOSING BATTLE
THE ENVIRONMENTAL IMPACT OF FAST FASHION
By Frances Mateo
Artwork by Josie Woollard
Fast fashion. An industry that acts as consumers’ purveyor of the latest trends, styles and aesthetics. Manufacturing facilities churn out clothes as fast as the length of a TikTok, effectively shortening the trend cycle. Specific clothing pieces go from being introduced to obsolescence in mere months instead of years. Characterised by ultra-inexpensive price tags and the ubiquity of polyester, the fast fashion industry is accessible for many, but detrimental to others. The topic of fast fashion conjures up a multitude of varying perspectives and it speaks volumes regarding people’s knowledge of the processes involved in making incredibly cheap, trendy
We cannot talk about fast fashion without shedding light on the environmental impacts. According to the McKinsey State of Fashion report in 2017, the fashion industry represents the 7th largest economy when ranked against countries. Business Insider found that 85% of all textiles end up in garbage dumps annually. It is obvious that fast fashion companies do not care for the environment, profit is their only goal. Look at the tags of your clothing pieces from stores like Cotton On, H&M or Boohoo, to name a few – high chance the fabric is composed of polyester or nylon. These fabrics are made from the melting of plastics (a combination
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The nature of social media algorithms presenting users with the newest trends exacerbates the wasteful nature of fast fashion
clothing. Whilst some may suggest that fast fashion can only last so long, it could be argued that the fast fashion phenomenon is going nowhere fast. A study from The Australian Institute uncovered that Australians are the world’s biggest consumers of fashion, overtaking the United States of America. Perhaps fast fashion is a reflection of the direction of our society; trends over timelessness, abundance over authenticity, popularity over individuality.
of water, coal and petroleum) into small fibres. Unlike natural fibres, synthetic fibres take hundreds of years to break down, contributing to the perils of worldwide landfill. Though the recycling of synthetic fabrics is becoming more common amongst fast fashion companies, the vast majority of fast fashion clothing is comprised of virgin materials. Moreover, the quality of clothing is diminishing – pieces are made with little care for wearability that one cycle in the wash can be damaging, leading to more clothing
ending up in landfill. This positive feedback loop does not appear to be slowing down any time soon, despite the advent of companies that want to alter the trajectory of the fashion industry by using sustainable materials.
Exclusion is deeply rooted in the fashion industry, leading to fast fashion being the only option for plus size individuals. The size inclusivity movement has made strides in recent years; however, sustainable and high fashion brands have failed to include plus size people with their sizing. On average, an Australian woman is a size 16 (ABS data). Despite that, numerous Australian designers fail to make clothing above size 12, excluding a large percentage of Australian women. While high fashion brands are built on exclusivity, whether it’s by tax bracket or size, fast fashion offers more clothing sizes at cheaper prices. This keeps plus size individuals in an infinite hamster wheel, in which their only access to clothing is through fashion brands such as Zara or Fashion Nova.
The plus size community is marginalised within society and many plus size influencers have online platforms that centre activism as a result. These influencers are endlessly criticised for wearing fast fashion brands and taking sponsorship deals with them – but what other choice do they have? In a world in which the “heroin chic” trend has reinvigorated toxic ‘90s beauty standards, we need to put pressure on brands beyond fast fashion to put in the necessary time ▶
and resources into including people of all sizes in their clothing.
Ever since the pandemic, fashion trends have taken over the cultural zeitgeist. Every few weeks, a new clothing item emerges as a microtrend. As much as TikTok and Instagram influencers say, “you need to buy this,” the trend fizzles out in mere months, leaving consumers with a heap of polyester garbage they refuse to wear. Trend cycles encompass the life span of a trend, and these cycles are getting shorter and shorter. The nature of social media algorithms presenting users with the newest trends exacerbates the wasteful nature of fast fashion. When was the last time you saw someone wear cow print? The peak of the trend was in 2020, and these printed fabrics are likely to be in landfill by now. These trends do not have longevity in mind, instead prioritising the ‘it’ fashion of the fleeting moment.
The rise of ridiculously low-priced clothing sites like Shein and Temu have tremendously affected how we value clothing and reveals consumers’ ignorance in relation to garment workers’ rights. $1 shirts. $5 jumpers. These prices of clothing have become normalised among consumers, effectively distorting how they select clothing purely for money-saving purposes. The value for money is debatable when pieces comprised of synthetic fabrics fall apart after one wear. Exploitative manufacturing is the central reason behind the immensely inexpensive price tags. According to The True Cost documentary, less than 2 percent of garment workers earn enough to make a living. This miniscule percentage says a great deal regarding the treatment of people who work in clothing factories, and the lack of care for their wellbeing and lifestyles. Everyone should be able to have clothing on their backs without the sheer exploitation of garment workers.
It might sound like things will never change, but the reality is that it is young people that dictate the market, and therefore it’s young people who can
send a message that they want clothing that is sustainable, durable, and still fashionable. Though us as Australians were found to be the biggest fashion consumers, polls from The Australian Institute found that almost two-thirds of Australians have concerns regarding the environmental effects of clothing waste. It is time for Australians’ fashion consumption habits to reflect our growing disillusion with climate change. There are companies out there that offer high quality products, however the cost and limited size range of these items can be a barrier to many consumers, especially the youth on a limited income. While companies have a large influence on the trajectory of fashion, it is up to you, as a consumer, to put your money where your values lie. Ultimately, it is consumer behaviour to shape the direction of the fashion industry for years to come and your decisions – believe it or not – affect the broader social fabric. ■
WE CAN ALL MAKE A DIFFERENCE - HERE ARE SOME TIPS TO REDUCE YOUR FASHION ENVIRONMENTAL IMPACT:
Purchase clothing from vintage markets or op shops. Typically, the textiles are higher quality than newer clothes and buying older clothing does not consume virgin materials. I know some might be apprehensive about cleanliness of the items, but it is nothing a few cycles in the washing machine cannot fix!
The most sustainable option is to find ways to restyle the clothing you have in your closet. You can turn a dress with a pattern you love into a skirt if layered or folded the right way. Maximising your wardrobe is key.
Ask yourself the following questions before making a clothing purchase: Can I style this piece with others I have in my wardrobe? Is the material going to last? Do I have something like this piece of clothing already? Thinking about these aspects is crucial to avoid making impulse purchases you will endlessly regret.
Hire clothing pieces from rental services. If you have a special event or want to wear statement pieces for a night, rentals are a great way to access clothing for a short period of time.
ANZAC DAY
A DAY FOR REMEMBRANCE
BY ZOE SEEMAN
ARTWORK BY KAYLA FEREDAY
Zoe Seeman, an SCG student as well as a member of the Scouts, shares her personal reflections on how ANZACs are remembered in our community.
Whilst ANZAC day has always been an occasion that I have supported, this year I had the opportunity to contribute to the local dawn service and honour those who have served and died in past conflicts. As a Scout, I have developed a sense of connection to ANZAC day as I participated in badge selling to raise money for the RSL and ANZAC funds. When the opportunity arose to become more involved in honouring the ANZACs, I was more than willing to contribute. This year I joined others in sitting vigil in 30 minute intervals between midnight and dawn at the local War Memorial.
The vigil was a memorable experience, offering a time for personal reflection as well as a visible acknowledgment of the ANZACs.
When dawn rolled around, it was the Scouts responsibility to tidy up the place and promote a positive, respectful environment for the Dawn Service. It was a new experience and opened my eyes to the vast array of people attending this kind of event. The day before we had been able to listen to Ross, a Veteran in the RSL who spoke to us about Gallipoli. His words were in my mind as I stood vigil and listened at the Dawn Service that morning.
One of the highlights of the experience was that I saw fellow students from school who recognised me, fostering a sense of belonging to the community as we shared in the commemoration. Students from SCG lay a wreath during the Service, and it was deeply moving to see so many members of the school community rise so early in the morning to join the community. The whole experience was heart warming and highlighted the dedication of the Caroline Springs community to ensuring the ANZACs are commemorated each year. ■
New Teachers On the Block
BY
MIA GJONI AND AND ZOE SEEMANN
PHOTOGRAPHY BY TARIQ SINGH AND TYANA SU
Over the past year students may have noticed a number of new teachers at the school. We had a chat with Mr Ian Box (SCG Sport Coordinator and Secondary Teacher), Mr Lachlan Scully (Secondary Art Teacher), Miss Lauren Carpio (Head of Year 11 and VCE Humanities Teacher) and Dr Pawel Cholewa (Year 12 Literature and Secondary English Teacher).
How long have you been at SCG. What is your role and what do you teach?
“ I think there’s something fundamentally honest and raw about teaching, and for me this is evident when teaching subjects like English or Literature
- DR PAWEL CHOLEWA
Mr Ian Box: My LinkedIn profile just auto-celebrated 1 year at SCG for me! I look forward to receiving a special commemorative badge, and seeing my name engraved on the ‘1 year of service’ honour board in the future. I currently teach Sport and Recreation and Physical education, and I am the SCG Sport coordinator.
Miss Lauren Carpio: I’ve been at SCG for two years. I’m currently the Head of Year 11 and teach VCE Accounting and Business Management.
Mr Lachlan Scully: Not long at all! I started working at SCG about halfway through Term 1 in 2024 so…. just under 2 terms now. I am in a part time teaching role and primarily teach senior VCE Art at SCG.
Dr Pawel Cholewa: I’ve been at SCG almost two years, and I teach Literature and English.
What is something you love about teaching at SCG?
IB: I have loved being at SCG and being around young people who enjoy
being challenged, learning new things, have a good sense of humour and ask thought-provoking questions. The most common question I used to get asked at other schools was “Can we go early?”
LC: What I’ve found is unique about SCG is that the students are very passionate about their endeavours. This means that in the classroom the students are genuinely interested in expanding their knowledge and developing their skills. This creates a dynamic and enriching learning environment where students share my enthusiasm for my subjects.
LS: So much aha!! SCG is a melting pot of characters and students from so many varying backgrounds. As an art teacher that spends a lot of time working with students to explore their personal interest and identities, I’ve yet to find two students the same which always keeps things interesting and makes for some very exciting visual outcomes.
PC: I think there’s something fundamentally honest and raw about teaching, and for me this is evident when teaching subjects like English or Literature. SCG allows a lot of flexibility and autonomy with this, ▶
which nurtures the development of the individual in an holistic sense. I love being a small part of that process.
If you could choose a superpower which one would you choose, and why?
IB: The ability to go back in time: I would use this to go back in time to the Year 12 retreat camp and make sure I packed a towel, pillow and sleeping bag to avoid being laughed at; specifically by Ms Gowdy. I would have also used it to go back in time to think of a better joke to make when Ms Gowdy revealed that she too, had forgotten to pack a towel.
LC: Telekinesis – being able to move objects with my mind seems like a very efficient way to live. It means I don’t have to exert too much energy or effort when I need something!
LS: I’d like to be a wizard. I know it isn’t really a super power but brewing potions and casting spells seems like a lot of fun!
PC: Teleportation, obviously … as it relates to the last question in this series.
If you could teach any other subject what would it be and why?
IB: I do love eating and enjoying making the most of all morning teas and lunches. Perhaps I’d enjoy being a food teacher as I could eat the student’s work. This is slightly more frowned upon in a PE class.
LC: Anything but maths – the students know I’m horrible at maths and are often the ones teaching me about it!
LS: It would be awesome to be a woodworking teacher I reckon. If it’s not obvious being an art teacher, I very much enjoy hands on practical classes where students and I get to construct and make very physical things. Woodworking as a practice is very precise and mathematical which often gets lost in art education so I would very much enjoy that side avenue.
PC: Visual Communication Design. Even though I have no particular talent for it, VCD was always my best subject at school. I like how you can get lost in both the technical and creative elements of it. Perhaps it stimulates ▶
Lachlan Scully
Dr Pawel Cholewa
different areas of the brain than English or Literature do. Both subject areas are creative, albeit in divergent ways.
space would be pretty cool … or maybe to the State Library of Victoria for some light reading. Or La Porchetta.
How do you relax on the weekend, do you have a favourite thing to do that is completely unrelated to teaching?
IB: Spending time with my family is the best part of the weekend, as I don’t get much time to do this during the week! Beating my daughter at sport is quite enjoyable, but I probably won’t be able to beat her for much longer; she is nearly 2
LC: If I’m not working, you’ll find me at reformer pilates – it’s a nice way to switch my brain off whilst keeping active.
LS: I have far too many hobbies that I can’t afford. But my latest addiction is rock climbing and bouldering. I’ve been climbing regularly for about a year now and find it a great facet for stress relief, meeting new people and exercise.
PC: A back-to-back movie marathon, a hit of tennis, cooking, visit a winery, listen to some jazz or Jim James, and take my dog Hank for a walk.
“ the students are very passionate about their endeavours. This means that in the classroom the students are genuinely interested in expanding their knowledge and developing their skills
- LAUREN CARPIO
If you could take your students on an excursion anywhere, where would you go and why?
IB: Any type of sporting activity that we can’t really do at school (such as surfing or ice hockey). Perhaps a trip to Sandown racecourse to see how the students go at motorsport would be a good one; hopefully there will be less crashes than there was the last time we went to ice-hockey
LC: I’d love to take my students to an excursion where we can eat a lot of food – maybe this can tie into Business Management and Accounting?
LS: Victorian High-country. It’s kind of a boring answer as there are many and much more interesting places around the world but I love the rural Victorian high-country and the many beautiful treks, ski slopes and koalas!!
PC: To a play or film: seeing Andrew Scott in Uncle Vanya with the VCE Literature cohort this year was a real treat! Failing that, a rocket ship to
In this edition of the magazine we explore ways to manage stress, what are your tips for students to manage stress as they approach exams?
IB: My biggest tip is to plan well ahead – spread your study out in the weeks leading up to exams and take a break every hour or so.
LC: I’m a big believer of writing a to-do list and then prioritising tasks. By writing things down, we’re able to visualise all the tasks we need to complete, which then decreases our feelings of stress.
LS: Be kind to your mind and body. Other teachers will have much better strategies for dealing with studying and planning but at the end of the day your body and mind are the most important tool. If you do not respect and look after your body through eating enough, sleeping enough and exercising enough it’s a no brainer that you will stress more.
PC: Eating well. You can have a Zinger Burger after your exams to celebrate. Exercise - even a brisk walk around the grounds, and to get away from all the distraction and ‘noise’ ▶
Lauren Carpio
that occurs before heading into an exam. No all-nighters or Taylor Smith concerts. You know what you know, everything else is irrelevant.
We are also looking at the increasing role of AI and technology in society and how this affects students. What are some of the challenges or benefits of teaching in this interesting time?
IB: It has been great to see all the new digital technology make its way in the Physical Education and Sport environments (such as using GPS, HR monitors, Oxygen monitors and video analysis). The biggest challenge is using this technology to enhance learning and understanding more, which I think we do pretty well in PE. It will be interesting to see what else manages to make its way into PE (such as VR headsets)
LC: It’s definitely been exciting to see how students have embraced technology. It’s a challenge to keep up with the rapid changes taking place and ensure that students know how to use technology in a safe and appropriate way, and how to use it to support their learning. In terms of benefits – students have access to such an incredible amount of information and if this presents amazing opportunities to broaden their perspectives.
LS: AI in art education is a bit ‘quid pro quo’, in that a lot of senior art is about synthesising and articulating unique artistic ideas and then finding the correct and appropriate vocabulary to do so. With AI tools now in the mix, students have assistance in finding greater meaning and vocabulary related to their ideas beyond my knowledge as a teacher, however sometimes access to so much information can be quite demeaning to their practices and lead to doubt, shortcomings and lack of personal attachment to concepts.
PC: Use it, but use it for feedback on your work or for creating resources to help guide and facilitate your learning. Give it stuff to do, but don’t make it do stuff for you, if that makes sense.
We are looking forward to the next school holidays, what does your dream holiday look like?
IB: Hopefully somewhere warm in the upcoming holidays which I am looking forward to. In terms of the ‘dream’ this will involve our daughter sleeping all night without waking us up so we are full of energy to enjoy the days we are there!
LC: I would love to visit Europe. I actually haven’t been before so would love to explore all the picturesque landscapes and buildings.
LS: Going to space would be cool! But I’ll happily holiday anywhere with yummy food, a campfire and good views.
PC: I think I had something of a perfect holiday in January of this year, skiing in the Italian Alps with my Dad. Conditions were perfect and it was great bonding with the old man. I’d also like to travel to the most remote and obscure parts of the globe, where most people daren’t venture: the Pitcairn Islands in the Southern Pacific Ocean; Ittoqqortoormiit; the South Pole of Antarctica, and so on. ■
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I have loved being at SCG and being around young people who enjoy being challenged, learning new things
- IAN BOX
Ian Box
UNVEILING THE QUIRKY CHARM OF ‘THE ADDAMS FAMILY’: A Spectacular School Musical
Shannea Leong, Year 8 student and enthusiastic member of the Addams Family cast, gives us a look behind the curtain as the cast and crew prepared for the upcoming Addams Family Musical.
No doubt you watched the last SCG production and thought ‘Wow, that was extraordinary, I hope they put on another show!’ Well guess what? I’m here to introduce you to the wonderful world of the Addams Family Musical!
The Addams Family production is a tale with laughs, sorrows, (a hint of!) romance, and most importantly, darkness. No, seriously. They won’t stop talking about death. But dear little Wednesday Addams fell in love with a boy called Lucas Beineke, whose parents don’t seem to approve of the Addams family, from their quirky grandma to the parents
themselves, Gomez and Morticia (who are absolutely in love), to their (Dead? Undead?) Butler. However, Lucas and Wednesday are planning to get married, and Wednesday tells her father to not tell her mother, but the problem: Gomez Addams has never kept anything from his wife. Will secrets be spilled? Or will love save the day yet again?
Act 1: The Beginning of a New Family
Let’s go all the way back to January in the school holidays when we first had to submit our auditions for the musical.
There were many students who tried out for the different leads, and eventually in February, Mrs Trounson sent out a Schoolbox notification revealing those who had callbacks. Our first ever rehearsal was on the first day of SCG Active. While the students who applied for leads were doing callbacks, the others were practicing their first songs and dances. Ms Elliot (the Director) and Mrs Trounson both found selecting the leads challenging, as there were so many talented students vying for the same roles. A fortnight later, the cast list was announced and it was the beginning of a new family! ▶
The cast took a great effort in making sure they remembered all of their lines and didn’t just learn them in rehearsals, especially the leads like Talia, “These lines are going to be stuck in my head. I’ve practiced a lot to the point that one night I’m just going to wake up and remember all of the long paragraphs from Gomez.” But these students weren’t the only ones working hard; because we were doing a musical, not only did we have to learn how to act, but we also had to learn how to sing and dance! Luckily, here to help us was Ms Elliot and Rose, our newly appointed dance captain, who was super grateful for this opportunity, “Trying to teach the chorus the dances was a bit of a challenge, as everyone is at different dancing levels, so the more complex dances are harder for beginners. However, learning dances is my favourite thing to do. Dancing is my passion, and I love it.” By the end of Term 1 the cast had mastered up to 17 songs and 6 dances, all over the course of only 10 rehearsals!
Act 2: The Pressure Builds
During the end of Term 1 holidays cast, crew and teachers spent some time rehearsing the start of Act 2 and preparing the headshots for the program. By the time Term 2 rolled around, things started to get more intense - we only had 5 or 6 weeks to learn the entirety of Act 2. Luckily, all the cast was super diligent in making sure they knew their lines, which songs to sing, how the dances went and most importantly, acting! At the start of the year, students were just starting to learn how to get into character, but now we were starting to get the hang of our character and their expressions and emotions. Everyone’s acting, dancing and singing improved a lot and we were all feeling confident; the final stage was just trying to put it all together!
Act 3: Let the Show Begin
Show week was always going to be hectic; in the lead up to opening night we had technical run throughs, dress rehearsals, and of course everyone was
experiencing that mix of excitement and nerves. Opening night was a blur! It was honestly a very good performance for the first time we’ve ever done it, but the next day, we were ready to take notes from the first show to make sure the second one was even better. The second show had quite the amount of people and definitely was one of the best shows. Because we had already had practice from the previous night, we were ready to take it to another level. We had an awesome crowd who cheered loudly for us and laughed at all of our jokes. The third and fourth shows were on Saturday, so everyone had time to rest from school, which was a good thing as we needed the energy to perform two shows in one day. The matinee show in the afternoon was excellent and was time for our understudies to really shine! Then, it was time for our final performance. ▶
Closing night was the fullest show there was and dare I say the best. The crowd laughed at all the jokes (and even the ones that no one had laughed at before), we put in all our effort and some of the main cast even added a little extra something to really give off the closing night atmosphere. At the end of the show during the afterparty, lots of people were quite emotional; we were feeling a mixture of satisfaction but also sadness that this was one of our last times hanging out together like this. However, to help console us we got to have pizza and ice cream, which everyone was super grateful for. We then all gathered in the auditorium to thank all of the staff and students who put all this time and effort into making the show what it was today. We all signed the back wall in the corridor and sung our hearts out in karaoke. Being in the musical was truly an indescribable and magical experience. Even though the nights were long, this was all put together for a reason. I know it’s very cliché, but we all went from barely knowing each other into turning into a big family. We’ll all be connected through this production and these memories will always stick with us throughout our lifetime.
INTERVIEWS
Lexa will be playing ‘Morticia’:
Q: What made you decide to join the musical?
A: I wanted to join because growing up I always loved musical theatre, it was literally in my everyday life, so when I saw the school doing one of my favourite musicals, I knew I had to be a part of it.
Q: Why did you audition for this character?
A: I watched the Addams family a lot growing up and Morticia has been my favourite for the longest time, I was amazed of her self-confidence, and I am obsessed with her fashion. She looked like a fun character to play, getting to be overly dramatic and sassy at the same time is so much fun.
Q: What is your favourite and least favourite thing about your character?
A: Morticia being overly dramatic about everything, she believes that she is always right, and I love playing into that role. Then there’s her outfits; I absolutely adore the 1920s spin we put on the characters. I don’t really think there’s a least favourite thing… maybe the amount of dancing in heels.
Talia Chambers will be playing ‘Gomez’:
Q: Why did you audition for this character?
A: Originally over the holidays I submitted an online audition for Morticia, thinking she was likely the best option for me. However, when school returned, I received a callback for Gomez. At first, I was confused, Gomez seemed like a character who needed an actor who was strong and stern but as I learnt his lines and scenes, I began to understand he’s just as extravagant as me sometimes.
Q: What is your favourite and least favourite thing about your character?
A: My favourite thing about Gomez is his love for flair and his love for his wife. He does almost everything to excess. I enjoy playing with his overthe-top reactions to others and overall animated way of moving. Due to Gomez’s almost rambunctious nature he takes almost every opportunity to tell stories of his ancestors or to go on long rants about unrelated topics and this often leaves me with large paragraphs of dialogue to memorise due to his chatty nature. ▶
Q: What is your favourite and least favourite thing during rehearsals?
A: My favourite thing during rehearsals is acting and performing. Performing with my co-stars, running scenes, and singing fills me with joy and is the highlight of my week. The best feeling is when a scene partner and I are both so in character the scene flows, and we can have fun playing with character and acting off each other. The difficult parts of rehearsals are when people, myself included forget lines or cues, especially important ones.
Mrs Trounson is the Musical Director.
Q: Why did you decide to do The Addams Family as this year’s production?
A: We have some particular requirements for our school production including not having an excessively large band, and having a show that has themes that are appropriate for an F –12 school. I have a shortlist of shows running on my phone at all times and when we looked at what we could get the rights for, from that list, The Addams Family came out as our 2024 show.
Q: What do you think was a particularly challenging moment during rehearsal that we managed to get over?
A: The first rehearsal is always a massive challenge. Everyone is nervous, there’s a lot to take in and everyone is feeling their way. The relief after the first rehearsal is always palpable!
Q: If there was one thing you could change about this whole production, would you change anything, what would it be and why?
A: Involvement of more senior boys. I’d love a more representative balance of genders in the cast. As an aside, if I could have anything, I’d have a theatre with an orchestra pit! ■
WHAT DOES IT MEAN TO GRADUATE INTO AN ‘AI WORLD’?
BY YASH PADMAWAR ARTWORK BY JOSIE WOOLLARD
Terms like ‘Generative AI,’ ‘Machine Learning,’ and ‘Algorithms’ have become increasingly prevalent in the past year, quickly permeating our daily lives. From Siri and Google to ChatGPT and your Netflix recommendations, AI has been implemented everywhere.
AI and its accompanying technological developments have been around in basic forms since the late 1950s, however, the recent combination of advancements in computational power, amount of Big Data, and ease of access to cloud computing have driven significant growth, with investments in the AI sector increasing from approximately $18 billion in 2014 to about $150 billion in 2023. It’s these same investments that have sent the stocks of companies that make GPUs (Graphics Processing Units, which are essential in training AI models) such as Nvidia, skyrocketing, growing thousands of dollars in the past 6 months.
With the AI sector set to grow past one trillion as soon as 2030, it is an undeniable fact that world dynamics are changing, heavily altering our outlooks and predictions for the future. But what does this mean for us as students emerging into this rapidly transforming world?
The introduction of AI into our lives means that we cannot proceed into the future with all the same ideas that we’ve had in the past. We must ensure a balance between AI and natural learning, where we incorporate and weave it into our curriculum rather
than isolate and ban it as much as possible.
Graduating into a world where everyone has free access to powerful AI means that not adopting it is an unnecessary handicap that we place on ourselves. As the internet grew, and the information on it ballooned, the phrase that, “we have access to all the information in the world at our fingertips” also became very popular. Albeit lots of research must be done when we want to find something specific or learn a whole topic.
Now that AI is the one with all the information in the world at its ‘fingertips’, this is no longer the case. A single prompt to recent versions of generative AIs such as ChatGPT and Copilot can result in the equivalent of hours of research condensed into minutes. References can be made, and links to further reading can also be given, drastically improving the efficiency, effectiveness, and availability of learning, which all point towards better horizons.
We must remember that the AI we interact with today is the worst it will ever be. The reliability of answers, the accuracy of results, and more will only get better.
As the forms of AI also advance in complexity and cognitive function, so will the educational landscape, as staying updated with the latest advancements and continuously upgrading skills will be crucial for whichever path we choose to take as we graduate.
As we graduate into an AI world,
the responsibilities for the proper regulation of these technologies will fall on us, as we must engage with the ethical implications of AI. Issues like data privacy, algorithmic bias, and the impact of AI on employment need careful consideration. Laws and regulations will only be made if a voice is heard.
As students graduating into an AI world, we have no choice but to learn and immerse ourselves in this new technology. Regardless of the path we take—be it starting businesses, working in healthcare, or any other field—skills like critical thinking and creativity will be in high demand. AI will be a ubiquitous presence, and we must learn to leverage it to our advantage.
The invention of the printing press by Johannes Gutenberg in the 15th century, which revolutionised the dissemination of information and made literacy and education more available, went on to play a critical role in the Renaissance, the Reformation, and the Scientific Revolution.
Much like the printing press, AI will change how we learn and the way we live. It will be the catalyst for technological eras that will shape the future of the world.
As such, as students graduating into an AI world, with some of us likely playing a role in shaping it, this means that we must prepare ourselves and we must be ready for the future. ■
TAKING CROSS COUNTRY TO THE NEXT LEVEL
By Maya Chengappa
Cross Country running is an exciting and inclusive sport; all you need is a pair of shoes and a running track (and a group of friends to cheer you on helps as well). For the race, the runners compete against each other over a long-distance run, usually 3 to 5km in length. The course that competitors run on can include all sorts of terrain: concrete pavement, grass ovals, winding hill tracks, and bushland paths.
The 2024 SCG Cross Country season started for SCG students on the 9th of May, where all students ran 1.5km to make it onto the school Cross Country team. We were all spilt into our various age groups and by gender. We had to run one lap around our local course and those who placed in the top 8 from each age group, qualified to move onto the next stage of Division!
On the 24th of May, the SCG Cross Country team travelled to Footscray Park for Division Cross Country. Here the SCG team came up against the best Cross Country runners from schools across the area. The racetrack was quite an adventure, with students running up hills, over bridges, on twisting roads and even along the Maribyrnong River. At the end of the day all of the SCG runners did an amazing job at representing the school, with more than half of us moving on to Regionals. Students who do well in Regionals then have the opportunity to move up to State, and for those who are really elite – Nationals!
I had the opportunity to participate in Divisions Cross Country. It was exhilarating and overwhelming at the same time. To help me get through this race I had my air pods in, so I
could listen to music. As I gathered at the starting line along with the other racers, my mind focused on one thing; winning this race! I started running and instantly my nerves vanished, and I started to enjoy the tiring yet fun race. I was ready to pass out by the time I crossed the finish line, but a piece of news kept me awake; I had come first! The race was one of the best I had ever run, and I loved every second of it.
It’s been great to see so much enthusiasm for Cross Country across SCG this year, and the students who have been competing have represented the school with enthusiasm and pride. ■
