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A publication for the Tara Community Spring 2021

Lead the way and give your daughter a promising future - she belongs at Tara



The Role of the Heart, Head and Hands in Leadership


Explicit Instruction and Inquiry for Life: The Best of Both Worlds at Tara



What do you best remember about your time at school? HSC Results 2020

10 Boarding at Tara

From the Principal We have experienced a Year like no other.

11 Continuing to achieve at Tara - Olly Gu

As the weeks have gone by with lockdown(s) extended, combined with increased restrictions, we continued to make adjustments to the School programs and events as our world continued to shift.

12 Mamma Mia!

There has been a particular focus on trying to gain some surety for Years 11 and 12.

14 Strategic Plan 2021-2025

The intensity of our work in an online world can take its toll: long days at a screen for all of us and for teachers, long evenings reshaping, planning, and designing learning experiences. Followed by providing feedback, and communicating with families and students.

16 Back to the 80s

18 Celebrating 125 years of Tara in 2022

19 Why your daughter belongs at Tara

20 Tara Alumni - Dream, Lead and Achieve

26 Connected Community

28 Tara Old Girls’ Association

30 Opportunity and Optimism at Tara

32 Aquatic Centre and Sports Precinct Update

34 Vale - Mrs Elizabeth Wilson

35 1-12 Carnival 2 NightBeGallery Inspired.-Be Challenged. Be Excellent. BE YOU.

The adjustments Tara staff have all made in order to meet the academic and social/emotional needs of our students has been extraordinary, from implementing online play-based learning for ELC right up to facilitating online trial exams in Year 12, and everything in between! We acknowledge and thank parents and families for continuing to keep your daughter at home and managing her learning with Tara online. It has been heartening to see the many videos coming in from students as to how they are managing their online learning, connecting with friends and supporting each other. We will continue to share these with you on our social media platforms. We will develop plans to bring our girls back to the campus in a manner which maximises the safety for everyone. At time of writing we continue to be made aware of the many aspects yet to be announced by NSW Health and the Government. As we move through the remainder of the year, we are focusing on how to provide our very best for the girls now and also regaining our focus on the future. Mrs Susan Middlebrook Editors: Mrs Angela Doubleday, Mrs Sue Hammond, Ms Alison McLaughlin Printers: SNAP Eastwood

Ms Ruth Adams, Deputy Principal/Head of Junior School, Mr Scott Baker, Head of Senior School and Mrs Susan Middlebrook, Principal

The Role of the Heart, Head and Hands in Leadership


t has been challenging to reflect on what leadership is actually about in these difficult times in which we are living.

Leadership is not straightforward. I have had formal leadership roles for a long time now and informal leadership roles probably my whole life. As the eldest of five children, I always had to look after younger family and you learn a lot from sorting through the issues in a large family. If nothing else, you learn patience. Formal leadership is another thing. It usually begins with a role description. This tells you what you have to do, what the goals are, and what you are expected to achieve. While this can be daunting, the real leadership is in how you do the job and in order to do that, you need to work out why you are accepting the role. The Why part is about what you believe. This is knowing the values that are important to you, how you have developed them and how you would like to use them to make an impact and serve others. At Tara, we are very clear about our values. They are drawn from the knowledge we gain from the Bible and then built from how we believe God wants us to live and to care for each other. They come from the words and actions of Jesus. Leadership for us involves our heart, head and hands. Not separately but altogether - like a three legged stool. If you take one leg away, the stool topples over. The heart is about leading with an attitude of love

and caring for others as you work towards an outcome. The head needs to have knowledge, develop a vision for a better future, get to the truth of a situation and work out an approach that will lead to success in finding a new equilibrium, based on mutual understanding and respect. This means you should lead with intent. The hands are about accepting the responsibility to act. Sometimes this involves sacrifice as your priorities may need to be subsumed for the greater good. Working as part of a community as we have at Tara means that many hands can work together, with your responsibility being less about what you do as an individual and more about how you enable a team to have the desired impact. All of this means that we all have capabilities as leaders if we involve our heart, head and hands. If I have any wisdom on this it is that there is no one way to lead, no one personality type that makes the best leader. Some of us are noisy and wish to be heard. If this is your strength, make sure that you do not miss out on the input and careful consideration of those who may sit back and have thought things through but do not rush in to share it. Gather all types of people around you. Love and respect everyone for their contributions. It does involve, though that three legged stool: heart, head and hands.

Mrs Susan Middlebrook, Principal

Lead the way and give your daughter a promising future - she belongs at Tara


Explicit Instruction and Inquiry for Life: The Best of Both Worlds at Tara Ms Ruth Adams and Mrs Wendy Abernethy


undamental skills in literacy and numeracy are bedrocks for life. You can imagine a Tara teacher’s frustration every time a politician or media outlet wages a ‘back to basics’ scaremongering campaign. Barely an academic year goes by without encountering something in the news claiming that basic knowledge and skills are lacking in students of today. Propagating the idea that schools need to ‘get back to basics’ when in fact we never stopped teaching the basics, demonstrates a lack of awareness about what actually goes on in a contemporary classroom.

Number is a universal language in which every girl needs to have agility. Educators call this number sense. How students acquire a deep understanding of the Base 10 number system, looks different from year to year. Students are explicitly taught using tools and objects from the most simple counting, through to complex operations involving whole and partial numbers. Our ‘K-6 Number Smash’ (another part of Building Blocks) articulates this progression and is a structured way that parents can support and keep in touch with There is intention to their daughter’s expertise in key everything we teach mathematical skills. When teachers and how we teach explicitly teach and assess Number it, from how to load Smash and other mathematical content, they learn about a student’s and use a paintbrush, strategies, reasoning, fluency and to how to ask rich misconceptions: such powerful questions. insight into each student’s approach to foundational skills.

Explicit instruction is an act involving novices and experts. It is characterised by the deliberate teaching of knowledge and skills with clear models, explanations of how to start and how to proceed, time for practice and consolidation, and review. Explicit instruction is a researched-backed, highly effective strategy to ensure learning is not esoteric or left up to chance. Strategically paired with Tara’s inquiry based approach (based on relevant and engaging issues, big driving ideas, effective questioning and student voice), explicit instruction provides a reliable and purposeful approach to learning for girls. What does explicit instruction of the basics look like at Tara?

From the moment girls walk in the door, they are immersed in a rich phonics based approach to learning to read. This involves explicit and correct modelling of the sounds of the English language. Students use, manipulate and write sounds as they learn how to match sounds with corresponding letters. This is a planned and sequenced process right up to Year 6 where students encounter more complex letter sound combinations and draw on knowledge of etymology to more fully appreciate the complexities and beauty of the English language. Word knowledge is more than just letters and sounds. To be a confident user of English requires explicit teaching of rich vocabulary, word meaning and correct usage (grammar). Our ‘K-6 Wonder Words’ (part of the Building Blocks in the Home Learning options) aims to motivate girls to grow in their vocabulary knowledge and expertise. Almost every day we have the pleasure of seeing girls acquiring and experimenting 4

with rich vocabulary in a variety of contexts, especially when they are getting their arguments lined up to persuade us about something!

Be Inspired. Be Challenged. Be Excellent. BE YOU.

We do not teach our students to read for its own sake. Likewise with number sense. Rather, we have a higher aim: our ultimate goal is to equip each girl with the skills and inclination to be an inquirer. In this elevated role, she will use her knowledge in literacy and numeracy to become a more open-minded, confident, successful and critical resident of the world. Is explicit instruction only relevant in basic literacy and numeracy? Fundamental skills in literacy and numeracy are often where people stop talking about explicit instruction of the basics. In the Junior School, we believe your daughter needs explicit instruction on higher order skills too. For example, it’s important to explicitly teach students how to think in a critical and creative way, and how to organise that thinking. This is equally vital for undertaking mental arithmetic as it is for conducting a scientific investigation, making a decision or composing a piece of music. There is intention to everything we teach and how we teach it, from how to load and use a paintbrush, to how to ask rich questions. When teachers plan, they select key social, research, thinking, communication and self management skills to explicitly teach or expose their

students to within each unit. These skills for life and inquiry are an authentic ‘match’ with the content knowledge. For example, in mathematics, students may be simply building fluency in addition, facts to 100 off the decade (Number Smash #22), but explicit teaching of critical thinking will have them learning how to deconstruct their chosen mental strategy, and reason and communicate its logic. It is only through a solid foundation in the basics, that we can springboard into rich and exciting inquiry into: who we are, how we organise ourselves, where we are in place and time, sharing the planet and how the world works the six PYP ‘transdisciplinary themes’ in which students immerse themselves each year. So, the next time some shock jock tries to beat up a story about schools of today overlooking the basics, rest assured Tara has that covered and much more besides.

What do you best remember about your time at school? Mr Scott Baker


y most vivid memories of school, as a student, are most certainly of enjoying school related activities with friends. Excursions and camps, athletics and swimming carnivals, sports teams, debating, or even trying something new and being absolutely terrible at it, such as having a go at joining the school band despite not even being able to put a tune together on a recorder. They were fun memories, full of laughter and even conflict, but enjoying a personal connection with other students and teachers, making new friends and sharing experiences with old ones. There was a lot of learning from these experiences that at the time could really only be fully developed through working with others in pursuit of a common goal. Skills such as teamwork, negotiation, creativity, problem solving, open mindedness, adaptability, organisation, critical thinking, and empathy. They are skills, traits and attributes that influence how we work on our own and with others. In recent times many educators, employers, and leadership gurus have labelled these as ‘soft skills’ and are more universally being regarded as essential

to personal success in all aspects of life. Likewise, organisations have for some time acknowledged the importance of soft skills to innovation, sustainability, harmony, staff wellbeing, and achievement of strategic goals. Soft skills, as opposed to ‘hard skills’ which are technical knowledge or skills that have been traditionally gained through formal training and education in the pursuit of a specific skill. Skills such as reading, writing, numeracy and mathematical skills, computer literacy, learning how to use a new piece of technology, developing an action plan, or analysing and synthesising information and data. I can’t remember the exact moments I was taught how to do these things, but I know it happened. They were likely developed through good quality teaching, correction and application of advice, and practice, but I can’t remember many light bulb moments or much excitement when milestones were reached. But I can certainly remember many of those times when my soft skills were developed through working with others as there was often a product or event marking the project or venture.

Lead the way and give your daughter a promising future - she belongs at Tara


No doubt, both sets of skills, soft and hard, are important. Without hard skills we don’t really ‘know’ very much, and without soft skills we can’t really ‘do’ very much of worth with what we know. It’s no surprise that modern teaching and learning frameworks aim to explicitly teach all these skills. The International Baccalaureate identifies these into clusters that ensure, through effective delivery of the IB programs, students develop a well rounded set of skills in the areas of Communication, Social, Self Management, Research, and Thinking, with subsets within these. Modern students are well taught in this regard through subject based course work every day, especially at Tara. But it’s in those extra opportunities beyond the classroom, those most memorable projects and endeavours where many of these skills are fully developed and realised. We talk often at Tara about our School Value of ‘Opportunity’. Of seizing as many opportunities as possible from the vast array of cocurricular offerings available and to pursue these with gusto. Not only because they are the stuff of which lasting school memories are made, but because they provide occasions and events through which valuable soft skills are developed. Penrith High in the 1980s didn’t have a lot on offer for a musically challenged, injury prone pimply teenage boy. Tara Anglican School for Girls on the other hand has a wealth of opportunities covering all areas of special interest that should be seized with enthusiasm by Tara students to create lasting memories of a wonderful time in their lives, and to develop skills essential to their future success. With this in mind, I encourage all Tara students, when we have returned to life at School and also moved on from the current COVID-19 restrictions, to attend that carnival, actively participate in that House event, trial for that team, pick up an instrument, sing that song, tread the boards, enter the debate, join that club, engage in the forum, sign up for the competition, try new things, make new friends, work with a different teacher or coach, push and challenge themselves, grasp the opportunities on offer at Tara and create memories and skills that will last a lifetime.

Tara Club Opportunities Book Club/Friends of Claridge Ceramics, Art Activities and Photography Classics Club Crew Da Vinci Decathlon Debating and Public Speaking/History Debating Environmental Committee Gifted and Talented History Club House - Crawford House - Hake House - Walker House - Waugh Maths Club Performing Arts Social Justice Sport SPOT - Space Odyssey Team Student Representative Council Tara Drone and Technology Club Writer’s Workshop


Be Inspired. Be Challenged. Be Excellent. BE YOU.



Each year, we anxiously await the results because we know how much work and commitment the students and staff have done throughout Years 11 and 12 for this outcome. This follows on from many years of care and guidance from the earliest years of school.


he year 2020 had its own challenges and these outstanding results are a testament to the resilience, determination and aspirations of our students and the support of truly excellent teachers and the love and care of families. We have enjoyed conversations with students who have been very happy with their results and also quite impressed with their achievements in a particular subject.

This is not about a celebration of statistics, this is about the journey of each girl and it has been a great privilege to be involved in the life of every Tara girl who graduates in 2020. I pray that every girl feels empowered to achieve and serve in the world beyond the Tara gates and I thank each girl for her contributions to the School and the legacy she leaves.

Mrs Susan Middlebrook

Lead the way and give your daughter a promising future - she belongs at Tara





Top ATAR Zara-Claire Azzi Prisca Lam

Tara rank in SMH Top 100 Schools Report

Students on All Rounders Honour List (90+ in 10 best units)




Of the year group with an ATAR of 95+

Students with early offers to universities

Students on HSC Distinguished Achievers List from a cohort of 77


Zara-Claire Azzi

Prisca Lam

Kristina Dang


Total Band 6 results (90+) from a cohort of 77 students


Zara-Claire Azzi 5th History Extension 11th Modern History

Skye Brownlow 7th Hospitality

Isabella Grigson 2nd Hospitality

Emily Hoare 7th Ancient History

Samantha Johnstone 1st Hospitality

Prisca Lam 3rd Modern History 6th History Extension

Gayeon (Ashley) Suh 13th Biology

Quincy Zhou 9th Music 1


Zara-Claire Azzi


Placements on Top Achievers List (top 20 in NSW in a subject)

Emily Hoare

Prisca Lam

Jacinta Semaan

Jennifer Su

Gayeon (Ashley) Suh


Joyce Ng ARTEXPRESS 8 Inclusion

Phoebe Ooi Catherine Chen Isabella Galvez ARTEXPRESS ENCORE ENCORE Be Inspired. Be Challenged. Be Excellent. BE YOU. Nominated Nominated Nominated

Sarah Vandenberg ENCORE Inclusion

Paige Yan ENCORE Nominated

Quincy Zhou ENCORE Nominated

Emily Hoare HTANSW History Extension Essay Prize



Kiara Capolupo Kristina Dang Emily Hoare Sophia Konstandinidis Ruby McGinty Jacinta Semaan Sarah Yeend

Zara-Claire Azzi Kiara Capolupo Emily Hoare Christine Jung Alexandria Kim Prisca Lam Ruby McGinty Phoebe Ooi Sheerin Samadi Jacinta Semaan Alice Shang Weiyi Song Jennifer Su Dorina Wu Kathleen Xu Quincy Zhou

BIOLOGY Skye Brownlow Sophie Clarke Gayeon (Ashley) Suh

BUSINESS STUDIES Isabella Grigson Crystal Huang Sophia Konstandinidis Yumi Ng Jacinta Semaan Erin Shim Weiyi Song Natalie Tandy

CHEMISTRY Prisca Lam Gayeon (Ashley) Suh



DRAMA Samantha Johnstone Sarah Yeend

ECONOMICS Anjelina Colahan Jennifer Su

ENGLISH ADVANCED Zara-Claire Azzi Kristina Dang Emily Hoare Alexandria Kim Prisca Lam Jacinta Semaan Jennifer Su Dorina Wu Kathleen Xu Quincy Zhou

ENGLISH EAL/D Yan Lam (Naomi) Chung Xinyu (Joyce) Jiang


FOOD TECHNOLOGY Ashleigh Bamford Skye Brownlow Samantha Johnstone Chloe Nguyen Erim Shim Atupele Tsuro

GEOGRAPHY Ruby McGinty Ruby Napper Dorina Wu

HISTORY EXTENSION Zara-Claire Azzi Kiara Capolupo Kristina Dang Isabella Grigson Emily Hoare Alexandria Kim Prisca Lam Jacinta Semaan

HOSPITALITY EXAMINATION (FOOD & BEVERAGE) Ashleigh Bamford Skye Brownlow Isabella Grigson Samantha Johnstone


JAPANESE CONTINUERS Christine Jung Phillipa Mills Joyce Ng



LEGAL STUDIES Zara-Claire Azzi Philippa Bucknell Sophie Clarke Kristina Dang Isabella Galvez Isabella Grigson Jenny Hai Maya Khurana Alexandria Kim Olivia Kuo Isabella Li Nicolette Nair Natalie Tandy Atupele Tsuro Paige Yan Sarah Yeend Mari Yoo


MODERN HISTORY Zara-Claire Azzi Philippa Bucknell Kristina Dang Isabella Grigson Emily Hoare Alexandria Kim Olivia Kuo Prisca Lam Jacinta Semaan Dorina Wu Sarah Yeend

MUSIC 1 Catherine Chen Isabella Galvez Sarah Vandenberg Paige Yan Quincy Zhou

MUSIC 2 Sarah Ouyang


Zara-Claire Azzi Catherine Chen Emily Hoare Prisca Lam Sarah Ouyang Weiyi Song Quincy Zhou

Sarah Ouyang



Zara-Claire Azzi Qian (Ally) Hong Xinyu (Joyce) Jiang Prisca Lam Jennifer Su Gayeon (Ashley) Suh Quincy Zhou

MATHEMATICS EXTENSION 2 Qian (Ally) Hong Xinyu (Joyce) Jiang Jennifer Su Gayeon (Ashley) Suh



Skye Brownlow Sophie Clarke Gayeon (Ashley) Suh

STUDIES OF RELIGION Sophie Boland* Philippa Bucknell Kiara Capolupo Sophie Clarke Alexandra Doubleday* Olivia Kuo Ruby McGinty *Year 11 Accelerated

VISUAL ARTS Christine Jung Nicolette Nair Valerie Siou

Ashleigh Bamford Philippa Bucknell Sophie Clarke Kristina Dang Samantha Johnstone Sophia Konstandinidis Amy Martin Ruby McGinty Ruby Napper Erin Shim

Christine Jung Lead the way and give your daughter a promising future - she belongs at Tara


Boarding at Tara Grace - Year 12 Class of 2021


L-R, Grace (Head Boarder) and Sophie (Deputy Head Boarder), lifelong friends at Tara

ur boarders come from near and far, boarding for various reasons. They all, however, sacrifice time with their families to be part of the Tara community. Through this sacrifice they gain independence, a better sense of self and lifelong friends with a unique shared experience. One reason our boarders come to Tara is the limited access to quality education in rural Australia. These boarders grow up knowing they will eventually go to boarding school and will be separated from their family for a least six years. Grace, our current Head Boarder, is one of these students. Grace arrived at Tara in Year 7, ready for the challenge. She had never worn school shoes and had been homeschooled through distance education by her mum, Caroline. Nevertheless, she did have a wealth of knowledge that she had learnt from her ‘Granny’ and family through living on the land. Driving and changing a tyre for example were skills she had learnt at a young age. Her resilience was extraordinary, and we knew from the start she was destined for amazing things. Grace’s journey has been extraordinary, and she has grown in a variety of ways, especially in her leadership skills. Grace knows who she is and shows compassion in everything she does. We spoke with Grace about her journey at Tara, including what she has learnt, enjoyed 1 0

Be Inspired. Be Challenged. Be Excellent. BE YOU.

and missed the most during her time in Eggleton House.

When did you know you would go to boarding school? I was very aware from a young age that I would be going to boarding school one day. Both of my parents went to boarding school, my grandparents had gone to boarding school and every kid in my district has gone to boarding school somewhere in Australia. I grew up in an isolated area and attended primary school via distance education, basically online learning. This was a lot of pressure on my mother who was basically my teacher from preschool to Year 6 and it was just not possible for me to continue distance education for high school.

Why did you need to go to boarding school? I live 165 kms away from my nearest town so driving over one and a half hours to school every day was not really an option. Continuing with school through distance education was also not an option as it would be too much pressure on myself and mum who would have to supervise me. Coming to Tara gave me a better opportunity to learn than attending my local school or doing distance education.

What was the process of picking a school? My brothers had it easy. They would be going to the same school that my father, grandfather and great

grandfather had gone to. For me it was a little bit harder. We went to the Boarding Schools Expo in Dubbo and saw a whole lot of schools to get an idea of what Boarding School would be like. From there we had a week in Sydney touring girls’ boarding schools and getting to know several different schools and what they could offer.

Continuing to achieve at Tara Olly Gu, Overseas Student Liaison

Why did you choose Tara? After seeing a few girls’ schools in Sydney, one school stood out to me. Tara is a small school with lots of space and greenery, perfect for me coming from a school with 30 people in it and living on a farm. The staff and girls were helpful and inclusive during the interview process and sleepover and that made the whole decision of choosing a school easy.

How did you feel in the first few days? The first few days at Tara were very busy! I was the only girl in my year at school and had two brothers at home so coming to a girls boarding school was a bit of an adjustment. I did the whole homesick thing and struggled to manage being away from home and the new level of homework. Eventually, with help from the boarding house staff and the girls in the house, I got over my home sickness and started to really enjoy boarding. Despite all this, the first days in the boarding house were fun and I met a lot of great people who would make my time in boarding great!

What have you learnt from your time here? Across my whole time in the boarding house I have learnt how to be more independent and have better time management. This year I have learnt a lot about leadership and what type of leader I am. This has helped me realise things about myself and how to lead others in a way that works for me but also supports others.

As a Tara old girl who graduated in 2019, I love the caring and friendly environment that Tara provides the girls. When I decided to come back and work as a member of staff, I wanted to bring the same kindness to the girls, just like my teachers gave to me. As an overseas student, I know what challenges the girls will face, so I am prepared to help with any problems they might encounter, and that is what I really want to achieve - to make the girls feel they are never alone. I will also be the bridge in communications between the girls and their teachers or parents while minimising any misunderstandings due to language. By considering multiple perspectives I can help the girls whenever they need me.

What have you enjoyed the most? I have loved all the weekend activities I have been on during my time at Tara. As I am not from Sydney, it was great to try a range of different things from ice skating and high ropes courses to just trying new foods at cafes. There are not many opportunities in Bourke to try these things so I took all the chances I could to try new things with my friends.

What have you missed the most? I guess I missed my family and animals the most. Coming back to the boarding house after working on a farm for the holiday was a bit of an adjustment but there was so much going on at school and in the boarding house to distract me that I never missed my family and home for too long.

Lead the way and give your daughter a promising future - she belongs at Tara


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Be Inspired. Be Challenged. Be Excellent. BE YOU.

Lead the way and give your daughter a promising future - she belongs at Tara


Strategic Plan



ara is an inspirational learning environment for girls. The Tara Strategic Plan for 20212025 establishes a framework to further build our great School.

Our purpose is to be a Christian learning community, characterised by excellence, which encourages and empowers girls to achieve and serve in a dynamic world. Tara places an emphasis on holistic development where every student is cared for, challenged and equipped to live out the distinctive values of the School. Since 1897, Tara has had a long and significant history of providing outstanding education and personal development informed by Christian faith for young women. This legacy has created a culture of excellence and care for every girl which is woven into the culture of the School. We continue to plan an exciting future for our School and the Tara Strategic Plan 2021-2025, signifies our vision and strategic direction for the next chapter for the School.

learning of every girl, reflect on practice and respond to the changing expectations of the world that Tara girls will not only participate in, but lead. We are pleased to present the Tara Strategic Plan for 2021-2025 and look forward to using this plan to continue the story of Tara into the future. Mr David Braga, Chair of Council (to June 2021) Ms Simone Gilbert, Chair of Council (from July 2021) Mrs Susan Middlebrook, Principal

Our Vision Tara is a Christian learning community, characterised by excellence which encourages, equips and empowers girls to achieve, serve and thrive in a dynamic world.

Our Values

Our Strategic Plan supports Tara’s expressed Purpose and Vision and is a thoughtful, research informed response that includes the domains of pedagogy, Christian faith, wellbeing, professional expertise of outstanding educators and continued provision of excellent learning spaces, facilities and experiences for girls. The Strategic Plan allows us to apply our resources to achieve our vision for the benefit of students, staff, and the Tara community.


At the heart of our strategy is the Tara student. Young women who have been educated in a school with values based on our Christian faith and who embody our purpose and vision for them. Young women who are confident, articulate, and well prepared to thrive as they take their place in the world beyond Tara. The world our students enter demands skills of increased global awareness, empathy, resilience, collaboration, adaptability and innovation, as well as being able to think critically, solve problems and be future focused. It is an increasingly complex world and the Strategic Plan seeks to develop the educational environment and experiences that will allow Tara girls to be well prepared to succeed in it.

Tara accepts, nurtures and respects every individual. Girls thrive in our safe and encouraging environment. The Tara community seeks to model kind and inclusive behaviours.

This sense of purpose can be seen in our programs for our very youngest girls in Early Learning through to Year 12 and every year in between. Our approach allows us to implement programs that support the 1 4

Be Inspired. Be Challenged. Be Excellent. BE YOU.

Tara cherishes trustworthiness. Aligning with God’s word, all in the Tara community are relied upon to act with moral and ethical principles.


Service Tara girls exhibit gratitude and understand their responsibility to serve others within the Tara community and the wider world.

Opportunity Tara girls embrace the broad range of experiences provided at School and in the wider world to explore their passions and broaden their horizons.

The Tara Experience •

Tara girl understands her responsibility to serve others with empathy and make a sustained positive difference in the world.

Tara teachers are committed to holistically knowing their students, enabling every girl to develop and thrive in a learning environment that encourages individuals to successfully engage with a dynamic and rigorous curriculum.

Leaders of Learning •

Tara offers outstanding cocurricular opportunities that foster development beyond the classroom and encourage positive student wellbeing. Each Tara girl is equipped with the skills to make positive choices and feels empowered to voice and advocate for informed opinions.

Christian Identity •

Tara’s compelling Christian learning community celebrates Christian identity, encouraging Tara girls and staff to pursue engagement with and growth in Christian faith. All Tara girls and staff are equipped with a Christian framework to understand themselves, others, the world and the nature of God and to make personal faith decisions through authentic inquiry. Consistent with the Christian ethos of the School, each

Tara promotes staff excellence by having a teaching and leadership culture that is characterised by perpetual learning, and evaluated against clearly articulated standards, utilising individual and collective development plans. Tara is an innovative leader in Australian education by virtue of its research informed best practice, ongoing evolution of pedagogy and contributions to the education sector.

Tara has a comprehensive program in place to develop, equip and sustain leadership of the School.

Staff at Tara consider the influence of the Christian worldview on learning, teaching and leadership.

and alumni. •

Tara has strategically diverse and mutually beneficial educational partnerships.

Tara’s communication is effective and reaches a broad audience.

Resourcing Our Future •

Tara’s reimagined Masterplan reflects the evolving needs and expectations of the Tara community.

Tara maintains an ongoing program of improvement to learning spaces and facilities.

Tara’s facilities are actively utilised by Tara students through a variety of programs, as well as by staff and families and the broader community.

Tara’s use of new and emerging technologies enhances the experience of Tara girls, their families and Tara staff.

Tara’s commitment to improved sustainability outcomes is owned by the Tara community and is embedded in learning and practical experiences.

Tara continues to be financially secure in order to resource the School into the future.

Community Engagement •

Tara has an extensive program, facilitating authentic and enriching engagement with all members of the Tara community - future, current

Lead the way and give your daughter a promising future - she belongs at Tara


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Be Inspired. Be Challenged. Be Excellent. BE YOU.

Lead the way and give your daughter a promising future - she belongs at Tara


Celebrating the past shaping the future Next year, Tara Anglican School for Girls is marking a significant birthday. In 2022 we will celebrate 125 years of history and honour our proud tradition of nurturing Tara’s students academically and spiritually, providing wide ranging opportunities in the cocurricular arenas of the performing and creative arts, sports, leadership, and service for others. This will be a momentous year for the entire Tara community both present and past. We are proud to unveil our commemorative logo honouring this milestone and look forward to sharing with you celebration plans as we move forward.

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Be Inspired. Be Challenged. Be Excellent. BE YOU.

Why your daughter belongs at Tara The following article is another reason why your daughter belongs at Tara. Single-Sex Schools: Girls in a Class of Their Own for Optimism Published in The Australian, February 11, 2021. By Rebecca Urban


eenage girls attending single-sex schools have coped better than most throughout the pandemic, with a national survey revealing above-average levels of life satisfaction, happiness and confidence in the future.

Data from Mission Australia’s annual youth survey, collated for the Alliance of Girls Schools Australasia, also found that girls attending single-sex schools reported higher participation in sports and lower instances of poor mental health than the broader female population. According to the report, 2020 presented significant challenges as schools in most states closed at various times in a bid to stop the spread of the coronavirus. Yet most of the 15 to 19-year-olds participating in the survey remained happy with their circumstances and optimistic. “This was found to be especially true for girls attending single-sex schools,” the report says. “Girls from single-sex schools obtained higher scores than the Australian female average in key areas of the survey related to physical and mental health status, overall life satisfaction and educational and career aspirations.” More than 60 per cent of girls attending single-sex schools indicated they were happy or very happy with their lives — lower than the 66 per cent satisfaction rate reported by males but higher than the 54 per cent reported by all females. Girls attending single-sex schools were also less likely to report mental health concerns — 37 per cent compared to 43 per cent of all females. Only 20 per cent of male respondents reported mental health concerns. Study aspirations were also higher among girls attending single-sex schools, with 88 per cent planning on obtaining a university degree compared to just under 70 per cent of all Australian females.

schools playing regular sport — on par with boys’ participation rates and ahead of all females at 69 percent. Alliance chief executive Loren Bridge said the results from the survey, which was carried out between April and August last year, attracting 25,800 responses, were a testament to the hard work of schools to bolster student health and wellbeing. “Girls schools were able to leverage their already strong pastoral care programs and technology platforms to respond quickly and flexibly as the situation continued to change,” she said. Melbourne school Strathcona Girls Grammar prides itself on strong academic results but also believes students learn best when they are happy, feel supported and are connected to their peers. School wellbeing head Amber Sowden said it became apparent during lockdown that most students were able to keep on top of their studies but struggled with not seeing friends. As a result, the school held online trivia nights, virtual run clubs and morning fitness sessions led by the sports captains. “We made sure that there were plenty of ‘touchpoints’ with members of staff and opportunities to connect with their peers,” she said.

Sports participation was also sustained throughout 2020, with 74 per cent of girls attending single-sex Lead the way and give your daughter a promising future - she belongs at Tara


Tara Alumni

Dream, Lead and Achieve

We are so proud of our alumni, their accomplishments, determination and the inspiring lives they have gone on to lead after graduating from Tara. Time and again, we are told by our alumni how our teachers instilled within them an enduring sense of curiosity and a love for learning, and encouraged them to be independent thinkers, doers, and dreamers. Explore some of their stories and if you would like to share your own story email us at and we will contact you for a chat.

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Kayley Harris

Class of 1979

win a trivia competition for knowing that the Battle of Hastings was in 1066! At lunchtimes in summer my friends and I would sit on the grass and sunbake our legs and talk about boys and our favourite songs. We believed in each other, defended each other and we belonged to each other. I left school in Year 10 as my parents and I felt like I would be better off in the workforce than continuing my education. I regret leaving to this day and would love to go back and finish my HSC. I began working in an office as an administrative assistant but it wasn’t for me. I have a rather outgoing personality so I enrolled in a three month radio announcers course because I loved music and couldn’t believe it was possible to earn a living just by talking and playing records...something I did daily!


y name is Kayley and I am 57 years old. That must sound very old to someone in high school but believe me, I don’t feel it...ok well some days I do!

When I was in Year 6 in 1975 at Epping West Primary School, we were all asked what high school we would be attending. Most of the class were going to Carlingford High School but my parents had decided to send me to Tara which was then called Tara Church of England Girls School. I was upset because no one in my year was going there and my friends all thought it sounded very snobby. I asked my parents why I had to go to Tara and they said it was a good school and I would have better job prospects. Being the 70’s, my parents also hoped I would learn to become a young ‘lady’, whatever that meant. On my first day of school I met another girl, her name was Fiona. We stayed best friends through school and remain friends to this day. My most cherished memories of Tara are all based on my friendships. High school can be very difficult as we navigate puberty, boys, friendships and school work. I wasn’t overly academic and I didn’t think I paid particular attention to the teachers but I must have absorbed more than I thought. There are still times today when I recall things from school…..I was actually able to

Following the course I secured a job as a junior traffic reporter at 2UW (now KIISFM) and my career took off from there. I worked hard and eventually secured a job co-hosting the breakfast show on WSFM. I was there for 12 years, starting each day at 3am. In 2004 I left and had a couple of years off to be with my three children and in 2007 I was offered a job at Radio 2GB as an Assistant Producer. I still work for Radio 2GB as a casual Executive Producer which means I’m responsible for producing radio shows. I have also worked as a Publicist for The Wiggles and hosted many programs for 2GB, 2UE and 2CH. Being a Tara girl certainly helped me in the early days. When applying for jobs I was always asked which school I had attended and Tara’s reputation never failed to impress. I then understood why mum and dad sent me there. I think one of the most important things Tara taught me was to not always think about myself, to consider other people and to be the best version of myself. As I said, I was not really academic but I like to think I was kind and compassionate and I learnt this at Tara. My advice to my younger self would be to be your own best friend. No one knows you better than you. If you’re in high school right now, here’s my advice - making hamburgers isn’t beneath you, your grandparents called it opportunity.

Lead the way and give your daughter a promising future - she belongs at Tara


Harnsle Joo


e’re really blessed at Tara. The tight knit community and dedicated teachers create an environment that encourages all young women to try new things and discover their identities. My fondest memories of Tara are all of the extra curricular activities I took part in. I wasn’t always very good, but I was always given the chance to have a go. I also had many opportunities to foster and grow my talents and passions. This was crucial in shaping me into who I am today. The moment I finished high school, I dived head first into the crazy, clustered world of media, trying to find my place. I definitely worked a lot harder outside of uni than within...but that was the right decision for me because it led me to where I am today. I’m currently the Executive Producer of Afternoons with Deborah Knight on 2GB radio - Sydney’s number one station, and arguably one of the most influential media outlets in Australia. It’s a privilege and it’s a challenge. But it’s one I absolutely love - everything from the heartfelt moments with listeners, to the stressful and sometimes draining news stories. I started out at 2GB as an intern in my final years of uni. Ben Fordham was having lunch near me one afternoon (while I was interning at another media outlet) so I decided to approach him (read: hassle). I introduced myself, expressed my passion for radio and asked for work experience. He gave me his number, and I called the very next day. Fast forward six years and they haven’t gotten rid of me yet! I remember back in high school, I was that kid who wouldn’t leave teachers alone until I got an answer to my question, or until I had milked the last bit of feedback off them. And while I admit, I was annoying, my teachers always responded positively. That showed me that if I really want something, I need to find a way to get it done, and to find ways to improve myself. A massive barrier so many young women face is a fear of others’ perceptions - that we shouldn’t try too hard or come across as needy. It’s completely understandable and I feel this way a lot as well. But when you want something, or if you’ve got an opportunity that you know is good for you, go for it. Hassle and hustle until you get it. Seize those moments. I’ve been really privileged in my life - I had the

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Class of 2012

opportunity to attend a fantastic school like Tara, and I’m working my dream job. And while I know a lot of it was luck, I also know a lot of it wasn’t. If you get “lucky” with an opportunity, don’t just wait for it to turn into something...YOU need to make it into something. And don’t be afraid of what might happen. If you see your role model, say hi and introduce yourself; seek their advice. The worst thing that could happen is they turn out to be not as nice as you thought. If your dream job is being advertised, apply. What’s the worst that could happen? They say no because you don’t meet the criteria yet, but they have you on file now. And if you don’t get the best grades, don’t stress (P’s get degrees!). Because you may have more real-life experience than your competitors. Just keep at it - keep hassling and hustling.

Jessica Sarkis


rom my time at Tara, I vividly remember my Kindergarten teacher, Miss Simmonds telling me she had eyes in the back of her head so she could see what we were doing at all times.

I didn’t believe her until she told us what she did when she turned around. I’ll never forget that lesson! After successfully exiting two start-ups early on in my career, I am now an advisor, coach and mentor to provide the tools and support to those looking to reach their goals, whatever they may be, whilst also holding a Director role in various companies. My career has been an interesting one, one that I wouldn’t change in any way. I was once working three jobs during my HSC right through to starting two start-ups in my first year of University. I felt that I always have been working whether it was to gain experience, or if it was for myself.

Class of 2009

I was never settled taking a break and knew there was always something new out there that I could do or learn. Tara instilled discipline into me as one of my core values at a young age. Tara applies and demonstrates its rules because it really does teach you a lot. The skill of discipline equips you with valuable life skills that you need for your future. Without discipline, I wouldn’t be where I am today. Never give up or waste time feeling sad when you fail. Instead invest your energy into learning where you went wrong so you do it better next time. To current students I would say, ‘Don’t get too caught up in worrying about failure or looking silly. It’s bound to happen at some point in your life, so embrace it because nobody is perfect.’

Lead the way and give your daughter a promising future - she belongs at Tara


Sarah Blacker

Class of 1999

I went straight to university after graduating as I was fortunate to receive a mark that allowed me to study a Bachelor of Architecture at the University of NSW. There I would see some of my Tara class mates studying dentistry, interior architecture and other degrees. I also visited Japan! First and foremost, I have been an architect. I have worked in the industry since my student days and have worked alongside some great and highly respected architects. I am now the Director of Sarah Blacker Architect which is an architecture, interiors and heritage design practice and we work predominantly within the residential market. For about a decade, on the side, I co-published a magazine, with my husband, which was sold in newsagents throughout Australia and overseas, as well as being available on iTunes. Following the arrival of our daughter, I had to choose between being a publisher and being an architect and given my passion truly does lie with architecture it won out. I have had my own design practice for almost a decade. I feel grateful to have attended a school like Tara, being a smaller school in an expansive and natural surround. Having smaller class sizes meant you knew everyone in your year and this allowed you to feel supported amongst your peers and helped you feel confident in your pursuits at school. This kind of grounding sets you up for later in life. Having teachers that supported my interests, art and English, has seen my career travel down that path.


y time at Tara has given me great friendships. I have a close group of school friends who I keep in touch with and consider my dearest and most valuable friendships in life.

We can rely on each other for anything and keep in touch regardless of what continent we are on. At school, English and Visual Arts were my strengths and greatest interest so I loved the excursions to the art gallery and the theatre where our studies became a reality. 2 4

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To current Tara students I would say, work out what your true passions and interests are and go from there. There is always a plan B or an alternate route, so never give up.

Brianna Horn


ooking back on my time at Tara, I always reflect on the School carnivals and House competitions. There was no better feeling than your whole House cheering you on to finish a race. Equally as exciting were the creative arts activities made available to us. My favourite memories stem from all the different musicals and plays we had the opportunity to perform in. I adored dressing up, playing wild characters, and creating what my friends and I thought were hysterical masterpieces in the Tara Theatre. Following my graduation, I travelled abroad to Europe for a month to destress after the HSC. I learnt a lot about the benefits and drawbacks of travelling solo and practised my fresh French HSC skills on every local imaginable! I then began a Bachelor of Speech, Hearing and Language Sciences at Macquarie University, the first step in becoming a Speech Pathologist. Whilst studying, I continued to pursue my love of learning by working for a tutoring company where I taught French, English and Studies of Religion to students with learning difficulties. A year into my role I was promoted to Lead English Tutor where I managed a team of 20 tutors, providing resource development and advice for parent liaison and the management of challenging students. Once the company ceased trading, I continued in the education field by working for a local After School Care centre as an Educator of Primary School students. Nearing the end of my degree I was seeking a career change, searching for a role where I could apply my newfound knowledge of speech and contribute to society in a meaningful way. A university placement led me to becoming a Teacher’s Aide at St. Lucy’s School on the North Shore where I have been working for the past year and a half.

Class of 2016

independently. Their progress is celebrated with praise. It is truly rewarding to work with such deserving individuals and there is no greater joy than encouraging them to develop both socially and academically to reach their full potential. The values Tara instilled in me have been invaluable to the success of my career. I always admired the tailored approach my teachers applied throughout my learning and have sought to implement these same personalised techniques in my tutelage of students today. My leadership responsibilities throughout high school have gifted me a strong sense of agency and confidence in my abilities, allowing me to pursue any path of interest. External to my career, Tara’s promotion of sport and creative pursuits of near importance to academia has equipped me with a healthy work-life balance which is the core of my success. Looking back on my past self, I would tell her to appreciate living in the moment and cherish every second with my friends. I would encourage her to not get so caught up in the societal expectations of social media and focus more on the pursuits that bring her joy. For current students who are unsure of their future career path, I would advise them to make the most of every single opportunity that comes their way. Try your hand at anything of interest to you and avoid getting fixated on a set plan. You never know what wonderful adventures life has in store for you so be resilient in your endeavours as mistakes are a sign of growth.

I immediately felt as though I was in the right place at St. Lucy’s. It is the most incredible school that caters for students with moderate to severe special needs. I am fortunate enough to work across different age groups and capability levels and I support the students in their learning through a holistic approach to their education. I also assist with feeding, toileting, and management of challenging behaviours. I am so grateful to be able to share in the significant milestones of the students, whether that be responding to their name or asking a question Lead the way and give your daughter a promising future - she belongs at Tara


Connected Community Mother and Daughter High Tea Tea for two… and many more! A fabulous afternoon was enjoyed by all mothers and daughters who attended the Tara P & F Mother and Daughter High Tea on Saturday, 1 May. The theme was ‘Wonka’ and as the name suggests, it was colourful, fun and distinctive! On arrival, guests were welcomed by none other than Willy Wonka himself. High Tea was savoured surrounded by the gorgeous decorations and visits made to the Wonka Lolly Bar featuring chocolate fountains, drink fountain, oodles of lollies, fairy floss and popcorn. This was followed by face painting, a spot of slime making and lots of dancing enjoyed by all.

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Parents and Friends Association The Parents and Friends Association, (P & F) provides the School community with practical assistance and financial resources for educational, cocurricular and personal development opportunities for students and social events for the wider Tara community. When your daughter commences at School you automatically become a member of the P & F Association. Each year, the P & F organises fundraisers such as the Tara Ball, the Mother and Daughter High Tea, Trivia Nights as well as Welcome Evenings and other events for new parents. They also facilitate the sale of

second hand uniforms, crested items and the running of the sport’s canteen each Saturday morning.

to meet the needs of its parents, students, Old Girls and School environment.

These functions provide great opportunities for parents to meet other parents and staff with many wonderful friendships formed.

Parents and Friends Association Executive Committee

The Parents and Friends Association meet once a month during the school term on a Tuesday night and all parents are welcome.

Vice President: Kesara Jayasuriya

Meetings are attended by the Principal, Mrs Susan Middlebrook, providing an opportunity to hear firsthand about events and activities being planned within the School. The P & F is continually evolving

President: Peter Ryan

Treasurer: Nairi Malek Secretary: Graeme Bellach Committee: Patricia Cross Susan Badman John Capolupo Julie Cleary Donna Karam Meg Le Lievre Pascal Mouawad

Tara Dads Club (TDC) Tara Dads Club motto is to encourage, to support and to participate. The aim is to connect, unite and facilitate the building of relationships between Tara dads and to enjoy social events and activities with their daughters, whilst supporting the Tara Community. What is the purpose of the Tara Dads Club? The objective of the TDC is to enhance every Tara girl’s Tara Experience, by nurturing the Dad and Daughter relationship, creating opportunities for Dads to contribute to the Tara values and fostering a spirit of Community. To learn more and join our Tara Dads Club, visit the Tara website at

Tara Dad’s Club Executive Committee 2021 President: John Capolupo Vice President/Treasurer: Tony Fayad Secretary/Communications: Amit Grover

Committee Members: Abhishek Bhandari, Ralph Jabbour, Leny Manassa, Darren McLean, Pascal Mouawad, Mouhamad Dib, Adam Canceri

Lead the way and give your daughter a promising future - she belongs at Tara


Tara Old Girls’ Association From the President The Old Girls’ Association was established in 1957 and the Committee is elected in August each year at the Annual General Meeting. Our current committee is comprised of members from Alumnae years of 1967-2011, giving us a broad range of life experiences as a Tara Girl and beyond. The Tara Old Girls’ Association aims to support School events, give donations of gifts and School equipment, and offers scholarships and bursaries to current daughters and granddaughters of Tara Old Girls. In 2020 we added the Janice Lee Memorial Award for excellence in Hospitality. The Joan Waugh Scholarship is awarded by the Tara Old Girls’ Association annually, to the value of $5,000, in the memory of Mary Elizabeth (Joan) Waugh, Headmistress of Tara from 1897 – 1946. The scholarship aims to support, inspire and encourage Old Girls to further education by assisting them to undertake further studies, research, or development in a particular area of interest, skill, or expertise, either in Australia or overseas. The process of awarding the scholarship is undertaken with great care and consideration from the committee and the team of past staff and alumnae chosen to interview the selected candidates. In 2020 we saw an overwhelming response from the Old Girl community regarding the application process. We were thrilled to have such excellent applications and were truly impressed by the dedication and passion involved in each project within their chosen area. We aim to celebrate the achievements of our Tara Old Girls’ and share their experiences with the community and our network though social media, functions, reunions and gatherings. We welcome any donations of memorabilia to be used in displays of life at Tara for future generations to come. Lucinda Beck - President

Tara Old Girls’ Association Committee Members 2021/2022 Office Bearers


President: Lucinda Beck 2002 Alumni

Jennifer Hennessey 1985 Alumni

Vice President: Barbara Edge (Lee) 1967 Alumni

Emma (Rose) Hull 2000 Alumni

Honorary Secretary: Kathryn (Crowhurst) Dickinson 1985 Alumni

Jacqui Lillyman 2011 Alumni

Treasurer: Alison (Spring) Lillyman 1983 Alumni

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Julie Hennessey 1978 Alumni

Ngaire Musto 1986 Alumni

Natalie (Edge) Taylor 2002 Alumni Sharmani Manickam 1993 Alumni Madeleine Fitzpatrick 2011 Alumni

Tara Old Girls’ Association Joan Waugh Scholarship

Scholarship Winner 2020

Miss Mary Elizabeth (Joan) Waugh was the headmistress of Tara Anglican School for Girls from 1887 to 1845. In recognition of her long and esteemed career which spanned two centuries, the Tara Old Girls’ Association decided to honour her work and memory through the naming of the first Old Girls’ Scholarship to the value of $5000. The Joan Waugh Scholarship is reserved for candidates who demonstrate excellent endeavours in different aspects of the community life and a potential for leadership in addition to their academic abilities. The award aims to assist the former student in undertaking further studies, research or development in a particular field of interest, skill or expertise, either in Australia or overseas. Applications close in September each year. To apply, please download the application from the Tara website at

Janice Ellen Lee

Alumni 1965

Janice started at Tara in First Year High School (Year 7 as it is known today) in 1961 when Tara Senior School had not long moved to its current location in North Parramatta. She loved her five years at Tara and formed many special friendships, many that have lasted over 50 years. Janice’s journey in hospitality started in England where she worked with Rotary organising events. On her return to Australia in the late 1970’s she joined Sydney University and was the head of the University Function Centre for almost 30 years. In 1981 Janice joined the Tara Old Girls’ Association as a Committee Member and held the executive position of Treasurer for many years until her retirement in 2004. During her time on the committee her expertise in Hospitality came into play as Janice organised exciting and successful Old Girl functions, balls, celebrations, meetings, reunions and fashion parades that were enjoyed by all who attended. On Janice’s passing in 2020, the Tara Old Girls’ Association established a memorial award, The Janice Lee Hospitality Award to acknowledge her significant contribution to the School community and celebrate her lifelong passion of Hospitality.

Madeleine Fitzpatrick, Class of 2011 Madeleine, (Maddie) was very appreciative, humbled and said she felt privileged being selected as the 2020 recipient of the Joan Waugh Scholarship. She thanked the Association for providing her with much needed funds towards attending a high end training course to further her education as registrar at Westmead Hospital. The course provided Maddie practical training scenarios to become better prepared, more instinctive and automated when responding to any emergency. Completing this course has given Maddie the confidence to provide improved patient care and superior management skills whilst managing hospital staff when dealing with any type of emergency. Maddie plans to become a specialist haematologist and we wish her continued success.





Join Us To join the Tara Old Girls’ Association send an email to with your contact details. Stay Connected: Tara Old Girls can update their details by visiting the Tara school website Community page or via this link This award is presented to a Year 12 student who Lead the way and give your daughter a promising future - she belongs at Tara 29 tara-old-girl-update-your-details/ shows ability in, and is passionate about, hospitality studies at Tara.

Opportunity and Optimism Mary-Claire Head Girl 2020/2021 “Leadership at Tara has taught me to Lead by Serving, and I will forever be grateful.”

Sophia Deputy Head Girl 2020/2021 “Performing Arts are such a special time on a Monday afternoon. Sharing the expression of music while making new friends across different grades, and finding yourself at home in the little ‘families’.”

Sienna Head Girl 2021/2022 “Sport trainings and games are many of my most fun memories at Tara. A great way to not only get some exercise but bond with my fellow team mates.”

Evelyn Deputy Head Girl 2021/2022 “I have been involved in a variety of leadership roles including SRC, Peer Support, and Ambassador. I think that putting yourself out there is most important, because once you do, you find yourself working with the most amazing people, and learning life skills that you would not otherwise. Tara leadership will be one of my most favourite memories as I enter my final years.” 3 0

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“The Service Learning Tour to Cambodia was the moment where my vision for my future changed, the moment I decided I wanted to make a difference.”

Expand Learning Horizons The Tara Enrichment Centre offers exciting opportunities to expand

“The Modern History Tour to

learning horizons for enrichment.

Europe was such an insightful

Students from all years are able

and special experience. Walking in

to access quality tuition by highly

the footsteps of those before you

qualified professional tutors.

and only imagining the events that took place, while being fully immersed into new cultures.”

“Music Mondays are such a fun time to hang out with friends from all different grades and connect over great music.”

“Debating has helped me to become better at expressing myself, and speaking in front of large crowds, which is something that I’ve found greatly helps with leadership. I have made so many friends through this activity and I really recommend it!”

Art Activities Basketball Skills Ceramics Chinese Mandarin Cycling Learn to Ride Dance Gymnastics - Artistic Gymnastics - Rhythmic Musical Instrument Lessons Musical Theatre Musicianship Photography RoboKids Singing Sing, Act, Move Spanish Sports Aerobics Speech Communication Taekwondo Tennis

Lead the way and give your daughter a promising future - she belongs at Tara


Aquatic Centre and Sport Precinct Since Taylor Construction Group began this exciting project on 23 November 2020, they have completed most of the demolition, bulk earthworks, piling, inground stormwater services, and the first of the concrete footings were excavated, reinforced and poured. Work on the project ceased on 19 July 2021 following the Premier’s announcement which affected all construction in Greater Sydney. The NSW Government issued an update to the restrictions on 28 July 2021, allowing certain construction sites to resume on 31 July 2021, but unfortunately since Tara is located within one of the restricted LGAs (Parramatta LGA), the lockdown restrictions still applied and were extended to 28 August 2021. The NSW Government issued a further update to the restrictions on 7 August 2021, noting that from 11 August 2021, all construction workers from the affected LGAs would be added to the list of authorised workers allowing them to work on construction sites in Greater Sydney if they met the vaccination conditions. Our builders, Taylor Construction Group, updated its site specific COVID-19 safety plan for the project in light of the revised restrictions and recommenced work. This shutdown will inevitably mean the timeline for the completion of the project will need to be extended but at least we are moving forward again. These new facilities will enable us to expand and enhance the quality and delivery of our fitness and wellbeing programs for decades to come.

While we may not be able to meet face to face at the moment or hold our usual School Tours, our Registrar and enrolments staff are available for phone conversations and video conferencing. Please contact the Enrolments Office on 02 9630 6655 or via email at We look forward to being able to welcome enquiring families back on site as soon as is recommended by NSW Health.

Scholarships Tara Anglican School for Girls offers a number of scholarships to students who can demonstrate cocurricular achievements and strong academic performance. Scholarships at Tara include: •

Academic All Rounder Scholarships for girls entering Years 7 or 9

Music for girls entering Year 7

Tara Foundation (means tested) for girls entering Year 7

Boarding for girls entering Years 7-11

Students must excel in music performance to be eligible for the music scholarships. Scholarships are also offered to assist families with limited financial resources. In keeping with Tara’s tradition of inclusion and recognition of outstanding individuals, we are pleased to offer a number of scholarships to cover part or full tuition or boarding fees to girls in Senior School. Applications for scholarships commencing in 2023 will become available via our School website from October 2021 at 3 2

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Did you know...

/TaraAnglicanSchoolforGirls /taraanglicanschoolforgirls

/TaraAnglicanSchoolforGirls You can view and catch up on all the latest Tara news and past events our Lead theon way and give your daughter a /tasfg promising future - she belongs at Tara social media channels. /TaraAnglicanSchool



WILSON, Elizabeth Leigh Mrs Wilson replaced Junior School teacher, Mrs Young in 1969. She was first employed as a Year 2 teacher by Mrs Buck (Mistress-inCharge at the time). At the time, Junior School was still located at the Ellangowan site on George Street, Parramatta. Mrs Wilson’s class was comprised of fifteen students, nine girls and six boys. In those years, girls would greet their teacher by curtsying and boys would doff off their caps. In 1970, the Junior School moved to the Masons Drive site. During this time the School experienced an uptake of student enrolments. Mrs Wilson saw the School continue to grow and in 1988 a new intake into Year 5 was established, giving the School two classes of Years 5 and 6. With the growth came the Art/Music Block and the Computer Lab. During her 26 years at Tara, Mrs Wilson taught Year 2, Year 3 and Year 6 as well as being Junior School Computer Specialist for five years (1989 – 1994) and Junior School Deputy Mistress-in-Charge for three years (1991 – 1994).

Mrs Wilson teaching computing, 1993

Mrs Wilson retired from teaching in 1994.

Mrs Wilson with Junior School Computer Monitors, 1990

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Mrs Wilson featured in front row, third from the right

Lead the way and give your daughter a promising future - she belongs at Tara



Tara Anglican School for Girls Masons Drive, North Parramatta NSW 2151 Tel. 02 9630 6655 CRICOS 02320A

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Profile for Tara Anglican School for Girls

Tara Circle - Spring 2021  

Tara Anglican School for Girls biannual magazine - Spring edition

Tara Circle - Spring 2021  

Tara Anglican School for Girls biannual magazine - Spring edition

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