Index
From the Principal
PAGE 4
At Our Winter Table
Deputy Principal Celia Mara speaks about leading with heart and listening well.
PAGE 6
Footloose
Musical Update
We check back in on how Footloose is coming along, including a cast announcement for the main characters.
PAGE 8
Bridging Now to Next
Allison McDonnell explains how St Martins recognised National Reconciliation Week, through class integration and extra-curricula activities.
PAGE 12
Magical Moonlight Writing Competition
Marianna Van Der Berge shares the winners of her 2025 writing competition and their entries that claimed the prizes.
PAGE 14
Year 10 Work Experience
Our Year 10s have been out in the community completing work experience. Future Pathways Leader, Linda Polomka reports in on what they learnt.
PAGE 16
A German Adventure
Germany trip attendee, Connie Ferraro, shares about the experience and what the students learnt.
PAGE 20
The Benefits of Learning Auslan
Marita Vivan talks about learning Auslan and how it’s benefiting our Reception to Year 5 students.
PAGE 22
Generations in Jazz
Stephen Walther recounts the St Martins’ students achievements at the 2025 Generations in Jazz event.
PAGE 24
‘Street Library’ Awarded through National Literacy Initiative
Kelly Lynch from the College’s Library Team speaks about the valuable addition of a College ‘Street Library’.
PAGE 28
Campus Calves
Brett Shepherdson shares the purpose of the four-legged College visitors.
PAGE 30
Vocational Education and Training News
Katherine Green updates us about the students who are undertaking a variety of Vocational Education and Training and School Based Apprenticeships.
PAGE 34
Rostrum Voice of Youth Competition
Marianna Van Der Berg explains what the Voice of Youth Competition is and the success our students had in proceeding to the semi-finals.
PAGE 36
Ministry Report
Wesley Olivier, Director of Ministry, reflects on the past term and takes a look ahead to next term.
PAGE 38
Photo Galleries
Sport
PAGE 10
Camps & Outdoor Education
PAGE 11
Year 11 Formal
PAGE 18
Music
PAGE 26
Drama
PAGE 27
Around the College
PAGE 32
In the Community
PAGE 33
Meet the Staff: Jess Csillag
Say hello to Jess Csillag, who is the newest Food Technology teacher.
PAGE 41
Term 3 Calendar
Get all the key dates and information for school events happening in Term 3.
PAGE 42
From the Principal
Alan Connah
Speaking in New Ways, Thinking in New Ways: The Power of Learning a Second Language
At St Martins, we believe that learning a second language is about much more than mastering vocabulary and grammar. It is an invitation to think in new ways, to appreciate different cultures, and to see the world through fresh eyes.
Language shapes how we communicate, but it also influences how we understand others. When students learn a new language, they also learn to listen more deeply, to observe more closely, and to appreciate the rich diversity of the global community. It opens minds and hearts to new perspectives—something our world needs more than ever.
That is why we are so proud of our language program at St Martins.
From Reception to Year 5, students engage in Auslan, the sign language of the Australian Deaf community. This not only introduces them to a new language, but also fosters empathy, inclusion, and respect for those who communicate differently.
From Year 6 to Year 12, students continue their language journey with German. Beyond the academic skills gained, this offers a powerful gateway into understanding European culture, history and identity. Our long-standing sister school relationship with a school in Dannenberg, Germany, strengthens this experience. In April this year, a group of our students travelled to Germany for a two-week language and cultural tour. After a week exploring some of the famous cultural, geographical and historical sights which Germany has to offer, our students spent a week immersed in everyday
German life, hosted by students from our sister school—an experience that brought their language studies to life in the most authentic way possible.
These kinds of experiences go far beyond the classroom. They help our students develop confidence, independence and intercultural understanding. They realise that communication is more than words—it’s about connection, respect, and curiosity.
Learning a second language is not just about preparing for global opportunities—it’s about preparing for life. At St Martins, we are proud to offer students the chance to grow in knowledge, character and understanding through language.
Yours in Christ, Alan Connah Principal
At Our Winter Table Leading
with Heart and Listening Well
“Leadership that listens, a community that reflects.”
In the quiet rhythms of winter, we often find ourselves drawn to the table, not just for warmth and nourishment, but for connection. There’s something sacred about gathering around a shared space, where stories are told, reflections unfold, and we are reminded that we belong to something greater than ourselves.
This term, the staff at St Martins have done just that. Across both the R–6 and 7–12 Villages, and our non-teaching staff, we’ve gathered around what I might call our professional winter table — not with soup and sourdough, but with pens and purpose. These gatherings, part of a reflection session titled Shaping Our Future Together, were held as part of our ongoing commitment to living out the 2025 Strategic Intent, grounded in three guiding commitments: Community, Wellbeing, and Learning, Teaching and Innovation.
• What’s working well in this area?
• Where are the current tensions or gaps?
Staff engaged in two key reflective activities. The first centred on our strategic commitments and invited colleagues to consider:
• What ideas or actions could move us forward?
The second activity focused on strengthening our leadership practice. Staff were invited to offer feedback to each member of the Executive Team (Principal, Deputy Principal, Business Manager, Head of Learning, Teaching & Innovation, Head of Wellbeing and Director of Ministry,) focusing on how we lead; communicate and support our community, using these prompts:
• What do you want the person in this role to hear?
• What do you feel the person in this role is not currently hearing?
• What support or clarity would help you better understand this role or
work more effectively with the person in it?
These were not easy conversations, nor should they be. The most nourishing gatherings, after all, are those where honesty and care are both present at the table.
“Leadership is not about being in charge. It is about taking care of those in your charge.”
— Simon Sinek
Sinek reminds us that leadership is not about authority, but about care. At St Martins, this means listening deeply and leading with presence.
As Deputy Principal, I’ve been privileged to listen to these voices, each one bringing insight, compassion, and a deep love for our college. In a season that can feel full and fast-paced, it was a gift to slow down and reflect not just on
what we’re doing, but how we’re being with one another.
This work is not about perfection. It’s about presence. It’s about leadership that is willing to sit with complexity, that welcomes feedback not as criticism but as care, and that understands the evolving needs of a thriving school community.
“Vulnerability is not weakness; it’s our greatest measure of courage.”
— Dr Brené Brown
Brown’s work shows that courageous leadership begins with openness. In our staff reflections, that courage came through in every voice shared.
I want to thank our staff for the openness they brought to these sessions and for speaking truth with grace, for acknowledging change with honesty, and for reminding us all that leadership is never a solo act. It is a table long enough for many voices, and it is strengthened by the very community it serves.
“Authentic leaders are genuine, moral, and character-based individuals who are transparent and fair in their interactions.”
— Bill George, True North
True North by Bill George has always resonated deeply with me. It’s a powerful read for anyone interested in leading with integrity and clarity. In it, George debunks the myth of the all-knowing, superhero CEO and instead speaks to a kind of leadership grounded in values, shaped by experience, and lived with authenticity. It’s a book I
return to often, and one I’d highly recommend. The best leadership, he reminds us, doesn’t come from control, but from character. That’s what I hope we continue to cultivate here at St Martins: a culture where humility, courage, and human connection are not just encouraged, but essential.
As always, our work as a staff is not only professional, but also deeply relational. These moments of reflection help us grow not just as colleagues, but as educators in service of our students and their families. The way we listen to one another strengthens our capacity to listen to our young people with greater empathy, wisdom, and care.
As we move through this season together, may we all - students, staff, and families, continue to gather around our shared winter table, bringing honesty, kindness, and courage to whatever lies ahead.
Celia Mara Deputy Principal
It’s a gift to slow down and reflect not just on what we’re doing, but how we’re being with one another.
Musical Update
On the surface, Footloose is a musical about a town where dancing is against the law. But underneath it is much more. Amidst the fun, the laugher and the dance, Footloose is a story of people who are struggling with deep loss - people searching for belonging, acceptance and most of all forgiveness. This makes Footloose more than just a good night out at the theatre (which it certainly is) but also a show where we see growth and acceptance.
Held every second year, the senior musical production is a much-loved tradition that showcases the creativity, dedication and talent of students. Previous hits have included Shrek and The Addams Family, with each show drawing strong local support from the Mount Gambier community.
Director and Drama Teacher Andy Ahrens brings a wealth of experience to St Martins, having directed numerous productions in Adelaide, including the award-winning Sweeney Todd, Les Misérables, Jesus Christ Superstar, Seussical, and Urinetown. He was also the inaugural director of the 24-Hour Show, where a full musical (South Pacific) was announced, cast, rehearsed, and performed in just one day. His final show in Adelaide before moving to Mount Gambier as a teacher was Songs for a New World, which starred Meg Tucker Now serving as the Vocal Director for Footloose, Meg reunites with Andy for this production – a collaboration he’s especially thrilled about.
Footloose marks Andy’s seventh senior musical at St Martins, with his first being Little Shop of Horrors back in 2013.
“There is something special about doing a musical with a school – they are loads of fun!” says Andy. “Young people have
Director Andy Ahrens going over the script with Christopher Mossford-Macgregor and Jacob Halleday.
Jacob Halleday as Willard and Lachlan Paltridge as Cowboy Bob.
a sense of energy and wonder, and they always rise to expectations. We will have around 50 students working as cast, crew, orchestra and in other roles such as costumes and makeup.”
Starring in Footloose is Christopher Mossford-Macgregor as Ren, the Chicago boy who moves south to the non-dancing town of Bomont. Christopher has made the transition to the stage, having previously been a trumpeter in the orchestra. Joining him, Lauren Agnew returns after her deathly wonderful performance as Morticia in The Addams Family. Lauren plays the rebellious Ariel, a teenager trapped in a town full of rules and expectations. She is supported by her teenage friends, Rusty (Paegan Collins), Urleen (Asha Baker) and Wendy-Jo (Eleanor Doyle).
Also returning from playing roles in The Addams Family are Jacob Halleday who plays Willard, the not-so-smart lad with a heart of gold, and Joshua Tilley who plays Shaw, the feared Reverend, who simply wants the best for his family and community.
Footloose looks largely at the dynamic between parents and children. The stakes can be high as teenagers try to break away from their parents’ grasp and parents try to hold them back in protection from the world. And yet, in the jostling of it all, the most powerful force always seems to be some form of love.
Based on the hit 1984 film, Footloose the Musical opened on Broadway in 1998, running for two years and 709 performances. The film’s iconic soundtrack, which reached #1 in Australia, includes killer 80s hits like Footloose, Let’s Hear It For the Boy, Holding Out for a Hero, and Almost Paradise –perfect for anyone nostalgic for teased hair, bright colours and slipping into a fresh pair of jeans.
Don’t miss this vibrant and moving production at the Sir Robert Helpmann Theatre on August 14 and 15 at 7pm. It promises to be an entertaining and emotional night, showcasing the incredible talent and hard work of St Martins students.
Tickets are from $18 and are available online here or by scanning the QR code.
“Young people have a sense of energy and wonder, and they always rise to expectations.”
- DIRECTOR ANDY AHRENS
Asha Baker as Urleen and Eleanor Doyle as Wendy-Jo.
Paegan Collins as Rusty with Lauren Agnew as Ariel.
Camps & Outdoor Education
Bridging Now to Next
National Reconciliation Week at St Martins
In recognition of National Reconciliation Week students and staff had opportunities to learn about the history of Aboriginal and Torres Strait Islander peoples and participate in some activities that aligned with our values of ensuring that we treat all people with respect. We have been reminded to show care for all, to have integrity and that a shared understanding of our past will lead to a strengthening of our future.
During our Devotions and Worship, we learned about compassion and empathy. The story of Esther and her incredible courage and compassion in the face of adversity has been a focus this term and our Worship service during National Reconciliation Week connected Esther’s experiences with the compassion that is needed on our journey of reconciliation.
Our Year 2 students and teachers, as well as some of our Year 7-9 Aboriginal students watched Nunga Screen 2025 at the Sir Robert Helpmann Theatre. Nunga Screen is a series of short films/ documentaries directed and produced by and starring/narrated by Aboriginal and Torres Strait Islander peoples. It’s an opportunity for stories to be shared.
A highlight this year was seeing the Craitbul story on the big screen, as told by Aunty Michelle Jacquelin-Furr.
"A shared understanding of our past will lead to a strengthening of our future."
During the week a number of activities were held to highlight the coming together of students and staff. Staff enjoyed a morning tea of orange and wattleseed cake. Students also enjoyed some food options our incredible Food Tech staff led a Year 7-9 cooking session of wattleseed chocolate pudding and also a Year 10-12 session of bush tomato and wattleseed focaccia with salt butter. During our lunchtimes, our fabulous Captains and Vice Captains as well as our School Ambassadors led sessions such as music a playlist of music written and performed, some in Language, by Aboriginal and Torres Strait artists. There were also activities held in the library such as games and colouring
opportunities and a friendship-bracelet session. In classrooms, students learned about Reconciliation Week and about symbols used in language. Some classes also listened to Solid Rock (by Australian music group, Goanna) - the official song of National Reconciliation Week for 2025.
While it is important that we share in these joyful experiences of Aboriginal and Torres Strait Islander cultures it is also important for us to think about and acknowledge why this week exists. It has been—and still is for many—a harrowing journey of disrespect and injustice. It is my hope that we at St Martins will continue to strengthen relationships between Aboriginal and non-Aboriginal people through a shared understanding of respect, connectedness and integrity. Our values of Faith, Respect, Encouragement, Growth, Hope and Compassion are at the heart of our journey and we’ve seen them in action again during National Reconciliation Week 2025.
Allison McDonnell R-12 Indigenous Education Coordinator | Teacher
The student leaders ran a friendship bracelet making session one lunch.
Cooking chocolate and wattleseed self-saucing pudding.
The library had multiple displays featuring Aboriginal and Torres Strait Islander authors.
Colouring, particularly the National Reconciliation Week theme artwork, was a highlight for the younger students.
Magical Moonlight Writing Competition
This year, the St Martins Lutheran College writing competition was about the moon! Students were invited to write either a poem or a short story with a connection to the moon or moonlight. 20 students across Year 4-12 participated.
Writers in the Year 7-12 Village created fascinating characters and a range of intriguing settings for their stories and poems. Some writers focused on the different phases of the moon, while others wrote about the moon’s beauty. Year 9 student Vea was awarded the prize in the Year 7-9 category with a beautiful poem about eclipsed hearts. The winner in the Year 10-12 category is also a poet, who used sibilance, rhetorical questions, caesuras and incredible vocabulary: Year 10 student Elizabeth
In the Year 4-6 category, many students explored acrostic poems about the moon and moonlight! They wrote about alien friends, magical ponies and the mystery of the moon. The winner is a poignant story about moonlit dreams, during which Tom finds a staircase and stays at a moon hotel. Congratulations to Laura in Year 4.
Marianna Van Der Berg Teacher
Moonlit Dreams
Author: Laura, Year 4
“Ding, dong, ding” the school bell went. Tom rushed home so he could watch TV. Watching TV is Tom’s favourite thing to do during the daytime. Tom hates school. The time went by after school and it was 8pm. Tom loves night-time because he can nightdream (which means daydream but at night!).
Tom dreams he’s in a red rocket-ship flying to the moon with the moonlight guiding him. Tom’s favourite dream is he finds a moonlit staircase that leads to the moon and he likes to pretend he’s jumping so high that he can jump back to earth. But sometimes he has nightmares that he’s stuck on the moon. Tonight, Tom dreamt of staying at a moon hotel that was powered by moonlight so he could watch TV.
Tom wants to be an astronaut when he grows up. If he changes his mind he wants to be a scientist so he can study the moon.
The reason Tom loves the moon so much is because his Dad did. Sadly, when Tom was a toddler his Dad past away but one thing Tom remembers about his Dad is he loved the moon. So, when Tom hopefully becomes an astronaut he’s wishing he’ll see his Dad on the moon.
Tom also loves how the moon looks, because on Tom first school camp at the beach he saw the moonlight shimmering on the ocean sea. It was so pretty! One thing that makes Tom cry, is that whenever he looks at the moon it reminds him of his Dad. Even if not all of his wishes come true he will still love the moon because his Dad loves him.
The Moonbow
Author: Elizabeth, Year 10
The night’s darkness, cold and fresh. It does not announce itself like a chirpy daybreak. The breeze is peacefully still, gloomily gentle. The foggy air is met with froggy serenades.
Gaze down. See the shadows, Trace the tenuous contours of twisted trees. Notice post-bloomed buds hanging dormant, Clutching petals tight, awaiting dawn.
Look ahead. Scores of trunks. They’re scattered, skin battered. Who frayed their bark? No soul has done so. It is the trees’ compliant choice to shed.
Glance behind. Move a step, Let a twig interrupt the placid ambience. Take a slow breath of reassurance; The tranquility is for yourself to enjoy.
Peer above. A cluster of bifurcating limbs, Suspended betwixt a tenebrous palette. Nestled amongst them, an owl waits, Shuffling up as its reserved gaze meets yours.
Squint even higher. Beyond the branches. Past the mist lies a celestial scintillation. A blanket of galaxies encircles the world, But constellations are not the star of this sky.
Who lets the trees cast their vague shades? Who lets the sun light what it can’t itself see? Who lets you behold the path without a torch? Why, the orbicular full moon does these feats.
And, as if a crown for its accomplishments, It has donned an ethereal halo of light, Iridescent, with glowing radial rays. It is but a hazy illusion from the air.
Their story lingers in the sky above, A timeless folktale of forbidden love.
A Tale of Eclipsèd Hearts
Author: Vea, Year 9
The universe, vast and stories’ home, Lives the tale of Moon’s melancholy roam. Created as the Sun’s soft counterpart, She glows with silver beams that touch the heart.
A mirror to his light, she graces night, Adorning skies with fair, enchanting light. Her power stirs the seas to rise and fall, A force unseen, yet felt by one and all.
How magical her glow, so calm, serene, A beacon faint, yet steadfast and pristine. Her surface bears the marks of fleeting feet, Still she shines, ethereal and discreet.
In tales of old, her name is spun with lore, Inspiring poets dreaming evermore. Majestic in her quiet, mystic grace, She guards the night with patience on her face.
Yet in her heart a secret longing lies— For her precious Sun, whose radiance fills the morning skies. Their love forbidden by celestial laws, Only a few meetings yearly, with awe-filled shadowed pause—
The solar eclipses, their paths align, For moments brief their hearts and lights combine. But if she’s too close to the Sun’s bright light, Her gentle glow would dim and fade from sight.
She toughens up to hide her broken heart, So she can shine while they’re forced to be apart. Her gentle light falls softly on the ground, Like tears that show she’s sad but still around.
From stardust she came, fate both sad and true. She shines for all, but wants what can’t come true. The Moon and Sun—a love that’s doomed by fate— Forever close yet always separate.
Their story lingers in the sky above, A timeless folktale of forbidden love.
Year 10 Work Experience
A Valuable Learning Experience
It’s hard to believe but as I write this, Year 10 work experience has already been and gone for another year! By all accounts, it was a highly successful week for everyone involved and will give students a head start to the course counselling process that begins soon.
"A chance conversation or meeting during work experience can sometimes be the catalyst needed to sharpen career ideas, improve motivation and provide
inspiration for future pathways."
The usefulness of work-related learning for young people at key points during schooling is universally recognised in the careers field and work experience is no exception. A chance conversation or meeting during work experience can sometimes be the catalyst needed to sharpen career ideas, improve motivation and provide inspiration for future pathways. In career development, this type of unexpected but largely positive occurrence is often referred to as a happenstance event, but colloquially, we’d refer to it as ‘right place, right time’! Our experience at the College is that just one positive interaction in this context can be a game changer for a student as they move further into senior schooling.
All that aside, what did our students think of their work experience this year? I asked them the following questions:
What was the most valuable thing you learned during your work experience?
Evan – "I found out how important it is to have good relationships with your co-workers."
Sophie at Flinders University
Rachael at Boneham Aged Care Services
Elizabeth – "I learnt a lot of important things about how to understand and look after horses."
Maclaren – "I learnt a lot about the industry. My work experience opened up this career as an opportunity for me in the future."
Charlie – "My work experience was not what I was expecting but was engaging – I was pleasantly surprised."
Did your work experience change how you feel about what you might want to do in the future?
Harper – "I was offered an apprenticeship from my work experience. I’m excited about this opportunity."
Rachael – "My work experience affirmed that I would like to work in the health industry."
Liam – "I didn’t know if I was going to enjoy my work experience but I did. It wasn’t something I had considered before but will now."
Chi – "Working in an office environment was enjoyable and I think it is something I would do in the future."
On behalf of the College, I would like to personally thank all employers who generously give of their time and expertise to support our students through work experience.
Linda Polomka Future Pathways Leader | Teacher
Liam at Limestone Coast Motorcycle and Small Engines
Elizabeth at the Australian Baroque Riding Academy
Maclaren at Cavpower
Kara at the Multicultural Communities Council of SA
Year 11 Formal
A German Adventure
Over the April school holidays, ten students and five parents accompanied by teachers Mr Meier, Miss Ferraro, and Mr Connah, embarked on an unforgettable cultural immersion trip to Germany. What began as a scenic journey through historic towns and stunning landscapes ended as a deep dive into German traditions, food, and everyday life—leaving everyone with memories to last a lifetime.
The trip began in the breathtaking Rhine Valley, known for its terraced mountains, charming villages, and the winding beauty of the Rhine River. The group was treated to views of ancient castles nestled into the hills, standing as centuries-old reminders of Germany’s rich medieval history. One of the most memorable experiences early in the trip was spending a night in a real castle in the picturesque town of Bacharach—an opportunity that made everyone feel like they had stepped into a fairy tale.
“The students were able to use all the German they had learnt at school and put their language skills
to the test.”
A relaxing cruise on the Rhine River gave the group a new perspective of the valley, and over the next couple of days we explored the sights of the region, including the remote Eltz Castle and the opulent Augustusburg Castle, which boasted magnificent marble staircases and immaculately curated gardens.
Heading north, the group explored the vibrant cities of Cologne and Hamburg. In Cologne, the highlight for many was the Lindt Chocolate Museum, where students learned how chocolate is made—from cacao bean to the smooth, sweet treat we all enjoy. Tastings were included, although the raw chocolate wasn’t to everyone’s liking—particularly Mr Connah, who was seen grimacing after his first bite.
The tallest twin-spired church in the world, Cologne Cathedral, which reaches 157m.
German student Ida helping Liam and Abby prepare sausage rolls.
Hotel Restaurant Altkölnischer Hof in Bacharach on the Rhine River.
The group also visited the majestic Cologne Cathedral, and were awestruck by the stunning architecture and the stained glass windows. The group was able to witness a service that was on and listen to the sounds of the traditional pipe organ being played.
Hamburg offered a taste of big city life. Students learnt skills in navigating the local train system in a foreign language, toured historic streets, admired old architecture, and indulged in a little retail therapy at one of the city’s large shopping centres. But the heart of the trip—and the most treasured part for many—was still to come.
The next destination was Dannenberg, home of St Martins’ sister school, Fritz Reuter Gymnasium. Here, students were warmly welcomed into the homes of German families and experienced daily life firsthand. From Easter egg hunts and traditional Easter bonfires to riding bikes everywhere and sampling homemade meals, students got a true taste of German life. Jayden from Year 11 commented that he was “surprised that the traditions in Germany are older than I initially thought, and that the German Easter traditions are very intricate.”
“I loved exploring the cities and making friends when staying in our host families,” Chelsea from Year 10 said, summing up the sentiments of many.
In Dannenberg, students also spent a day attending school at Fritz Reuter Gymnasium, rising early to meet the 7:55am start time. The visit included sharing cultural experiences through food—Aussie favourites like fairy bread, sausage rolls and ANZAC biscuits were a big hit, while German hosts introduced students to classics such as Kartoffelpuffer (potato pancakes) and Spätzle mit Käse (cheesy pasta).
Trying new foods became a recurring theme of the trip. Whether it was breakfast with their host families or eating out in local cafés and restaurants. The students were able to use all the German they had learnt at school and put their language skills to the test especially when it came to ordering meals and trying to communicate with people in the shops.
The final chapter of the journey took the group to Berlin, where they explored some of the more sobering parts of German history. Visits to the Jewish Museum and various memorial sites around the city offered a stark look at the impact of World War II and the rule of Hitler. Students walked past buildings still scarred by the fighting, deepening their understanding of the past.
“I learnt a lot about World War II and all the laws that were instigated while
persecuting the Jews,” Year 10 student Camilla said.
Despite the serious tone in Berlin, the trip ended with a greater appreciation of Germany’s culture, language, and history. And while exploring castles and chocolate museums left big impressions, it was the simple moments—like riding bikes through Dannenberg and sharing meals with host families—that truly shaped the experience.
Students learnt a lot about every day life in Germany. Amelia from Year 10 noted that “Germans don’t wear helmets. Most children ride to school. Breakfast, lunch and dinner we sat around the table for all meals. Breakfast in Germany normally consists of cold meats and cheese and sometimes cereal.”
The cultural exchange, driven by Mrs Marion Fick’s tireless preparation and commitment to student learning, offered a broader understanding of German culture and history, while strengthening students’ language skills and building lasting international connections. For many, it was a transformative experience that extended far beyond the classroom.
The tour group in front of Augustusburg Castle in Brühl, Germany.
Connie Ferraro SACE Leader | Teacher Germany Tour Participant
The Benefits of Learning Auslan
As part of the curriculum from Reception to Year 5, students study and learn Auslan. This is the students first step towards learning languages.
Learning Auslan, which stands for Australian Sign Language, is an incredibly valuable skill for students. It goes beyond just learning a new way to communicate—it helps build a more inclusive, understanding, and connected society.
Better Communication Skills
Auslan helps students become great communicators—not just with words, but through signing, facial expressions, and body language.
Inclusion and Friendship
Learning Auslan encourages students to be inclusive to all especially Deaf or hard-of-hearing classmates and make new friends. It shows kindness and respect to everyone, no matter how they communicate.
Brain Development
Learning Auslan as a second language boosts brain power! It improves memory, attention, and problem-solving. It also teaches students how to focus and think in new ways.
Builds Empathy
When students learn Auslan, they also learn about Deaf culture and how other people experience the world. This helps them grow into more caring and understanding people.
Fun and Active Learning
Auslan is a hands-on language that uses movement, gestures, and facial expressions. It’s fun, active, and engaging—especially for students who learn best by doing!
Useful Life Skill
Auslan is a skill that can help in school, at the playground, or later in life for jobs in education, healthcare, or community work. It’s a meaningful way to make a difference.
Recently we have been lucky enough to have Nudee Cook from Inclusive Auslan come and run a session with the Year 5 classes. Nudee focused on Deaf history and the use of technologies by Deaf and HOH (hard of hearing) people to aid in communication over the years and how this has changed over time.
Excitingly, from 2026 the Auslan program will extend to include Year 6, with students beginning German in Year 7.
Marita Vivian Teacher
At last year’s R-6 Christmas Concert, one of the songs was signed in Auslan by the students.
Nudee Cook teaching students about lip-reading.
Nudee explaining the history of hearing aids to Year 5 students.
Generations in Jazz 2025
This year, St Martins’ music students along with over 4,000 students from every state in Australia and over 2,000 visitors converged at ‘The Barn’ in Mount Gambier for the 36th annual Generations in Jazz weekend.
Since 1987, this festival has inspired the next generation of talent and brought world-class music to a Mount Gambier paddock — complete with the world’s biggest modular tent and plenty of brass! Generations in Jazz is a threeday event featuring a big top tent, four newly built performance auditoriums, the Apple Farm, a private house, and an equestrian centre. This is the setting for the National Stage Band and Vocal Ensemble awards, where schools compete against each other across various categories. It begins on Friday night with a dinner and concert. The competition is held on Saturday and the event finishes up on Sunday with workshops, a concert and announcing the winners of each category.
competition. This year, St Martins had 43 students participate across five different groups, which were entered into the following categories:
• Div 3. Large Vocal Ensemble
• Div 3 Band
• Div 5 Band
• Small Combo 1
• Small Combo 2
Our ensemble was led by a talented team of directors - Trish Bruggermann oversaw the Vocals Ensemble, Isaac Bruggermann directed the Division 3 Band and Combo 2, and Rod Ennis led the Division 5 Band and Combo 1. These dedicated individuals invested countless hours preparing our students through weekly rehearsals, guiding them as they learned the repertoire for our upcoming event.
was backed up by the adjudicators comments and feedback that we received. I hope that everyone left feeling that they had created some really good music. It is a credit to all involved; the students, parents, instrumental teachers and ensemble directors.
The educational benefits for our students are immense. We have witnessed remarkable growth and development in all students who participate in the program. The event takes learning beyond the classroom and onto the stage, providing young musicians with the next step in their performing and musical journey. There are several reasons for this success.
“The GIJ event brings world-class acts right to the students’ doorstep.”
Alongside the school and vocal competitions, the event also hosts guest headline performers of national and international acclaim. This year’s guest group was the Grammy award-winning composer and arranger Gordon Goodwin and his Big Phat Band, hailing from the USA. Past guest artists have included the likes of Kurt Elling, Liz Wright, James Morrison, The Cat Empire, Kate Ceberano, and Megan Washington, as well as students from the Herbie Hancock Institute in California.
Since 2016, when St Martins entered its first vocal group, the school has been actively involved with the GIJ
It would be an understatement to say that I was proud of each group’s accomplishments. The calibre of each group’s performance and the standards these children have attained never cease to astound me. Even though we didn’t place, I thought every group did a fantastic job over the weekend, this
Firstly, the opportunity to hear live performances from internationally recognised musicians is inspiring and motivating for the students. This is a rare treat for those in Mount Gambier, given the town’s distance from major centres. However, the GIJ event brings these world-class acts right to the students’ doorstep. Hearing other schools perform is also inspiring and can demonstrate to students what is possible. Additionally, the element of
competition adds another dimension to the performance, giving our students invaluable real-life performance experience. Of course, this is only possible because the students dedicate countless individual hours preparing for the big event.
Overall, the GIJ program takes learning to new heights, exposing students to exceptional live music and performance opportunities that would otherwise be inaccessible in this regional setting. The educational benefits are immense, as evidenced by the remarkable growth and development of all participating students.
Generations in Jazz continues to be more than just a competition; it’s a celebration of youth, passion, and the power of music to connect and transform. Watching our students grow,
rise to challenges, and embrace the joy of performance makes every hour of rehearsal and preparation worthwhile. We are incredibly proud of our St Martins students and look forward to what next year will bring.
To finish, I asked students to sum up their experience of the weekend and what it has done for them, here are a few of their comments.
“Being able to perform on such a big stage with my friends was honestly a dream come true. I’ve never felt more proud of what we created together.”
“GIJ helped me push myself musically more than ever before. Seeing other bands and hearing the Big Phat Band live was mind-blowing. It made me want to get even better.”
“I was nervous at first, but being part of the ensemble gave me so much confidence. I’ll never forget the energy of performing in front of such a big audience.”
“The workshops were amazing – being able to sit in and play with the trumpet group is unforgettable. The guest artists were so generous with their time and advice.”
“It was the best musical experience of my life so far. I made new friends, learned so much, and had a great time doing what I love most – playing music.”
Stephen Walther Wellbeing Leader - Year 12 | Music Coordinator | Teacher
Music
‘Street Library’ Awarded through National Literacy Initiative
St Martins Lutheran College is proud to have been selected as the South Australian recipient of a Street Library, awarded through a national literacy initiative by Street Library Australia in partnership with the Children’s Book Council of Australia (CBCA) Sun Project: Shadow Judging. This initiative recognises one school in each state and territory with the aim of promoting literacy, fostering community engagement, and cultivating a culture of generosity through book sharing and book swapping.
The St Martins Lutheran College Street Library has been permanently installed near the Year 7-12 Village locker area, encouraging less frequent Library visitors with unique, unstructured access to reading materials. The vision was to create a vibrant Street Library that would resonate with young people 13-17.
“We look forward to seeing our Street Library become a valued and vibrant part of school life.”
At the St Martins Library, we aim to spark curiosity and engage young people with books that they see themselves in, making reading a joyful choice, not a task. The St Martins Lutheran College Street Library has been uniquely designed and artistically finished by 2024 graduate and current Administration Staff Member Piper Chant, whose creativity beautifully reflects the values and identity of the 7-12 Village.
The Street Library on display before its installation.
Stephanie Jagger placing the first books into the Street Library.
At St Martins Lutheran College, the broader library services are dedicated to supporting student learning and promoting literacy. In addition to offering diverse resources, the library fosters critical thinking, creativity, and a lifelong love of ‘Reading for Pleasure’, a practice where students engage with texts for enjoyment and personal satisfaction, rather than for academic or professional purposes. ‘Reading for Pleasure’ involves choosing and reading materials of one’s own preference, often leading to a stronger love of reading and increased literacy and academic outcomes.
We look forward to seeing our Street Library become a valued and vibrant part of school life—enriching our campus, inspiring readers, and strengthening the spirit of sharing within our community. Street Libraries operate on a simple and powerful principle: take a book, leave a book. Open, accessible, and built on trust, they invite readers to engage with literature in a welcoming way. So if you take a book from the Street Library, you are welcome to keep it or return it and you are also welcome to add books into the Street Library.
If you would like to donate books to the Street Library please feel free to bring them into the Library. An appropriate book for the Street Library is a book that was published no more than five years ago and suitable for 13-17 year old student attending a faith-based College.
Kelly Lynch Teacher Librarian
Claire Fennell, Piper Chant, Kelly Lynch and Stephanie Jagger with the newly installed Street Library located near the Year 7-12 Village locker area.
Campus Calves Learning Beyond the Classroom
As a part of the Year 9/10 Agriculture subject, the class were presented with an opportunity to show some more practical aspects of learning through accommodating two dairy calves for a period of time. Jodie Solomons (a St Martins community member) generously gave us the opportunity to display our learning of animal husbandry through making sure all aspects of making these calves safe, healthy and happy for the duration of their stay. This unit is linked to the ‘Paddock to Plate’ concept that the students learnt about in Term 1, where they visited Kentgrove South Dairy, owned and run by the Angelino familyanother St Martins Family.
A large portion of the animal husbandry unit focused on the learning about the Five Freedoms of Animal Welfare, with the students needing to consider how all of these aspects would be met.
Freedom from hunger and thirst
The students needed to learn the nutritional requirements for the calves, as they were tasked with being in charge of feeding them daily. This meant
mixing the milk powder with warm water and required supplements to the desired amount, and bottle-feeding them at around 8:40am each morning. The calves have access to fresh drinking water in a trough that was regularly checked by students. In lessons, the students would also weigh the calves using a weigh scale to examine the rates at which they were growing and researching whether the outcomes were desirable.
Freedom to express normal behaviour
The yard that the students planned and built themselves was made up of recycled material that the College had used for previous purposes, such as the fences having once been used as storage in the Physical Education storeroom, and the shelter once 1000L water shuttles - generously donated from the Kentgrove South Dairy.
Freedom from discomfort
Students selected the bedding to be straw/hay, with playground/garden
bark, recycled from the College, to be the coverage for the remainder of the yard. The straw/hay allowed the calves to be warm overnight as they sheltered from the weather, while the bark is comfortable underfoot, as well as easy to clean.
Freedom from pain, injury, or disease
As part of the daily routine, observations of the calves occurred to assess behaviour and appearance. Students needed to learn how to make an assumption of their overall health based on a quick observation, using key indicators such as ears, eyes, coat, stool, nasal, alertness and movement to determine whether or not the calves were maintaining their health.
Freedom from fear and distress
The calves were brought together as a pair from Donovan’s Dairy to ensure the social needs of the calves were being considered and met. In addition, the students handled the calves in a considered and thoughtful manner, allowing the calves to create rapport with the class and become comfortable with their presence and company.
This unit has given the students valuable experience and practical skills as well as important concepts related to livestock welfare and its importance to the agriculture industry. I would like to thank Jodie, Ange and Alisha for providing opportunities for students that they might not get otherwise, making the subject as engaging and memorable as possible. The students have loved having the calves here and have flourished when given opportunities to show their learning both in class and up at the yard.
Brett Shepherdson Learning Leader - PE, Health and Outdoor Education | Teacher
Weighing Chunks the Second.
Clare, Eva and Zara with Chunks the Second and Winston. Winston using the shelter.
Around the College
In the Community
Vocational Education and Training News
The VET (Vocational Education and Training) space has been a vibrant and dynamic one in 2025. Providing students with pathways that align with their interests and future career goals is both purposeful and rewarding. Whether students are enrolled in a VET course or undertaking a School-Based Apprenticeship (SBA), they are still actively progressing towards their SACE.
Choosing a VET course or SBA is not the “easy option.” It requires commitment, time management, and a strong work ethic as students balance school responsibilities with the demands of certificate training. Each year, we see a diverse range of courses offered, driven by both student interests and industry demand.
In 2025, many of our Year 11 students
have begun VET courses and SBAs, while several of our Year 12 students are completing Certificate III qualifications. In total, 51 students commenced the year undertaking a variety of VET and SBA pathways, equipping them with valuable skills and knowledge for their future careers.
Courses undertaken this year include:
Certificate II Courses:
• Automotive Servicing
• Agriculture
• Construction Pathways
• Cookery
• Electrotechnology
• Plumbing
• Engineering
Certificate III Courses:
• Allied Health Assistance
• Individual Support- Aged Care
• Early Childhood Education
• Fitness
• Business
We are proud to acknowledge the achievements of several students who have secured apprenticeships and traineeships, allowing them to complete their SACE while gaining valuable real-world experience in their chosen fields. Congratulations to the following students undertaking School-Based Apprenticeships or Traineeships:
• Adele & Asha (Year 12) – Individual Support (Aged Care)
• Ivy (Year 10) – Commercial Cookery
• Austin (Year 12) – Signs & Graphics
• Blair (Year 11) – Engineering –Mechanical
We also celebrate those who have successfully gained full-time apprenticeships:
• Miley (Year 11) – Aged Care (The Oaks)
• Bailey (Year 11) – Certificate III in Commercial Cookery (Belgiorno’s)
• Solomon (Year 11) – Plumbing (Chris Waters Plumbing & Roofing)
A special thank you to Julie and Tina from SYC and Tarah from MAS National for their ongoing support in helping our students access these incredible opportunities.
We continue to support students with a range of interests outside the classroom. This year, we have students completing Certificate III qualifications in Dance and Sport, Aquatics, and Recreation, which contribute toward their SACE completion.
Austin (centre) with the Icon Signs team.
Allied Health - April Update
In April, our Certificate III in Allied Health Assistance students completed the TAFE component of their 15-month course and are now preparing for their final placements. Kirsty Tweed from TAFE shared:
“They were such a great group and have been a pleasure to spend the last 15 odd months with. Maybe there are a few extra grey hairs, but the smiles on their faces and the pride they showed in themselves make it all so worthwhile!”
Industry Engagement Opportunities
OneFortyOne invited a select group of Year 10 students to visit their site, offering a hands-on experience and insights into the diverse career opportunities within their organisation.
In May, students also participated in two “Try a Trade” events, helping them explore potential pathways as they prepare for Year 11. Year 10 boys had the opportunity to take part in Try a Trade Week at TAFE Mount Gambier — a fantastic initiative offering hands-on sessions in the construction and
plumbing industries as well as experience with tiling and bricklaying.
This experience supports students with a genuine interest in these fields as they consider their career pathway options heading into Year 11. As a part of the program, students also complete their White Card (construction induction training), equipping them for entry-level work placements and future training in the construction industry.
“Providing students with pathways that align with their interests and future career goals is both purposeful and rewarding.”
A special initiative—a “Women in Trades” week—was also embraced by two of our students, encouraging young women to consider careers in skilled trades. The experience sparked real
interest, with our participants looking into pathways in both construction and forestry as career options.
Electrotechnology with PEER
Our Year 11 Electrotechnology students, along with peers from Tenison Woods College, continue their training with PEER, a Registered Training Organisation based in Adelaide. They have completed two training blocks and are preparing to begin their third in the final week of this term.
Now is the time for students who are thinking of a VET pathway option to have conversations with their parents, myself the VET Coordinator or Linda Polomka, Future Pathways Leader for a career pathway discussion. Term 3 is a busy time where applications for courses open, so being prepared with industry evidence and an understanding of your area of interest is important.
Katherine Greene VET Coordinator | Middle/Senior School Teacher
Students who are completing their Certificate III in Allied Health Assistance.
Rostrum Voice of Youth Competition
On Wednesday, 7th May, five Year 7 and four Year 9 students participated in the annual Rostrum Voice of Youth competition.
Participants had to write a prepared speech of six minutes. They were given a range of topics, and spent weeks doing research, finding information about their chosen field. The students attended workshops in Term 1 with Miss Van der Berg and worked on their speeches in their own time.
“All our competitors were fantastic ambassadors for St Martins.”
The competition also requires contestants to write a three minute speech on the night. Students are given three topics to choose from and 15 minutes to plan this short speech. This year the topics were “memories” (a very popular choice), “the gift of giving” and “taking time out”. Our students faced this challenge courageously, delivering inspiring messages to the audience!
Naracoorte High School and Mount Gambier High School had each entered a student, so a total of eleven contestants were divided into two heats. Grace won her heat and Vea won her heat! This is the second year that Vea won the regional heat – congratulations! Grace and Vea will be competing in the Semi-Final round in Adelaide on the 24th May. We are very proud of you both!
Special thanks to Mrs Quintel and Mrs Mara for coming along and supporting the students! All our competitors were fantastic ambassadors for St Martins Lutheran College and we look forward to sharing their future achievements.
Marianna Van Der Berg Teacher
St Martins students with their certificates of participation for the Rostrum Voice of Youth.
Grace
Ministry Report
Good day St Martins Family,
This term in the Ministry Department, we continued to journey through our annual theme, Everyone Has a Story In Term 2, our focus turned to Stories of Compassion, with the life of Esther from the Bible as our guiding example. Esther’s courage, empathy, and willingness to act on behalf of others provided a powerful foundation for learning how we, too, can become people of compassion.
We began the term by exploring what it truly means to live compassionately. Our first challenge was to Open Our Eyes – to recognise the injustice, pain, and inequality present in our world and communities. In our second worship service, our Year 9SHE class made a memorable contribution through an interactive activity that encouraged us to consider pressing global and local issues such as homelessness, world hunger, racism, and bullying. Their leadership helped us see that compassion begins when we no longer look away from suffering but choose to face it with open eyes and open hearts.
From seeing injustice, we moved to the next courageous step: Speaking Out. Inspired by the example of Queen Esther, who spoke up for her people despite the risk, we considered what it means to have those hard conversations in our own lives. A highlight of this part of the journey was engaging with the Do it for Dolly Campaign, which promotes kindness and calls on us to speak out against all forms of bullying. This
powerful message reminded us, that silence in the face of injustice allows harm to continue.
The journey of compassion didn’t end with speaking out. We next challenged ourselves to Support What is Good. To uplift justice, kindness, and empathy in our everyday interactions. And finally, we arrived at the call to Be Brave Enough to Act. As Mrs Mara and Miss Ware so thoughtfully shared in their messages, true change comes when we are willing to embrace empathy and stand up for dignity, fairness, and love. Real compassion means stepping out of our comfort zones to make a tangible difference in the lives of others. One of the most impactful moments of the term came in Week 8 during our participation in the Acts for Peace – Ration Challenge Around 30 students from Years 7 to 12 took part, eating the same limited rations as Syrian refugees for three days. It was a confronting and moving experience that developed not just empathy, but a real connection to the global refugee crisis. In worship that week, Hannah, Kaila, and Ewan led a beautiful service connecting their Ration Challenge experience with the biblical call from Psalm 82:3–4:
“Defend the weak and the fatherless; uphold the cause of the poor and the oppressed. Rescue the weak and the needy; deliver them from the hand of the wicked.”
Their reflections reminded us that compassion must always be paired with advocacy. Our words and actions can be
a voice for those who are often unheard.
For our final service of the term, we brought back a student favourite — superheroes! Using Captain America as our example, we explored how compassion shapes people into selfless and humble leaders. It was a fun and engaging way to wrap up a term full of serious and meaningful conversations, and students were reminded that compassion can be both courageous and cool.
Another highlight for the Ministry team this term was the privilege of planning and running the Staff Retreat Day. The theme, Teaching Our Story, invited staff into reflection on identity, integrity, and the courage it takes to be authentic with our own stories. Through a range of sessions, we explored how moments of tension in life can shape us, and how teaching in a Christ-centred community allows us to walk alongside one another with honesty and hope.
As we close this term, we are deeply grateful for the moments of insight, growth, and connection that have shaped our college community. We encourage everyone to continue walking with compassion — not just as a theme for the year, but as a way of life. We wish you a refreshing and joyful midyear break. Be safe, be kind, and remember everyone has a story worth hearing.
Faith in Grace,
Wesley Olivier
Meet the Staff
Food Technology
Teacher
Jess Csillag
Describe yourself in three words. Optimistic, loyal, and sociable.
Where did you grow up and what was life like? I grew up in Bunbury, Western Australia. Bunbury was a great place to grow up. It is surrounded by lovely beaches and lots of nature. Life was very easy growing up there and I love going back to visit my family and friends as often as I can.
Can you tell us about your career before taking up teaching? Before taking up teaching I worked in health promotion. In my role I would run community groups, focusing on different aspects of health, with nutrition education being a big part of that job.
Why did you decide to make the switch to education? In my previous role I did a lot of work in schools and found this to be the most enjoyable
aspect of my job. I always knew that I wanted to pursue a career in education, it had just never felt like the right time. However, in 2021 I moved from Broome to Adelaide and had the opportunity to go back to uni full-time. That’s when I decided to do my teaching degree, and I am so happy that I did.
“Every day is different, which is what I love so much about this job.”
And how did you end up in Mount Gambier? At the beginning of last year, my partner got the opportunity to move to Mount Gambier for his university studies. We much prefer to live in rural/ regional areas, where life is slower and quieter, so we jumped at the chance. We love it here and are so happy that we made the move.
What does your role at St Martins involve? I am the Food and Hospitality teacher here at St Martins. We are so
lucky with the facilities we have at St Martins, and we offer a great range of food programs. I get to teach some very fun food electives, from Year 7 through to Year 11. Every day is different, which is what I love so much about this job.
What’s the most rewarding part of your job? I love seeing students grow in confidence as they develop their cooking skills. Many students begin with little to no experience in the kitchen, but after just a few practical lessons they’re noticeably more confident and content in the kitchen. It’s rewarding to see the pride they take in their creations and the joy that comes when they make something new.
What’s your signature dish or favourite meal to cook? My favourite dish to cook at home is prawn laksa. I like to make the laksa paste from scratch, so it ends up taking a while to prepare, but it is worth the effort!
What are your interests outside of St Martins? Since moving to Mount Gambier I have taken up tennis, which I really love. As I am still relatively new to the area, I enjoy going on road trips and exploring different places around the region. I also like to read in my spare time, too.
Term 3 Calendar
21/7
Term 3 commences Semester 2 commences
Yr 7 Immunisations 28/7
29/7
School Photos
4/8
5/8 Immunisation Program - Year 7 (+ catch up Year 10)
23/7
Yr 11/12 Girls NetballWulanda
6/8
Stage 2 Tourism - Tae Rak Aquacultural Centre (Budj Bim Cultural Landscape), near Heywood, Vic. Pathways into Senior Schooling EXPO5-7pm
Secondary Musical Week SAPSASA Country Football (Soccer) State Carnival
Boandik Buddies Year 7 Walking the Seasons Excursion
19/8
Book Week - “Book an Adventure” Scholastic Book Fair
R-6 Village Book Week Parade (gym) - 9am
7-12 Book Week Parade (gym) - 10am Get Home Safe Foundation Year 10 & Parent Sessions 9/10 Book Week Meet the Author Amy Doak - 1.45pm
STEM Girls Academy8:50-3pm
Year 3-12 Vocal Esiteddfod
Mid Year Reception Teddy Bears Picnic –2:30-3pm
31/7 Yr 9/10 Girls NetballWulanda
7/8
School photos - catch up Yr 7-9 Girls 9-a-side Football - Penola High School 24/7
Mid Year Reception Open morning8.30am-9.30am 18/8 14/8
9/10 Science & Engineering Challenge at Wulanda Yr 7/8 Boys Soccer
25/7
STEM Girls Academy8:50-3pm
1/8
Pedal Prix - Round 4Tailem Bend Veta Morphus Retreat 3 @ Adelaide
8/8
STEM Girls Academy8:50-3pm
Year 10 Camp - Melbourne
R-6 Pyjama Day
Calendar correct at publication, for an updated copy please visit stmartins.sa.edu.au.
Scholastic Book Fair
Stage 2 TourismRobe
Boandik Buddies 10/9
Scholastic Book Fair
SAPSASA Hockey State Carnival (boys & girls)
Year 8 Camp - El Shaddai Campground - Wellington
15/9
Principal’s Open Morning - 9-11am
SAPSASA Track and Field State Championships
Year 6 Musical 9 Rite Journey Solo Overnight Camps
Choir Vocal Night R-6 Midyear Parent Teacher Interviews3.30pm-6pm Yr 7-10 Boys FutsalWulanda 29/8
Boandik Buddies 24/9 2/9 16/9
Yr 7-9 Div B NetballOlympic Park 17/9
Boandik Buddies
11/9 Yr 10-12 Mixed Volleyball - Wulanda 25/9 3/9
Student Free Day 12/9 5TA Wetlands Excursion
Year 7 Walking the Seasons Excursion R-6 Midyear Parent Teacher Interviews3.30pm-6pm 5/9 19/9
Scholastic Book Fair Year 6 Musical Mania Week Year 10 OED Bushwalking Expedition
Pedal Prix - Round 6 - Murray Bridge
SAPSASA Track and Field State Championships
26/9
Battle of the Bands Last day of Term 3
Early dismissal2.15pm
Contact
CAMPUS 3 St Martins Drive, Mount Gambier
WEBSITE stmartins.sa.edu.au
PHONE (08) 8725 1430
EMAIL office@stmartins.sa.edu.au
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