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Big Sing Bonfire Grace Winspear On Saturday 3 July, members of the Morris Maestros (our Year 5/6 choir) performed alongside visiting Melbourne-based youth choir, Exaudi, to open the Big Sing Bonfire as a part of the 2021 Festival of Voices. This is the second time The Friends’ School has been invited to participate in this wonderful event that takes place early in the Term 2 holidays. It’s a great opportunity to showcase the talent of our student singers and the Morris Maestros had a wonderful time. Kerry Bennett, the Morris
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Taiyo Painter (Year 5) Photo: David Painter
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were walking,” said Kerry, “And the conductor chose that song because in this COVID era, he said, the fact that we were actually going ahead with the Festival of Voices meant we were running the gauntlet by just trying it, because it might get cancelled.” “Then they ended up in front of the stage and our students and the visiting choir sang a piece called ‘2021’. Which was written by a student from NSW
about how 2021’s going to be a much better year and how we’re all going to be able to sing together again.” And that’s exactly what happened. Our students had a wonderful time participating in this community event. Once they finished singing their two songs that was the end of their on-stage involvement, but many stayed, singing with family and friends, throughout the rest of the night.
Global Perspectives Day Anna Fearn
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Bonfire & Mountain. Photo: David Painter. music teacher, rehearsed and Voices. They did a lap around then supervised the students the outside of the bonfire and at the bonfire. “The students ended up at the front of the really enjoyed it,” she said. stage.” The students sang two “The whole experience: walking through with their songs that night: a powerful big torches and flags and anthem about facing our fears banners and singing together. called ‘Run the Gauntlet’ by Andrew DeTeliga (arranged It was lots of fun.” “We actually opened the by Paul Jarman) and ‘2021’by Brennan, an whole event. The students Sureyya and visiting choir walked uplifting and energetic song around the bonfire holding celebrating moving forward orange torches and lights, and singing together. “They sang a song called since orange is the trademark colour of the Festival of ‘Run the Gauntlet’ as they
In Term 2, the Year 7 Connections classes experienced a new Connections day. The Global Perspectives Day was a new addition to the course, and Nicola Collins (Year 7
Connections Coordinator) brought this day to life. Originally, there was a puppet play day, where the students made a puppet play based upon a country whose language they were studying. Nicola decided to change this and make it into a day where the students get to “celebrate the language,
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understand different elements of the culture and build relationships with their class and language teachers.’’ Christine Wittlinger (Head of Languages Faculty) decided to call the day “Global Perspectives’’, which aligns with the School’s Purpose and Concerns about having a global perspective. E | focus@friends.tas.edu.au
All of the days corresponded with the respective languages that the classes were learning. Wednesday 16 June was when Fry got to participate in the French Day. I talked to Amelia Cooper, Maggie Hopster and James Wong about how they found the day. They informed me that they learnt how French people
live and Maggie Hopster said that “It isn’t like another language or different food: it’s like another way of life.” The students got to make Crepes, Gaufres (waffles) CroqueMonsieur (French ham and cheese toasties) and play Jeu De Paume (real tennis) in the afternoon.
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November 2021
Contents
Learning Spaces
Communitas
Learning Spaces 2-3 Global Perspectives 4-5 On 16 August in The Farrall Diversity 6-7 Centre, guest adjudicator and our 2020 writer-in-residence, Sustainability 8 Sam George-Allen, made an Big Ideas 9 inspirational speech before presenting the award for the Words in Service 10-13 Arts 14 Connections 15 - 18 Arts 19-22 FEL 23 Writing 24-25 Exams 26 - 27 Outdoors 28-29 Sport 30-31 Athletics 32
Focus Team Editorial and Production
Nadine Frick Zoe Geard
Reporters & Contributors
Lynne Males Vivan Mauderer ElÖd May Dorje McQuillen Trish Menadue Stella Mitchelmore Claire Morphett Anna Mulcahy Casey-Rae Mullen Caelyn Muller Max Muller Ella Newman Else O’Leary David Painter Nicole Parums Stella Petheram Anthony Petty Alexander Poljansek Emily Rawson Tony Sinnott Ziggy Sullivan Eli Swan Noah Swan Erin Szalman Milly Taranaki Elsie Taylor Nish Thapa Sophie Tilyard Dihansa Udawatta Thomas van Sant Luke Waites Aaliyah Walker Melanie Walker Sarah Walker Henry Webster Tim Whelan John White Amasaha Wijaysinghe Wilbur Wilkinson Grace Winspear Christine Wittlinger Annabelle Woods Tony Zhou Fiona Zinn Young Voices of Melbourne
Isabel Adams Bill Avery Raphael Bartlett Kerry Bennett Jessica Best Rupert Bullard Isla Bylsma Eliza Castley Georgia Chambers Ellora Chamberlen Regine Chua Emily Cole Gryff Connah Charlotte Cox William Cracknell Riley Curtain Caitlyn Dakin Freya Karlsrud Diano Matt Dixon Cathy Dong Catherine Duffett Tilly Ellingsen Morgan Evans Anna Fearn Claire Fox Nadine Frick Lily Frohmader Monique Gall Zoe Gangell Kylie Garratt Zoe Geard Sam George-Allen Hajira Ghulam Raza Tammy Giblin Lauren Grieve Georgie Hill Charlotte Hoyle Rebekah Ismail-Arnold Sarah Jameson Rupert Kendall Duncan Kirkwood Charlie Malbarry
Friends’ Connections
Jean Yeates Writing Prize to this year’s winner, Elizabeth Scott, for her short story, ‘True North’. Here is an extract from Sam’s speech: “A friend of mine recently went through the worst trauma of her life. It was bad and unexpected and completely immobilising. She couldn’t work. She couldn’t eat or sleep. She thought she was going to go the way of all those folk song protagonists and die of a broken heart. But she did not. What ended up saving her was her community...
Community is a word that gets used in the abstract a lot, and I think it’s easy to lose track of what it actually means in the practical sense. There are community grants and community awards and community-minded initiatives and it all starts to feel a bit like synergy or leadership or any of the other much-hyped but poorly-defined buzzwords of our time. But this is what community meant for my friend in the practical sense: never being on your own. A stream of friends and acquaintances doing shifts to care for you. Food cooked for you that you don’t have to eat or say thank you for. Wine quietly stashed in the fridge. Puzzles set out on
The new Sport Centre began construction early this year as part of the School’s Campus Redevelopment Phase One and, says Charlotte Cox, ‘ has been producing seemingly non-stop noise.’ Students on the High School campus were interviewed by Charlotte about the new construction and how it has been affecting their lives at School. Students were asked two
questions. Question 1: How has the current construction at school impacted your learning? and Question 2: How do you think this construction will ultimately benefit your learning once it has been built? Here is what some of the Year 9 cohort had to say about it.
Noah Swan
Sahansa Udawatta
“It’s a little bit noisy at times but I wouldn’t say it really had a massive impact on my learning. It’s a little bit hard going into North block and out of North block: you’ve got to try not to bump into anyone.” “I think it will mean the school is less congested overall and that the facilities will probably be a bit better so that will be a plus.”
“The construction has had minimal impact on my life at school but the loud noise is a distraction at some points.” “The new gym facility, as well as the additional class spaces, will facilitate a better learning experience for everyone because the extra space means smaller class sizes with less congested classrooms.”
Thank you to the many contributors who have made this issue of Focus possible.
This paper is produced by The Friends’ School. The Friends’ Connections section is prepared by the Community Engagement Office.
The Friends’ School P.O. Box 42 North Hobart Tasmania Australia 7002 Ph. (03) 6210 2200 focus@friends.tas.edu.au www.friends.tas.edu.au
the dining table. A knot of love tightening around you. A knot that you know you would tie around any one of your friends, should they be in the same position. This is what community means in the writerly sense: from the Latin communitas, referring to an unstructured collective of equals. In anthropology and social science, communitas has a very specific meaning: it refers to the ‘sense of solidarity and bonding that develops among people experiencing a ritual, rite of passage, or other transitional state together...’ For now, I want to point out that we are, all of us, experiencing communitas at the present moment. The work that I read in the process of judging this year’s Jean Yeates Writing Prize is evidence of that. Your generation’s mobility in the face of climate
catastrophe is evidence of that. Our shared heartbreak at the ongoing uncertainty of a global pandemic is evidence of that. We are all in solidarity with one another during this transitional state. We are at the threshold and we are stepping across together.”
Sam George-Allen. Photo: Zoe Geard
Word on the street
Bill Avery Melinda Clarke Emma Gilligan Laura Halm Lucy Loney
The views in this newspaper do not necessarily represent those of the Members of the Board of Governors or their nominees.
Focus #111
Raphael Bartlett
Grace Winspear
“I think the construction is really exciting. It’s made me wonder lots of things about the School and has made me wonder about the past and it’s fuelled my learning.” “The finished construction of the new building behind North Block will definitely benefit my learning of the history and future of the school. It will also provide a new environment for those who use it. When I am in a new environment, it impacts my learning because I can be curious and excited about it. This means that what I want to learn at this school will increase for me.”
“It has been really annoying. The noise makes it really hard to concentrate especially in lessons in North Block and areas closer to the construction. Languages have been really hard because you have to listen constantly and that is hard to do when there’s a massive crane outside.” “I’m not sure it will benefit my learning experience. I think it is a lot of hassle for something that isn’t that important and I hate the fact that the older grades have to suffer through this noise during their exams and they don’t even get to enjoy the new facilities.”
Hannah Wigston
“Sometimes in class it’s noisy but it mostly hasn’t really impacted my learning that much.” “It will open many opportunities for PE and we may be able to play different sports and then for other cocurricular we could use it as a training place.”
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November 2021
Our place through time Erin Szalman
Just over a year ago, The Friends’ School, along with the rest of Tasmania and the rest of the world, were in lockdown. Now, thankfully, we have come out the other side of this, and are back to learning, as normal as possible. We are incredibly grateful that we have been able to return to learning inperson, and our thoughts and sympathies are with anyone who is not as fortunate. A highlight of our distance learning journey was our virtual Languages Assembly, with many performances
from students of all year levels. Being back on campus gives staff and students many wonderful opportunities, not just educational, but opportunities to appreciate our peers, staff and grounds. This beautiful photo (left), taken by Tony Sinnott, one of our Lab Technicians, features two parallels: construction and nature, the new and the old, a crane and a rainbow; the rainbow, a symbol of hope: something very much needed as our world is pushing its way through a pandemic. This crane is one of many
pieces of heavy machinery currently on campus as part of Phase One of our Campus Redevelopment: the updating of the Commerical Road Campus by installing a new Sports Centre where the top Carr Street tennis courts used to be, which will be followed by renovating the current gymnasium into new classrooms. Although these works may be noisy and disruptive to general School life, and seem like a big change to us now, both students and staff have adapted well to the differences
of life around the school, and they will be worth it once they are completed. The series of photos I’ve titled ‘Strides of Progress and Change’, are five of many, also taken by Tony, who has been making a regular photographic record of the transformation of our learning space through time.
Left: A Beam or Two of Hope. Photo: Tony Sinnott. Below: Strides of Progress and Change: Series of photographs of Carr Street transformation taken by Tony Sinnott, 2021.
Unearthing treasures: Asian connections
Raphael Bartlett As our new High School Sports Centre is being constructed behind North Block, we take the time to reflect on the history of North Block. In 1971 the right side of the North Block was constructed and opened. The Asten Lecture Theatre has been exactly where it has been for the past 50 years. Also, the rooms we know today as the “Connection Classrooms” were science classrooms back then. The library was originally what we know today as the nonfiction side of the library. The 1971 extension to the library is what we know today as the fiction side of the library. The library extension was built to teach students about our Asian neighbours, which
included teaching Malay and Indonesian languages. Lots of Asian objects and artifacts were displayed and used as teaching materials. Some of those objects are still exactly where they have been for the past 50 years. Above are the photos of those objects and artifacts that can still be found displayed. All the other items in the Asian Cultural Collection are currently stored in the library storage room. Below are steps to find photos of those stored Asian objects and artifacts: • Go to the Library Catalogue • Click on the ‘Advanced Search’ button • Scroll down to ‘Collections’ • Click on ‘Asian Collection’ • Click on the ‘Search’ button
Above: The Asian Collection is a part of our School’s past.Photos: Raphael Bartlett. Right: Included in the School’s Asian Cultural Collection are some Balinese kepeng coin temple decorations (see right). Kepeng (cash) coins were originally from China and were used as currency throughout Southeast Asia. In Bali, the coins were used as offerings on special occasions such as birthdays, weddings, burials and cremations. They are are also used as decorations for temples and shrines. These temple decorations and some other items from the Asian Cultural Collection are currently on display in the library. Please come up and take a look! Photo: Nicole Parums.
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Global Perspectives
Focus #111
Continued from Page 1 On Thursday 17 June, Oats got to participate in the Chinese Day. I spoke with Else O’Leary and Petra Trambas to find out what they thought about the day. They learnt about Chinese New Year, and learnt how to draw the character 福 (fortune) in calligraphy. They also got to dress up in traditional Chinese clothes, and play instruments after a performance by the Chinese Music Ensemble. Both Else and Petra said that learning the “Little Apple” dance was the highlight of the day. Dana Hutchinson who ran this day for Oats said that she was very impressed with the level of participation, and that everyone gave it their best go. Wednesday 23 June was when Backhouse got to participate in the Japanese Day. Lucy Wilson and Sarah Mundy informed me that they played lots of Japanesestyle games, which enhanced the Japanese spirit created during the day. They played games called Oodama, Mukade Kyousou, Taifuu no me, Darmuma Hakobi, Dekapan and Rajio Taisu. They also made Japanese style hats, with a circle coloured to their respective houses, and they got to make bento style boxes. Backhouse got to go to the botanical gardens in the morning and drew pictures of the Japanese garden, and Penn stayed at school and
watched a Japanese movie while they ate their bento boxes. On Thursday 24 June, Mott particpated in the German Day. On this day, the students got to make Butterkekse (butter biscuits), Kinderpunsch (hot fruit punch), Laternen (lanterns) and go ice skating. I asked the students what the most exciting thing was and unanimously said ‘ice skating’! The students learnt what people do in Germany during winter time, such as the food they eat and how ice skating is important to their culture. I talked to Agnes Knogler, who ran the German Day for Mott, and she said that the students were really resilient. I asked her what she wanted to have for next year’s Global Perspectives Day, and she said that she would love to teach the students a song that they sing during a Laternenlauf (lantern parade), and have their own version of Laternenlauf. This new addition to the Connections course allows for students to broaden their knowledge of language and culture by participating in fun, engaging and beneficial activities to enhance their learning experiences. It is also a good opportunity for students to develop their relationships with their classmates and teachers.
(L-R) Frysters James Wong, Wilkie Haddow and Maggie Hopster enjoying Gaufres! Photo: Trish Menadue
Japanese Games! L-R: Otto Maiz-Casas, Oscar BatemanLark, Emerson Darke and Poppy Cracknell. Photo: Lauren Grieve.
7 Oats at a performance by the Chinese Wind Ensemble. Photo: Monique Gall. Right: Mott on the rink! Front and centre: Ruby Rollins. Second row: Michael Vickers and Sebastian Fearn. In the back: Ava Carlton. Photo: Matt Dixon.
Film Review: Hunt for the Wilderpeople Grace Winspear Hunt for the Wilderpeople is a breath-taking New Zealand film that really illustrates the nature of New Zealand’s bush, people and wildlife. The film follows the story of Ricky Baker, a troubled Maori foster kid, as he tries to adjust to his new family who live on a farm near the New Zealand wilderness. When his foster mother dies suddenly, Ricky fakes his suicide and runs off
into the bush, immediately getting lost. Hec, his foster father, easily finds him. But a broken ankle and a countrywide manhunt push the two deeper into the wilderness, and closer to each other, as they attempt to escape the authorities pursuing Hec for the supposed abduction of Ricky. This film will have you laughing all the way through—except for the moments where your heart
breaks. It gives you the impression that New Zealand is a lush, inspiring place with mysterious bush that stretches as far as the eye can see. And gives you an insight into the people who are just as wild as the yawning expanse of wilderness that shrouds the New Zealand landscape. Would highly recommend.
Hunt for the Wilderpeople (dir. Waititi 2016) [PG]
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Global Perspectives
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Celebrating German Day Charlotte Cox Every term one of the four languages studied at Friends’ (Chinese, Japanese, French and German) has a day where the culture behind that language can be showcased by selling national foods and playing games children in that country would play. German Day will be in Term 4 and what a day it will be! Bratwursts, both vegetarian and meat, are on
the menu as well as Berliners (if all goes according to plan) and they will be sold in the Open Gym. Berliners are delicious doughnuts filled with jam with sugar on top. The name originates from the story of a Berlin baker who, in 1756, was turned down by the Prussian military but served as a field baker and began frying doughnuts on an open fire for the soldiers, which the soldiers named after his home town, Berlin (leitesculinaria.
“Ich bin Schnappi das kleine Krokodil, Komm aus Ägypten das liegt direkt am Nil. Zuerst lag ich in einem Ei, Dann schni schna schnappte ich mich frei.” German Karaoke in the Asten (Lecture) Theatre, 2019. Photo: Christine Wittlinger.
com). Interestingly, Berliners are not called ‘Berliners’ in Berlin but instead, called Pfannkuchen. “In Austria we call ‘Berliner’, ‘Krapfen’, and they are one of my favourite pastries. Traditionally, they are served around the time of lent (from late January until about Easter). My family in Austria owns a bakery, so when I was a child there was always a steady supply of delicious fresh ‘Krapfen’”, said Agnes Knogler, teacher of German. Berliners aren’t the only foods that are important to German history. Bratwurst were made in harsh winters hundreds of years ago so there was no food wasted (kitchenproject.com). And in addition to pastries and baked goods when one thinks German food, one does consider all the smallgoods and meat products the country is renowned for. Christine Wittlinger, teacher of German and
Film Review: Das Wunder Von Bern
ist wunderbar! Charlotte Cox
Das Wunder Von Bern is a German movie set in 1954 and about a boy named Matthias who struggles to adjust to living with his father who returned from being a prisoner of war after nine years in Siberia. Matthias’s relationship with his father only gets worse, ending in him seeing football player, Helmut Rahn, as a father figure. This leads him to attempt to travel to Bern to see Germany play against Hungary for the 1954 FIFA World Cup. Football is seen as a beacon of hope in the dark times of post-World War 2 Germany in this sports and drama genre film. I love it because it holds lots of conflict, plot twists and a heart-warming redemption arc. I would recommend Das Wunder Von Bern to everyone, especially sports enthusiasts!
Das Wunder von Bern (dir. Sönke Wortmann, 2003)
Custard Berliners. Photo: Nadine Frick. Head of Languages Faculty, said, “On a personal note, although Germany is known to be a country of meatlovers, 12% of the population are vegetarian or vegan. This is the highest rate in Europe. I have been a pescatarian (eating fish but no meat) for
30 years.” Looking at food from different cultures is a great way to learn about a country’s history and lifestyles. As part of German Day, and being the national team sport in Germany, a game of soccer will be played on the
bottom green, open to all those who want to participate, but if soccer isn’t for you, feel free to drop by the BAMOT Theatre for a round of karaoke with friends. While karaoke doesn’t hold significance for German culture, it is fun for everyone!
Film Review: Our Times Rupert Kendall
Our Times is a Taiwanese Romantic Comedy told from the perspective of a woman named Lin Truly who reminisces about her past experiences in high school. The film follows the perspective of Lin’s nerdy teenage self as she ends up intertwined with a malicious bully named Tai Yu. They eventually become friends and Lin Truly manages to convert Tai Yu from his bullying nature. The highlight of the movie was probably the fight scenes between Tai Yu’s gang and his nemesis’ gang. Despite the terribly unrealistic action, these fight scenes were very comedic. The character development of Tai Yu was reasonably inspirational and told the viewer that a situation could be easily overcome with a little bit of perseverance and tenacity. Overall, I would recommend this film to
anyone who is studying Chinese as a language as it is beneficial for teaching the layout of Chinese sentence structure. With its light-hearted humour and
engaging plot this movie is an easy one to watch and one the whole family can enjoy.
Our Times (dir Yu Shan Chen 2015)
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November 2021
Diversity
What makes a great gay book? Zoe Gangell When writing a fictional tale of wondrous adventure, thrilling twists and scandalous romance, there are a few important elements that should be included. One of the most vital features: who will fall in love? Recently, while browsing bookshelves, I have noticed an influx of LGBTQ+ novels. The best YA LGBTQ+ romances that I have read include The Binding (2018) by Bridget Collins and The Winter Duke (2020) by Claire Eliza Bartlett, both of which have interesting protagonists and strong, independent love interests. The more I read diverse tales, the more I see the fine line between what should be considered good/bad representation of LGBTQ+ relationships. So, in this discussion, I will attempt to present three rules that writers should aim to follow if they want to succeed in providing the proper representation characters deserve. Rule 1: A character’s primary personality trait cannot be their sexual/ gender orientation—they cannot be included for the sake of being gay. The Winter Duke succeeds because our protagonist, Ekata, is shown to be a passionate learner and she possesses interests outside of her romantic and dutiful life and beyond her sexual orientation. Her ‘lover’, along similar lines, exists in the tale because of the role she has as the youngest Princess of her country and she just happens to be gay. What If It’s Us? (2018), cowritten by Adam Silvera and Becky Albertalli, allowed the main gay couple to fall flat in a phenomenal fashion. The issue in both the characters’ individual lives is to find ‘that one special person’,
which feels forced all the way through. Ben, the love interest, is very different from the protagonist, Arthur, but when in the same room, they felt like the same insecure character. The characters have great potential outside of their queer storyline but the writers failed abysmally in allowing any topic independent of sexuality to come through. Rule 2: The relationship/ identity cannot be an afterthought and last-ditch attempt in the final few chapters. A character’s sexuality is usually assumed to be straight unless flagged in the online blurb or on the dust jacket. In The Binding, however, we are never explicitly told about the protagonists’ sexual preferences, but this mystery is revealed half-way through the book as we see the connection between the two male leads. This is successful story-telling. However, do you ever consider why Dumbledore is suddenly confirmed to be gay in the last few seconds of Fantastic Beasts and Where
to Find Them (2001) by J.K Rowling? In an interview, Rowling confesses that it was an attempt at LGBTQ+ representation in her primarily heterosexual cast. It was a complete surprise since nothing in the previous books even whispered that Dumbledore was anything but straight and it left her fans dissatisfied and any LGBTQ+ readers, irritated. Rule 3: The majority of a character’s dialogue cannot be concerning their sexuality or about being gay. A great example of successful dialogue would be from Carry On (2015) by Rainbow Rowell. A large portion of this book centres around the mysterious identity of the protagonist’s roommate, Baz GrimmPitch. The fact that he’s gay is insignificant compared to the question of how he has to put up with the protagonist for so long (Simon is such a suspicious snoop). Their relationship is the driving force behind the plot, but when it comes to their
sexuality Simon has a harder time coming to terms with the fact that Baz is a vampire than the possibility of him liking guys. This allows the focus of the dialogue to be on the plot of the novel, rather than the relationships within it, and gives a more accurate representation of LGBTQ+ characters, given they are treated as intricate, layered characters rather than a catalyst for shallow love stories. It also helps with the normalization of queer characters in general. So, the next time you go to pick up a pastel covered LGBTQ+ romance, keep in mind how great the representation truly can be.
Focus #111
Making ‘diverse’ the new normal Lily Frohmader
The Clemes Diversity Club was founded in 2015 - 2016 through the passion and drive of a dedicated group of Year 11 and 12 students. 2021 has seen the introduction of the High School Diversity Club as students and teachers within the School community realised that there is still much of a lack of diversity and normalisation of such within it, and that bringing more attention to issues surrounding diversity will make the School a safer and more accepting place. The aims of the High School Diversity Club are to bring positive change within the School community regarding language, discussion and acceptance, and to normalise the diverse nature of race, sexuality, gender, and physical and mental ability. The club is run by Casey-Rae Mullen,
Lou Giudici, and anyone who joins. The first thing the High School Diversity Club is intending to do is improving the Health Faculty’s education of gender and sexuality by taking input and advice from students. You can join Diversity Club by just turning up to the meetings, which occur on Mondays every fortnight at lunchtime, in H208. The meetings are laidback and informal, which encourages participants to feel safe and respected within the meeting, and feel comfortable addressing issues. We greatly encourage participants; the more members that the High School Diversity Club has, the more the likelihood of a safer, more comfortable environment for our School community.
Below left: Carry On (2015) by Rainbow Rowell. A great example of successful dialogue. Below top right: The Binding (2018) by Bridget Collins. Interesting protagonist. Below bottom right: The Winter Duke (2020) by Claire Eliza Bartlett. Strong, independent love interests.
The Diversity Mural. A visual sign of inclusion and community painted on our walls. A 2018 Clemes Council initiative. ‘Situated at the bottom entrance to the Clemes campus, opposite the top entrance to The Farrall Centre, the mural acts as a physical reminder of the strength that can be found in diversity. It is a significant aspect of the Clemes Council’s work in promoting diversity; one of their major goals for 2018. The mural followed on from this year’s Whole School Gathering, which occurred on Harmony Day, under the theme, “Everyone Belongs”. Fondly nicknamed by the Morris students as the ‘Wonky Rainbow’, the mural depicts a multi-layered, dynamic symbol of diversity. Chief designer of the mural, Charlie Potter, a Year 11 student, used sedimentary rock as her inspiration in addition to traditional images of rainbows. The planning and execution of the mural involved many different groups, which is reflective of the message it promotes.’ (Claire Fox, ‘A wall to bring people together’, Focus #105, pp. 1 & 4). In the 2018 Photo: L-R: Zack Stephenson (Year 12), Felixe BoutinReeve (Year 12), India Lockley (Year 12), Milly Crombie (Year 11) and Morag Anderson (Year 12). Photo taken in 2018 by Claire Fox.
Diversity
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Clever man and Eddie Betts: A Student Directed Inquir y
into Aboriginal comics and animation Max Muller What is SDI? In my final year at Friends’, I chose a subject called Student Directed Inquiry that allows a student to pursue a trans-disciplinary research topic that they are passionate about and address some realworld problems and issues. What is the nature of my inquiry? My inquiry area aims to highlight ‘How Aboriginal and Torres Strait Islander people have been represented in comics and animation: Changes, current challenges and future opportunities’ and covers themes related to art, literature and politics. Why was I interested? I was interested in researching this topic because I love comics and animation. I have for most of my life. It is something that is very close to my heart. However, I wanted to research comics and animation through a different perspective. Through researching how Aboriginal people have been represented, I wanted to increase my knowledge of race relations in Australia. I was also very conscious of the Black Lives Matter Movement and I wanted to see if comics and animation could be an effective vehicle for change and collaboration between Aboriginal and Non- Aboriginal people. I also wanted to learn how comics and animation could inform and engage younger audiences and convey important health, social and political messages. Where has this inquiry taken me? I have learned how to conduct research in lots of different ways. I real highlight has been interviewing Aboriginal comic creator of Ubby’s Underdogs (20112013), Brenton E McKenna,
in his home state, Western Australia; interviewing the creator and director of the SBS/NITV animation series Little J and Big Cuz (20172018), Tony Thorne; and interviewing Tasmanian Aboriginal Centre leader, Andry Sculthorpe, here in Hobart. I have also viewed comics (digitally and in hard-copy) and animations, emailed the CEOs of key institutions like the Australian Children’s Television Foundation and the Indigenous Literacy Foundation and got in touch with the Aboriginal Nations Animation Studio in Sydney, that have been working for more than 35 years.
I would never have thought when I began this study that Eddie Betts and Cleverman would highlight some of the key themes of my Inquiry. A number of my interviewees commented that my research topic was important. An initial literature scan showed me that serious analysis of Aboriginal and Torres Strait Islander People representation in comics and animation had only begun in the last five years. So, without realising it, at the start of my research, I had come across an area that was novel but also really relevant. I would never have thought when I began this study that Eddie Betts and Cleverman would highlight some of the key themes of my Inquiry. “There’s no room for racism in Australia and we as Aboriginal people and Torres
Books in Eddie Betts’ Lil’ Homies series: My Kind: Rap Yourself and Others in Kindness (2018) and My People: Rap Yourself and Others in Culture (2019). Strait Islander people are sick of fighting — we are, we’re sick of fighting — because it just keeps happening and happening and I’m tired” (Boisvert 2021), Eddie Betts said in August 2021, as he announced his retirement from AFL. Even before his retirement, Betts’ focus had been on Lil’ Homies, a series of educational picture books that incorporate the medium of rapping, which is being considered for adaptation as an animation by the Australian Children’s Television Foundation. Cleverman is a comic created by Aboriginal creator, Ryan Griffin, initially for his son, who he believed needed to see an Aboriginal superhero
in popular culture (Griffen 2016), which was adapted for television by the ABC in 2016 and explores issues of the stolen generation, genocide, overcoming adversity and discrimination set against the backdrop of a dystopian Australian future that doesn’t seem too far away. Taylor Ferguson, who portrayed the character Audie in Cleverman, reflected on how important the series was for him in dealing with racism: “I think especially the unspoken themes, the unspoken class system and racism, all those things we don’t speak about or put on TV really resonated with me…. The show acts as a
Cleverman (Ryan Griffen, Wolfgang Bylsma & Emily K. Smith. Gestalt Comics 2017) Cleverman (Directed by Wayne Blair & Leah Purcell. ABC -TV 2016-2017)
When people think of representation in comics, they often don’t think of the representation of Aboriginal and Torres Strait Islander people... mirror of what we are. People can see it as just a genre piece, superheros and powers, but there’s so much ingrained in Indigenous culture. I think so many people are unaware of that history and culture...” (Whitehead 2017). What are the results? When people think of representation in comics,
they often don’t think of the representation of Aboriginal and Torres Strait Islander people yet there is over 80 years of this history in comics and animation and, more recently, there are a growing number of Aboriginal creators, directors and producers. Through my research, I realised how important it is to have Aboriginal and Torres Strait Islander voice controlled by the community, the power of collaboration and mentoring between Aboriginal and Torres Strait Islander People and NonIndigenous people and the importance of protocols developed by Aboriginal animation groups as to how their rich stories can be told to benefit their communities and raise global awareness of their culture.
Works Cited Boisvert, Eugene. ‘Eddie Betts urges all Australians to join Taylor Walker on ‘journey’ against .racism’, ABC News (online). Wednesday, 11 August, 2021. Griffen, Ryan. ‘We need more Aboriginal superheroes, so I created Cleverman for my son’, The Guardian (online). Friday, 27 May, 2016. Whitehead, Matt. ‘‘Cleverman’: How A Landmark Series Became The Benchmark’, Huffington Post (online). 2 August, 2017.
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November 2021
Sustainability
Focus #111
Red flagging climate action Ellora Chamberlen Climate change is a global issue that has been a ‘red flag’ for many years. Glaciers are rapidly shrinking (31% more than they did 15 years ago), seas are rising 3.6mm a year, trees are flowering sooner, and more detrimental heat waves are causing bushfires and droughts. According to NASA’s Global Climate
Change website (2021), a change to the average global mean temperature of 1 to 3 degrees Celsius will cause harmful effects in many regions of the Earth and these will only get worse as temperatures continue to rise. Not only does climate affect the environment but it also affects human life. This makes the issue a major priority in order for the survival of humanity. Now
people are realising this, different countries around the world are banding together to fight against this change in the climate, and everyone needs to join in. In the past couple of decades, more awareness has been brought to the issue of climate change. Global petitions and worldwide protests have been held, and citizens are attempting to get those in power to focus
Climate action. From L-R: Year 9 students, Tarçin Marriott, Grace Winspear, Charlotte Cox, Anna Mulcahy and Anika Jolley. Photo: Ellora Chamberlen.
on energy sustainably and becoming environmentally friendly. The recent International Panel on Climate Change (IPCC) report has sparked a lot of global interest, as it states that we have less than 11 years until climate change is completely irreversible. In Australia, many sustainability groups, students and environmental professionals are encouraging the Australian parliament to put into practice things such as changing to renewable energy and leaving fossil fuels and gases in the past, which is part of what Friends’ Climate Action Group does. Climate Action Group is a High School service club that meets every Friday lunchtime in E301, the top classroom in the High School’s Maths block. This group is run by Kate Sinclair, teacher and dedicated climate change activist within the school community.
Friends’ Climate Action Group writes letters to politicians about effects that their decisions have on the environment and climate change. Members of the group see their role as bringing politicians’ attention to the environment, as it is such an important issue for many people. Recently, the group had Peter Jones, a well-respected member of the Friends’ School community, come and talk to them about his experiences in Parliament and what happens when they receive letters calling for action. Other students take on their own projects, whether that is for sustainability within the school or in their home community. With the School Strike for Climate organisation growing every day, many schools are addressing the issue of sustainability within their school environment, homes and communities.
Some members of the group were asked to give advice to people about what they can do to help make their lives more sustainable. Penny Slamen, Year 8, suggested that ‘nude food’ is a simple and yet effective tactic for keeping litter out of the community. Tarçin Marriott and Grace Winspear, Year 9s, pointed out that turning off lights or heating in a room when not in it is not only good for the environment, but a good way to keep your power bill low. Despite many improvements in the canteen, such as changing to recyclable and compostable packaging, students still think that the School can improve their composting system and energy efficiency. The Climate Action Group members encourage all students to get involved. More people means more change!
re-purposing. For example, Wilbur has moved heavy rocks from old garden beds where the new Sports Centre is being built. Instead of sending them off on a truck to the tip, Wilbur has found a new home for them where they will enhance another garden. Another example is when
a tree has been blown over. It can be chipped to make mulch or the wood can be milled for use in the Design and Technology Department. In the School, there is the Tasmanian Native Garden that has about 50 native species of plants. This is to increase biodiversity. All these plants are from southeast
Tasmania. Half of all these plants naturally occurred within 5km from the School campus. Wilbur lives his sustainability ethos through his practices as a groundsman at Friends’ and I left this interview wondering how I could do the same.
Working sustainably Raphael Bartlett Wilbur Wilkinson is a gardener/groundsman at The Friends’ School and I interviewed him about how he is sustainable in his work at the School. Wilbur tries to be as sustainable as possible
when working on the School grounds. He uses an approach known as ecological horticulture which applies systems and practices that aim to maintain or enhance the health of the natural resource base and the wider environment. An example of this would be by using ‘sheet
composting’ which returns all organic matter to the soil. Sheet composting is like a big horizontal compost heap over the whole garden bed. This enables the sustainability of the fertility of the School grounds. Wilbur also aims to use all available resources on School grounds: re-using and
Brush Matting Technique. An example of using tree prunings to achieve multiple ends. The branches along this garden edge protect the mulch underneath from being dislodged by blackbirds and people alike. Young plants can be planted in amongst the branches where they will be supported and protected. Photo: Wilbur Wilkinson.
Salvaged Landscape Rocks: These rocks were salvaged from the Sports Centre building site and re-purposed as landscaping material in another part of the school. Photo: Wilbur Wilkinson.
Focus #111
Big Ideas
Discover Da Vinci Decathlon Anna Mulcahy The Da Vinci Decathlon is an annual competition where students compete in teams against other schools to complete challenges in a wide range of subjects. The Decathlon incorporates both creative elements, such as ideation and art and poetry, and academic elements, for example Science and English. Teams of 8 students are given booklets on different subjects and must work together to complete as many of the questions as possible in the time given. A team might have two people working on the science-based paper, a few
completing the code-breaking booklet, and the remainder of the team combining their skills to complete the engineering challenge. Katie Stanley, a coordinator of the event, said the competition “develops skills in cooperation, thinking outside the square, perseverance and adaptation.” This year, 64 students made up 8 teams across High School year levels. The Year 7 and 8 competitions were held at Mount Carmel College, and the Year 9 and 10 competition was hosted at The Hutchins School. Friends’ placed first in the Year 7 and Year 10 competitions, resulting in
both teams participating in Nationals on June 21st. It was the first year the competition was held remotely due to COVID. Tarçın Marriott, a Year 9 student who participated, said she chose to do Da Vinci Decathlon because, “the opportunity to participate in something that covered many different areas of learning— both creative and academic— sounded really exciting.” She also said that she enjoyed, “being able to meet up with friends to work on new skills, as well as competing together on the day.” “I recommend future students to take up this opportunity because it
fosters teamwork and good communication in a competitive environment where you are surrounded by like-minded people and supported by the strength of your team,” said Sahansa Udawatta, a Year 9 student. “It gave me the opportunity to translate knowledge acquired in the classroom to real-world abstract problems.” Should you wish to join the 2022 Da Vinci Decathlon, look out for an email where you can express your interest next year. You can also e-mail Duncan Kirkwood if you have any questions about how to get involved. We look forward to seeing you there at future competitions!
November 2021
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Page by page: Students read to fight MS Grace Winspear The MS Readathon is an annual charity event that the majority of schools participate in. Students sign up for free and get their family and friends to sponsor them. Sponsorship can be per page or per book, and can range from 1c to $15. In 2021, MS Readathon participants aimed to read as much as they could during the month of August. The Readathon raises money to fight Multiple Sclerosis (MS) which over 2.8 million people live with every day, all over the world. MS can cause many different kinds of impairments such as vision loss, pain, fatigue and loss of coordination. This is negatively impacts many people’s lives, and charities like the MS Readathon help to raise awareness and money for those struggling with the disease. Essie Rapley is a Year 7 student who participated in the Readathon, entering on her own initiative. I asked her a few questions about her experience this year.
Left: Esperance Rapley reading in the library. Photo: Grace Winspear. So how much money have you raised? $248.50 How did you raise that much money? Just by emailing all my relatives because they’re all supportive so they donated me a lot of money. Have you had fun participating in the readathon? Yeah. It’s definitely pushed me to read a lot more books. And the more we advertise it for the next few years, the more money we’ll raise and more people will read books. Do you think it’s a good idea for a fundraiser? Yeah definitely, just to fundraise the money for families and people suffering from MS. A big thank you to Essie for agreeing to be interviewed and to everyone who participated in the Readathon this year. Every contribution counts towards finding a healthy treatment and cure for MS!
2021 Year 10 Da Vinci Decathlon Nationals team Back L to R: Emily Lo, Ella Newman, Tara Powell, Emily Mundy, Miriam Reid Front L to R: Andre Chua, Kate Gallen, Regine Chua Photo: Duncan Kirkwood
Year 7 Da Vinci Decathlon Nationals team Roe Pervan, William Gardner, Peter Cadman-Tompson, Patrick Donegan, Max Ikedife, Isabel Jolley, Maggie Hopster, Amelia Cooper Photo: Duncan Kirkwood
Book Review: Brief Answers to the Big Questions by Stephen Hawking
Book Review: Peta Lyre’s Book Review: Bruny by Heather Rose Rating Normal brother and sister are each Gryff Connah by Anna Whateley the opposing leaders of
Sarah Jameson A book I am currently reading is Brief Answers to the Big Questions (2018) by Stephan Hawking. It explores some of the big ideas humans have wondered about for years, such as how did the universe begin, what’s inside a black hole, will time travel be possible and is there a god? Hawking relates his interest in astronomy to his time at university when he was first diagnosed with MND. The novel is a blend of theoretical cosmology, our current scientific understanding and larger philosophical questions. I have enjoyed this book so far, as while Hawking gives his own interpretation of the workings of the universe, he allows the reader to have their
own opinion and question his statements. It is obvious Hawking has spent his life researching these questions, yet he approaches them with writing that is easy to understand and learn from, with included passages from his colleagues, teachers and friends. I would recommend this book to anyone wanting a challenging read, yet at the same time wishing to expand their own knowledge of the universe.
Else O’Leary
Peta Lyre’s Rating Normal (2020) is a Young Adult novel by Anna Whateley about the rules and requirements that we follow without even realising. Peta Lyre is a sixteen-year-old girl with Autism, ADHD and SPD. All through her life, society has placed pressure on her to be normal. When she follows her therapist’s rules for ‘normal behaviour’, she can almost fit in without attracting attention. But when things begin to fall apart, Peta needs to decide if the old rules still matter… or if it’s time to make her own. This book is the most uplifting and beautifully written book about the struggles and hardship that society creates by defining what is normal. Rules that were set in place to help Peta
be ‘normal’ meant she hid who she was from the rest of the world. Sometimes we can all do that, but maybe it’s the unique parts of ourselves we choose to keep hidden that really make us who we are. This book inspires us to take risks and trust people. Being vulnerable doesn’t mean weakness, it means being true to yourself and sometimes, that’s the most brave thing you can do.
Bruny (2019) is a gripping novel, set on the shores of Tasmania, and is arguably a comment on the dubious nature of our political state. It is so ‘gripping’, perhaps, because of its sense of reality— how it imagines a world in the not too distant future, a world that has eventuated as a result of scandalous government deals and a naive trust in the system. Bruny follows the life of protagonist and UN peace specialist Astrid Coleman, as she returns to her home island as a result of the terrorist bombing of the new Bruny Bridge (a vast structure connecting mainland Tasmania to popular tourist destination, Bruny Island). Incidentally, Astrid’s
Tasmania’s main political parties—a truly Tasmanian occurrence. As parliamentary tensions rise over the rebuilding of the bridge, the more sinister reason for the bridge’s existence is revealed. This novel leaves the reader questioning: Are we really represented by our governments? Do we really have a say?
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November 2021
Words in Service
Focus #111
The work that needs to be done Nadine Frick
The Peter Jones Peace Prize, run annually in the high school, is a chance for students to let their life speak through the words they create. For this year’s theme, Peter Jones chose this quotation from social activist and founder of the Catholic Worker Movement, Dorothy Day: ‘No one has the right to sit down and feel hopeless. There is too much work to do.’ Students were asked to submit a speech, essay, reflection or poem which addressed this prompt. Some entrants focussed more on the second sentence in the prompt (examining the nature of the work that needed to be done), others examined more the idea of choice and some the nature of hopelessness; some pieces were direct calls to action while others attempted to provoke the reader or cause the reader to reflect. There’s a mix of all kinds in this shortlist, featured over the next four pages, for you to read. Accompanying these student responses in service
of peace and positive change are artworks from Friends’ students which speak to the ideas and issues expressed in the words. This year’s adjudication panel highly commended Dihansa Udawatta’s and commended Stella Petheram’s entry for their content and style. Virginia Jealous, Perthbased Quaker and writer, has entered into a long-term partnership with the School via the PJPP, in which she comments upon the prompt and short-listed entries in any given year. This year’s prompt Virginia identified as a clear call to action “…and calls to action can be as complicated to put down on paper as they are to ‘live into’, in the real world,” she said, and continued with: “They involve a delicate balance of what I would call ‘the wagging finger’ and ‘the beckoning finger’. The wagging finger can be— often needs to be—forceful and fierce. It uses words like, ‘must’ and ‘should’ and ‘right’ and it can be quite direct and confrontational.
The beckoning finger is just as passionate but it’s gentler; it kind of says, ‘come with me’, ‘maybe we could do this’, ‘I wonder if this is possible’. It encourages rather than demands a response. Both ways of writing kind of need to be in balance.” Virginia described the short-listed entries as examples of ‘strong and persuasive and individualistic writing’ and discussed the power of using and choosing titles (or, indeed, choosing no title) for written work and how this sets the reader up for expectations that are either fulfilled or turned as the writer takes you on a journey from beginning to end of their piece. “From the very first words the skills of the writers that are in play at the very start of all these pieces is very evident to me,” Virginia said, “How are they going to lead me through the rest of the words? How are the pieces going to end? I’ll leave you to find that out for yourselves.” Here are those journeys for you to take.
Above: Tony Zhou (Year 11). NO ENTRY. 2021. Altered photograph Ajacent: Tony Zhou (Year 11). PEDESTRIANS USE OTHER FOOTPATH. 2021. Altered photograph.
‘We Live in an Age of Wonder’
A speech by Isabel Adams (Year 8)
We live in an age of wonder, fascination and newness. This is a world where anything is possible, particularly with collaboration. A world where humanity can prevail. And yet, all around us, we see unrest, disruptions and sorrow. 356 million children live in extreme poverty. More than 1 in 10 people across the world have a registered mental illness. We are constantly pressured to be more than we are, told we must be rich, popular, smart, athletic, funny and beautiful. It is impossible to live in the world we want. The world is
falling apart around us. We must make change. It is the responsibility of everyone to ensure that every person has the opportunity to thrive. And how do we respond to the challenges our world is facing? We blame others. We take to the streets or write social media posts that critiques others for the poor world we live in. Racism is only present in the police force and royal family. Climate change is an issue for major businesses. COVID-19 is all governments’ fault. Food wastage is down to supermarkets. Educational
issues are the responsibility of African governments. Nothing is my fault. That is the attitude that so many of us will take. But blaming others helps no one. If everyone believes that it is someone else’s responsibility, no one will ever take action. We need to take matters into our own hands and act to make meaningful change. If we don’t take responsibility, who will? It is time that each of us steps up to do what is right. So often we see people bragging about what they are doing. But kindness should be more than a bragging
point. People, real people, are struggling or having their lives torn apart. This is not about the helpers, but about the help. The Religious Society of Friends’ recommends that you ‘let your life speak’. So few people do this. But this is how we can bring about meaningful change. Letting who we are guide our actions and our actions guide how people see us. Prioritising a culture of community, trust, charity and help will make our world a better place. Helping others should not be seen as a great deed. It should
Focus #111
Words in Service
November 2021
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T h e Tr e a s u r y o f Pa n d o r a’s P i t h o s | b y R e g i n e C h u a ( Ye a r 1 0 ) No one has the right to sit down and feel hopeless. The Earth Mother swirls in a ceaseless swift motion, a constant cycle of never ending, never pausing continuity for all of endless eternity. She never stops moving, twirling, letting anything slow her down or feel the sorrowful emotion of mortals. Humanity should emulate her lead. Humanity should not have the right to sit down, wallow, and feel hopeless, for there is too much work to do. No one has the right to sit down and feel hopeless; when Pandora opened her doomed jar, unleashing disease and distress and death amongst the mortals, the spirit of hope remained, with the intent of maybe, one day, humanity will be restored to the former paradise it once was. No one should feel hopelessly despondent, as humankind shall not rest, for there is too much work to do. No one has the right to sit down and feel hopeless, for there is too much work to do.
be seen as a common action, one that shows our true values and is an indispensable part of society. We need to learn to open our eyes and see the world in front of us for what it truly is. So often, we only see the outer layer, what we are shown. We see what we are told to see. And this means that we never truly feel others’ pain, that we do not learn to think about others, and, when things go wrong in our own lives, we feel alone. We learn about issues only when the media makes them a front-page story. And then we never stop to think about how
this applies to our backyard. When the Black Lives Matter protests spread across the USA, many Australians sympathised with their cause. We fought for the people of colour living in America. We considered the tragic deaths in custody of Aboriginal Australians. But we forget to think about how we can play a part. We forgot to think about the disadvantaged Indigenous children struggling to afford school, the many young adults who faced discrimination when searching for a job. We took to the streets to campaign for those whose stories are
highlighted in the media. And we continued about our daily lives as though this change could not be made in our backyard. Change is necessary. And many changes can only be made in Parliament, or inside a big business, or in another country. But there are so many positive changes that we can make, in our households, schools, workplaces, communities and our own lives, that can have a profound impact on someone’s life. We need to stop pushing the responsibility onto others and work to make meaningful change ourselves.
If we cannot change, how can we expect others to? Change is like a tightrope. It is uncertain, scary and always in the spotlight. If no one small is willing to take even the first step, how can someone more powerful ever be brave enough to walk across? There are ways to have a positive impact on someone’s life. But one of the best things that we can do to support others is to create a community that supports them. Many people underestimate the power of a positive culture. But sometimes someone does need to step up and fight for change larger than
themselves. They cannot do this without support. We need to support people to make change and be the best people they can. Currently, we place so much pressure on people to be perfect, to fit in, to not make waves. We need to create a different culture, one of kindness, love, trust, hope and belonging. To change the way that our world works, we first need to change the way our communities work. No one can create change if they are too scared of the changes in the way people see them. If we imply that we don’t care about each other, how can
anyone stand up for someone that they don’t even know? We regularly ask for change or consider what needs to be done. However, we are usually too afraid to make change. But we cannot keep sitting around, doing nothing. There are many things that need to change. And most of these changes are in our attitudes. It is time that we change the way that we interact and send out a more positive message to those around us. If we cannot change the way we look at others, how can we expect anything to change?
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November 2021
Words in Service
Focus #111
Crossroads R e b e k a h Is m a i l - A r n o l d ( Ye a r 9 ) We’re all at crossroads at some point, Deciding where to move. Calculating choices on a chessboard, Moving later not soon, We have to choose, “High or low?” “Queen or rook?” This choice is important, It could move you forward, Or make you dormant. The high road seems narrow, The low road seems harrowed It’s difficult to see right or wrong. Is there even a choice? Picking between two poisons of different colours? “Bad things happen when good people do nothing.” Are we really doing something? Are we fighting or blinding ourselves from the gunfire? The sound is not in our country, But it’s in our world. Yet we choose not to hear, We know the truth. But we choose not to speak. We can’t keep giving into our fear of choices. That if we choose wrong, It could corner us. Checkmate. We can’t just keep covering our eyes, We have to fight. We can’t keep living in a technicolour lie. We need to choose. To see bitter, battered reality. It isn’t pretty, But… It’s the truth.
Anna Mulcahy (Year 9). Bird. 2021. Acrylic paint on paper.
The Cry
The moss sinks underfoot Two footprints sound Overhead the tops of the trees sway and dip like a kite in the wind The great expanse of sky, clouds running across it like skittish skinks The stream gurgles through a gap between two mossy boulders The lichen rough
Stella Petheram (Year 9)
The ripples of currawong cry linger Upon the untouched air
of the Currawongs
Massive old eucalyptuses stand Wiser than any philosophers in history books Their scarred trunks tell of hard times Of success The ripples of currawong cry linger Upon the untouched air Years pass, the forest changed People everywhere Travelling from faraway lands Drinking from plastic straws, eating from gold plates Not caring about the sound of the wind through trees The taste of rainforest on skin The currawong no longer cries Old trees are ash on the ground Unable to share their wisdom ever again The concrete is hard underfoot Two footprints sound Overhead the great buildings are cold against the sky A concrete path rushes through a gap between two mossy boulders Plastic art smooth Memories fade with the cry of the currawongs
Focus #111
Words in Service
Dear 2075 | Emily Rawson (Year 9) Dear 2075, I don’t think we are going to survive Our planet is burning because we lit the match, And now that it is out of control we can’t take it back But it’s too late, we can’t undo what has already been done Instead, we can fix the problems that have previously begun Dear 2075, I don’t think we are going to survive Icebergs are melting causing sea levels to rise and countless animals to die But nobody seems to care Just picture a once happy and healthy, now sad and skinny polar bear These bears homes have now disappeared making life incredibly hard But nobody seems to care as these problems are just left in disregard Our future is stolen are we are the thieves. Building more factories newly cleared spaces Just leaves us with more and more traces Of fumes that destroy things that once brought us joy If you want your future child to be able to experience the things we do today we need to do something about climate change I don’t understand why this issue is such a debate We must act now before it’s too late Dear 2075, I don’t think we are going to survive
Ziggy Sullivan (Year 11). Bird. 2021. Mixed media on paper.
November 2021
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Hope
Dihansa Udawatta (Year 8) Darkness, Speckled with embers, And a crescent looming above. Shivers creep in those Who sleep, Unsheltered. Lifeline cut, Through judgement, Through scorn, Through hate, To isolate. Elsewhere, Through the inky blur, A stagger around the circle of life. A revolution which lingers, Too long. Grumbles roar in those Who beg For life. Through the dusty haze, Missiles scream, Then collide with mustard sand. The inability to reconcile, To compromise, Denies, divides, destroys. The light dims In those Who survive. Fight, When the devil rages, When the door closes, When the world keeps spinning And you want to crumble. Fight, The darkness Of hatred, The abyss Of apathy. Fight, Be brave to hope, Spread love to create change. There is light At the end. We just have to see it, To be it.
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November 2021
Arts
Focus #111
Humpty Dumpty entertained all! Gryff Connah Humpty Dumpty sat on a wall. Humpty Dumpty entertained all! On Wednesday 19 May, the joint IBDP Year 11 and 12 Theatre classes staged a performance of Clive Hulme’s The Humpty Files (2019), which we enjoyed performing as much as the audience enjoyed watching. I was lucky enough to be a part of this cast, in that I have chosen to take HL (Higher Level) Theatre—a choice I am very happy I made. This play was a series of vignettes through which the infamous nursery rhyme was conveyed again-andagain, and each vignette composed in accordance with a particular theatrical style. This ploy ultimately invites the audience to muse over the true meanings of the story: light-hearted and serious, comical and calamitous; becoming, by the end, almost
fable-like. The show began with… a still evening, the air redolent with anticipation as two sword-bearing knaves enter from each side of a battlement: the Shakespearean night watch! A soliloquy (and a forbidden love interest’s reveal) later, and we learn that the ‘Duke of Yolk’ has thrown himself from the battlement, to be found lying ‘sans life’ on the ground. From this shattering beginning (pun intended), the play goes on to portray the tale in the Kitchen Sink, Farce and Murder Mystery genres (to name a few) ultimately culminating in a beautifully ‘naff’ and hopelessly satirical Soap Opera, inspired by the Australian television classic, Neighbours. The sniggers and giggles from the audience would suggest that the show was thoroughly enjoyed by all. We were cast across a
The King (Khushi Bhugwandin) and the Soldier (Aaliyah Walker) discuss the terrible fate of the Duke of Yolk. Photo: Tammy Giblin.
myriad of roles, each one more outrageous than the last: the lovable, brick-laying Kitchen Sink Humpty played by Louis Langoulant-Garde (Year 11), the erudite but lonesome Bo Peep played by Amy Fleming (Year 11), Aaliyah Walker (Year 12) as the most utterly and deliciously evil Sir Jasper and the benevolent Shakespearean King played by Khushi Bhugwandin (Year 12), to name a few; however, it must be said that Elsie Taylor (Year 12) stole the show, making lucidly clear that you don’t need many lines at all (having only eight) to commandeer the audience! As an aspiring actor, it was incredible to just be able to get back on the stage; a simple joy in the wake of COVID’s ransacking of the arts. This sense of elation and fulfilment was echoed by my thespian peers, with Annabel Woolward (Year 11 and a budding first-time performer) saying: ‘It was a great first experience in developing a piece of professional theatre.’ For the glamorous Ellie Huxtable (Year 11), it was: ‘So good… a transcendental and revelatory experience that both expanded and elucidated upon the human condition.’ For others, such as the enigmatic Siggy Nock (Year 11), the performance was a skill-builder as well as a pleasure: ‘The requirement of changing from one character to another really helped me to
understand how to organise my time management and awareness,’ he stated. Of course, this production would not have been possible without the wonderful Tammy Giblin, Head of the Arts and teacher/cat-wrangler of the 11 and 12 IB Theatre classes. Her guidance, insight and creative flare throughout the production process was beyond amazing. She has taught this course many times over, aiming to prepare us for a life in the entertainment industry. IB Theatre enables its students to experience what it is like to be theatre directors, producers, actors and researchers. It is a wellrounded and robust entry into the world of the stage, both on, around and behind it. It is a two-year course that allows for real depth of understanding and skills development. I would highly recommend it to anyone considering the IBDP as a pathway or who yearns for a life in the spotlight. Those of us pursuing it, love it.
Top: Wee Willie Winkie (Ellie Huxtable) orders Ma Winkie (Gryff Connah) in the Soap Opera. Photo: Tammy Giblin. Bottom: Tweedle Dee (Louis Langoulant-Garde) and Tweedle Dum (Siggy Nock) scheme in the Soap Opera. Photo: Tammy Giblin.
Friends’ students get trolled by TASDANCErs! Sophie Tilyard Friends’ School dance students from Years 9-10 became the audience of TROLLS performed by Tasdance on 29 April in the BAMOT Theatre. TROLLS was a performance choreographed by Adam Wheeler to give young students around Australia an opportunity to understand the consequences of our actions online. Kai and Gabe, the
performers, are very experienced dancers which made the dance much more entertaining as they did not break out of their crazy characters. While the dance was entertaining and engaging for the students, it was also a wake-up call for young people who spend time on the Internet, of the consequences of their actions. The performance was followed by a workshop for dance students.
Photo: Tasdancer, Gabe, teaching students a section of the abstract dance, TROLLS. Photo: Casey-Rae Mullen
Connections
Focus #111
November 2021
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The Farrall Centre 10 Year Anniversary Celebration The Farrall Centre has been at the heart of our community for a decade, bringing us together for assemblies, gatherings, musical performances, drama productions and events. On Saturday 26 June 2021 we welcomed members of our community to come together
at The Farrall Centre to celebrate the opportunities it has created for our students. Performances from dance, choir, music, art and drama students were included in the showcase, with an alumni performance from Tasmanian Soprano, Sophie Mohler (Class of 2017), who
visited us from the Sydney Conservatorium of Music. It was a beautiful evening shared by some of our oldest and youngest community members, showcasing the extraordinary talent of just some of our students. Many thanks to the students who entertained us, to the staff
who dedicated so much time and effort to ensure that the performance ran smoothly, and to the community members who braved the cold to join us for such a special night.
Lucy Loney (Ogilvie) (1988) with former Head of Junior School, Frances Underwood.
Director of Community Engagement, Bill Avery, with Stan Mather (1949).
Alumnus Sophie Mohler (Class of 2017) performing in the showcase.
Former Principals Stephanie & Lyndsay Farrall with Presiding Member of the Board, Craig Stephens.
You can watch a full recording of the showcase by following the QR Code:
Mark Nicholson (1971) Alumnus and former staff member.
Principal Nelson File addresses the audience during the showcase.
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November 2021
Connections
Focus #111
Friends’ Together 2021 M o r r i s Undercover
Wa l k w a y We are delighted to share with our community that the Morris Undercover Walkway has now been completed. Community donations of $3,456 during Friends’ Together 2019 contributed
to the implementation of the covered walkway which provides much needed shelter for students, staff and families walking between The Farrall Centre and Walpole. Thank you to all who donated.
Sam Wood (Left) with David Jackson. As a community we remain resolutely committed to education and the health, well-being and education of Friends’ students now and into the future. We are humbled to report that notwithstanding the challenges of the ongoing pandemic, The Friends’ community has donated $49,514 to our annual giving program, Friends’ Together 2021. Funds raised during annual giving are used in the immediate future to directly benefit students. With the help of your gifts, we invest
in students, facilities and resources to enhance the Friends’ experience and enable our students to grow. This year, your donations of $23,430 have contributed to the installation of an ASF/Horner Sports Flooring Systems PR3 Advanced sprung timber floor in our new Sports Centre. Built adjacent to Friends’ Health & Fitness students will be using the new Sports Centre as early as Term 1 2022 and the new facility is evidence of the School’s enduring commitment to Sport and
our investment in the long term health and well-being of Friends’ students. Your donations have also made it possible to continue The Friends’ Fellowship needs-based scholarship, making it possible for students, whose families can least afford the fees, to attend the School. Thanks to your donations of $23,033, a new student will commence in Term 1 2022 who would otherwise not have been able to commence at Friends’. Community contributions of $3,051 to the Library Fund
continue to fund vital digital resources and subscriptions in the Morris, High School and Clemes libraries ensuring digital literacy remains central to our students educational growth. These skills have never been more important in an increasingly digital world. Friends’ Together 2021 has not yet closed. Please consider investing in our students with a tax deductible donation online here: giving.friends. tas.edu.au.
The new Morris undercover walkway.
The Old Scholars’ Memorial Grant The Friends’ School Old Scholars’ Memorial Scholarship Fund was established in 1920 to assist children of Old Scholars affected by service in the First World War. In the 1980s, 1990s and 2010s, the Trustees amended the objectives of the Fund to meet contemporary needs. Renamed the FSOSM Grant, it now provides financial assistance to Year
10 students continuing to Clemes who have an Old Scholar connection (eg parent, grandparent, aunt, uncle). Applications for the 2022 Grant opened in July 2021. Please visit the School website for more information. The Trustees of the OSMSG met recently to formalise the appointment of three new Trustees and farewell two resigning Trustees. New Trustees,
Steve McQueeney, Sophie Jerrim and Mike Gluskie, join continuing Trustees, David Asten, Ann Gould and Christine Howard. Retiring Trustees, Stan Mather and Philippa Maxwell, have made a positive difference for many years and everyone has benefitted from their wisdom and experience.
Back L-R Steve McQueeney, Ann Gould, Mike Gluskie, David Asten. Front L-R Pip Maxwell, Stan Mather, Christine Howard, Sophie Jerrim.
Connections
Focus #111
In Memoriam
Ben Kruimink (1977-2021) Class of 1995
John Beattie (1932-2020) Class of 1950 Our heartfelt thanks to Kathy Rundle and to John Beattie’s children, Gillian Turner, Susan Draskovic, David Beattie and Catherine Adams, for kindly sharing this obituary. John Beattie was born in Melbourne as the second child of Thomas and Ethel (née Lean). Ethel and her siblings lived in Stanley; after early schooling there they each attended Friends’ as boarders during the early 1900s, becoming the first generation of Beatties to attend The Friends’ School. The Beattie family moved to Tasmania when John’s father was transferred to a position with the National Bank in New Norfolk. John and his sister Dorothy (Scandrett) attended Friends’. John had very happy memories of his school years including catching the train to school. After his education at Friends’ John studied accountancy by correspondence, and worked in an accountancy firm in Huonville, then became a bank officer in the Commonwealth Bank in Hobart and later Devonport. In 1960 John joined the AMP Society and with his wife Barbara and children moved to live in Hobart where he had a very successful sales career. John’s children Gillian, Susan, David and Catherine attended Friends’ during the later 1960s and 1970s and so the family connection with The Friends’ School continued. John’s granddaughter Amelia is currently attending Year 12
at the School, making her the fourth generation of John’s family to attend. John enjoyed rowing as a youngster, later sailing and motor cruising allowed wonderful recreation. He enjoyed wood turning, bush walking and built many small boats which his children enjoyed using. John had a long-time interest in the Cerebral Palsy Association and enjoyed his involvement with their fundraising by The Miss Australia quest. He was involved for many years with the Variety club and participated in many “bashes”. For the last ten years he was Chairman of Business East. John was a valued member of The Friends’ School Old Scholars’ Association and served for 40 years on the School’s Old Scholars’ Memorial Grant as a Trustee. John Beattie was a Rotarian for 31 years and a Liberal Party stalwart. In 1972 John stood for election as a Liberal in the Tasmanian seat of Franklin, in which he was elected 5 times for 4-year terms. His representation on the Commonwealth Parliamentary Association for the 4-year term from 1985 involved a great deal of overseas travel and the highlight for him was meeting many members of the Royal Family. John remarried and with his wife Melinda (née Moody, Friends’ student 1960 1969) spent happy years in retirement. We give thanks for the life and loyalty of John Beattie.
John Beattie (left) with Richard Batt and David Asten at the 2017 50+ Luncheon.
Ben Kruimink.
November 2021
Our heartfelt thanks to his Friends’ mates who kindly shared this obituary. Ben Kruimink was a much-liked Friends’ student from 1983 until 1995. We were shocked and saddened to learn of his death in Bali earlier this month. Our thoughts and love go out to his brother John (1992) and his parents Rob (1965) and Georgia (née Howard) (1965). Ben (Kruimer) was a great friend to many. As with all true friends, it didn’t matter how much time went by between catching up – the friendship was always there. We last caught up in 2019 – which seems like yesterday – and as was the norm, it was along with many of our closeknit school friendship group. His close group of friends will cherish the
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countless memories of Ben: surfing; fishing; camping; and snowboarding. The soundtrack to the surf movie Bunyip Dreaming, watched on many Saturday nights at Waimea Avenue will always bring back the fondest of memories of Ben’s love of surfing, adventure and fun. His love of the outdoors and adventure led him on a number of journeys, including studies at the Australian Maritime College, farm management, and ultimately to a life in Indonesia, a place he loved perhaps only second to the Tasmanian wilderness. We’ll always remember Ben, especially when we’re out on the water or in the Tassie wilderness – the places he loved so much. We will miss you Kruimer. His Friends’ mates.
Edward Ripon Shield (1948-2021), Class of 1965 Thank you to Kathy Rundle for sharing this obituary based on her recent eulogy for Ripon. Recently many members of the wider Shield family gathered to celebrate the life of Edward (Ripon) Shield. Much of the Shield family have attended Friends’ over time. Edward Ripon Shield and his wife Mary sent their two children to board at the School, Kathleen (1918) and Leslie Ripon Shield (1915). Kathleen later married Harold Hansen; and Leslie married Gladys Madsen. Many of Gladys’ nephews and nieces attended Friends’ as well. Leslie Ripon Shield and Gladys Estelle Madsen married in 1934 and made their home at Glenbrook, Glen Huon. They had a daughter who died soon after her birth in 1944. Their son, Edward Ripon, was born 9 July 1948 at the Beaumont Hospital Franklin. Edward was always known as Ripon or Rip, and began his education close to his home at Glen Huon Primary School. He was just over 10 when he started at Friends’ as a boarder in 1959. Rip’s academic strengths were demonstrated when he was awarded a Credit Award at the end of his first year at Friends’. He went on to achieve a Credit Award for the next four years. Rip is named on School honour boards: the 1960 William Benson Scholarship and the 1963 Old Scholars Academic
Prize. Rip was a quiet and popular boarder, his wry humor appreciated by many. Rumour has it that after he completed his homework Ripon “took on” other boarders’ homework. Outside class, Rip’s interests at Friends’ included participating in Public Speaking Lecturettes, the United Nations Club and the Astronomy Club, of which he was Secretary and President in his later school years. He worked on the school library committee and on the Focus newspaper committee. Rip was a school prefect in his final year at the School. Rip‘s university career was curtailed and he began working in the Tax Office, then with Telecom before his early retirement. Rip’s working life included considerable experience in the public and community sectors specialising in accounting and finance, including roles as Assessor Supervisor and as a Revenue ED Project manager for the Australian Taxation Office. He worked as a Financial Accounting Manager and Internal Auditor for Telecom. Following his early retirement, Rip held voluntary positions with a number of not-for-profit charitable organisations including treasurer of the Tasmanian Sunshine Association of Tasmania. Rip was involved with the Hobart City Mission for many years;
he joined the Board in 2010 and served on the Finance, Investment and Property Management Committee. Rip was especially interested in the Hobart City Mission’s program Early Support for Parents. Rip also enjoyed his membership of the French Car Club of Tasmania and of the Clarence Plains Historical Society. Rip was a faithful longtime member of The Friends’ School Old Scholars’ Association and for over 15 years was a weekly volunteer in The Friends’ School Archives. One of Rip’s jobs was helping the Archivist to organise a Rare Book room. He spent many months of Tuesdays in the Rare Book Room undertaking his allotted tasks with great thoroughness. Many other
Tuesdays were spent in the old Hobartville attics to sort, organise and check past publications. As a ‘dotter of Is and crosser of Ts’ he was dependable and invaluable as a proofreader of articles in Archives. Rip was very proud of the Shield name and the way it fitted into the Friends’ Story; he maintained a family tree adding new information as and when discovered. He was responsible for the restoration of the Shield monument at Cornelian Bay. Rip hung a large picture of the original Rippon Shield in his hallway. This first Rippon Shield was a leading builder in early Hobart, who built the Friends’ Meeting House in Murray Street with stone surplus to St Mary’s Cathedral’s rebuild.
We Give Thanks for the Lives Of... John BEATTIE (1950) Rosemary BROWN (former staff ) Alan CATO (1965) Joan May DUCROW (Holt) (1942) Jane FLEMING (Wilks) (1954) Jennifer GIFFARD (Lipscombe) (1958) Jillian KLARIC (Henry) (1963) Benjamin KRUIMINK (1995) Lynette MCLENNAN (James) (1949) Adam MEIKLE (1989) Robin MENZIES (1968) Adrian (Mozza) MORRISBY (1990) Noel RUDDOCK (former staff ) Edward Ripon SHIELD (1965) Lindsay SUHR (1958) Philip (Pip) WRIGHT (1963)
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November 2021
In Memoriam Noel Ruddock, Friends’ staff member 1953-1978
Our heartfelt thanks to Kathy Rundle for kindly sharing this obituary. We were saddened to learn of the recent death of Noel Ruddock. Noel was a long time Sports Master and PE teacher at Friends’. During his years he influenced the lives of hundreds of students. His partnership with fellow Sports Mistress and PE teacher Pat Hood (McDougall) (1950) served as a model of leadership in the School. Noel attended The Hutchins School as a school boy and during their boyhood his great mate and athletic competitor was Friends’ student Malcolm McRae (1943). After leaving school, Noel worked in an accountancy firm while playing cricket and football and being very involved in athletics. Noel was one of the founding players of the Sandy Bay Football Club in 1945. Noel applied in 1953 for a position at Friends’ after encouragement from his friend and long-time Friends’ School supporter, ‘Nunky’ Ayres, and ‘Cracker’ Morris, whom he knew through athletics. Following an interview with Headmaster
Bill Oats, Noel took up the position of Senior Sports Master at the start of Term 3, 1953. He continued working at Friends’ for twenty five years, becoming a “living legend.” Noel’s children Simon (1978) and Kelly (1981) attended The Friends’ School. His wife Margaret was a popular long-time staff member in the School canteen. Simon started coaching at the School in 1979 and followed Noel as a Friends’ Sports Master in the 1980s. Noel was a fine sportsman and he had an outstanding career in coaching and administration of athletics and football. He was very capable in most other sports and had the distinction of officiating at the 1959 Olympic Games in Melbourne and again in the 2000 Olympics in Sydney. He was a doyen of the Tasmanian Olympic Council and Australian Commonwealth Games and a life member of both local bodies. He was awarded the Order of Australia in 1982. We give thanks for the life and loyalty of Noel Ruddock.
Phillip (Pip) Wright, (19452021), Class of 1963 Our heartfelt thanks to Kathy Rundle for kindly sharing this obituary. Philip (Pip) Wright (1963) recently passed peacefully at his home in Sandy Bay. Pip and his five siblings, Alison (1948), Helen (1951), Christopher (1953), Rosemary (deceased) (1958) and Janet (1964) all attended Friends’. The Wright family made a great contribution to the life of the School both academically and sports wise.
Like his older brother, Chris, Pip went on to study law at UTAS. He became well known in Hobart’s legal scene especially for his work as a Magistrate and the Director of the Tasmanian Legal Practice Course. He supported the Old Scholars’ Association and is remembered fondly by a great many former students and staff. We give thanks for the life of Pip Wright.
Focus #111
Connections Brian Woolnough (1939-2021), Class of 1956 Brian Woolnough was a student at Friends’ from 1946 departing in Year 11 in 1955. He was an Unwin House Captain and a proud recipient of a sports blazer for both Athletics and Cricket. His sisters Margaret Woolnough and Sue Woolnough were also students at Friends’ – Margaret in the Class of 1953 and Sue the Class of 1966. Brian started his working life in Hobart in the tyre business, but in the 1960s he moved to Sydney where he, along with his wife Ros, bought a delicatessen in the Sydney suburb of Lugarno and rumour has it they developed the formula for the best milkshakes on the planet! His next career move
was the purchase of a tyre business in Murwillumbah where he ended up for over 30 years. He, along with his family lived on the banks of the Tweed River at Banora Point. In his retirement Brian enjoyed both caravanning and sailing. He had a magnificent boat and enjoyed many a happy hour while cruising. There wasn’t much of Australia he and his wife had not visited. Brian suffered ill-health for the last 10 years but as his brother-in-law said in his eulogy “he never wavered and didn’t know how to take a backward step.” Brian is survived by his wife, Ros and children Jenny and Karen.
Adrian “Mozza” Morrisby (1972-2021), Class of 1990 Our heartfelt thanks to Dean Young for kindly sharing this obituary. “One life, live it ‘cos it sure as hell ain’t no dress rehearsal.” I refuse to be sad, instead, let me tell you a story. A story about a man, a giant of a man, one who I will miss not being able to smile and laugh with while I watch him create havoc amongst the world. If you haven’t already done so, go and search up Mozza’s hot bites, or if, like me, you were lucky enough to be one of his 5000 friends on facebook, watch some of his videos. Mozza loved the world, and we loved him back. Karting and cars was the first love, well maybe fishing always was. He was part of a radio show talking about the sport in Hobart, and had also spent the past few years putting his heart and soul into the go-karting exploits of his son, Sammy J. Rallying was never far from his heart though, and each year when Targa Tasmania rolled around, Mozza was the man who knew the news. He had “spies” all around the country and could quickly tell you who did what, when and where. Then along came the true loves of his life, Meegs and Sammy. I hope you realised how lucky and grateful he was for you both. Proud beyond
measure and super excited that Sammy had found his love of karting. I am hurting for you both today, but I hope you realise that there is a whole state ready to help you. My story with Mozza began way back in primary school, from getting a lift to sport (there were only a few of us that lived in the northern suburbs), to just hanging out. We lost touch over the years, but then his name came to me and I reached out. “Mozza, its been a while, but I don’t suppose you could…?” “Yep, sure no problems, what did you need?” You see, that was Mozza’s greatest word. He was the ultimate “yes” man. Always there ready to lend a hand. I loved seeing the occasional Facebook request, “hey, give this local guy’s page a quick like, help them out”, and we did. He gave unconditionally and often, both with his friendship and his business. He sponsored, ran events, coaxed businesses and flat out arm-twisted to help people. It is a bit cliché to say there will never be another Mozza, and there probably won’t, but if you can live a bit today by his words above then maybe we can all be a little like him. I refuse to be sad today. I remember a giant of a man and I am now off to live life to the maximum, because that is what my friend wanted for us all.
Quick Updates Our thanks to the following alumni who kindly shared their stories, updates and snippets. Elizabeth FIELD (Murphy) (1966) Living in Springwood in the Blue Mountains since 2004 with partner (also Elizabeth). In lockdown at present; so my choir is by Zoom only. Another old scholar also participates, Libby Sorrell (nee Emmett)! I live on the edge of the bush; so can enjoy birdwatching without leaving home. I have had a diamond python on the porch, echidna in the garden, and lyrebirds calling in the valley nearby! Shared by Scott’s mother Maria: Scott WINTER (1990) studied at the Australian Defence Academy and Duntroon. He served Australia in Canada, USA, the Netherlands, England, Timor, Iraq, Afghanistan and Papua New Guinea. He is currently the Australian Defence Force representative at the Pentagon. He holds the rank of Major General and is a Member of the Order of Australia. He is married to Mireille and has two children: Connor and Véronique. Philip FOWLER (1950) Up to nothing - housebound, and dealing with some medical conditions which does not worry me in the slightest - just rather inconvenient. The shadow of the day is ending And none may here abide, Being calm and comprehending, Curious as to when, to where, and how; after eventide. You did ask. John LOVERING (1967) While at Friends’ for my last years I was awarded sporting colours. We won the premiership and I was one of three awarded sporting colours. I never sewed them onto my jacket because it didn’t seem to me to be in keeping with the spirit of the school. My previous school always had fights and bullying. The kindness and caring of Friends’ students was such a relief. The focus of practical Christianity and especially non-involvement in wars has motivated me all my life. Thank you Friends’ School. Lyn Franklin (1976) As a former Focus Editor (1976), I gain immense pleasure reading each issue throughout
the year. Well done to all the students involved! I graduated as a social worker at the end of 1981 and worked in Launceston and Burnie before spending 1985 living in London (and yes, attending the incredible Live Aid concert at Wembley stadium!) I moved to Brisbane in 1986 and still love the warmer weather up here! I got married and had a daughter who works with children in Catholic Ed in Sydney. I’ve mainly worked with families of people with a disability, but for the last 7 years I’ve worked in a community Palliative Care team in Queensland Health. Our school motto ‘no-one is born for self alone’ resonates more than ever for me. I don’t think I appreciated it at the time ...but I now am so thankful I attended Friends’ for my entire schooling, as it provided me with the Quaker values that have informed all aspects of my personal and work life over the years. Keep up the great work with Focus! Caroline Beasley (2009) was a recipient of the 2021 ACT Young Lawyer of the Year Award, presented by the ACT Law Society. This award recognises the outstanding achievements of young lawyers in the ACT, and encourages lawyers to participate in the legal profession beyond their core employment duties. After completing Year 12 at Friends’ in 2009, Caroline studied Arts/Law at the Australian National University in Canberra, graduating with first class honours in law. Caroline is now a workplace relations, employment and safety lawyer at Clayton Utz. She provides pro bono services through the Women’s Legal Centre ACT and Canberra Community Law on employment and discrimination matters, including working with vulnerable clients in family violence situations. Caroline also coordinates her firm’s Community Connect program which connects staff with volunteering opportunities in the Canberra community. She mentors young female law students at the Australian National University and the University of Canberra, as well as junior lawyers at Clayton Utz. Caroline shared this award with Kieran Pender.
Focus #111
Arts
November 2021
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First year of House Dance/Drama
a smashing success! Grace Winspear During previous years, House Dance and House Drama competitions have alternated from year to year, but COVID threw yet another spanner in the works in 2020 when House Dance was cancelled. Something had to be done in 2021, and the idea to combine the two, to make House Dance/ Drama, was born. The 2021 challenge students were set was to tell a story in five songs. House captains immediately stepped up to the challenge and began brainstorming and rehearsing. The drama theatre was soon booked up and house rivalry was at an alltime high as everyone tried to keep their ideas a secret. The final performance in High School Assembly on June 25 was awaited with bated breath and, despite
the backstage madness and last-minute adjustments, all Houses put on a stunning show for the entire High School. Mather was up first with their mashed-together dance reality TV shows, Dance Moms and The Next Step, in which the dancing teams competed against each other. Mather’s intros had everybody splitting their sides with laughter. From then on, the performance was full of funny moments, from Lawrie’s (Lawrie Jeffs, Year 10) JoJo Siwa outfit to the dance-offs between the Abby Lee Dance Company and The Next Step Studio. Mather ended up winning the Funniest Moment of the competition with their mixed-up Mather t-shirts, which proves that even a mistake can end up making everyone’s day (at the end of their performance students were meant to turn around with each letter of the word
Mather: Abby Lee Dance Company perform their Boss Ladies Dance. Photo: Tammy Giblin.
MATHER spelt on their t-shirts but they mixed up the order!). Next up was Ransome who put on their very own talent competition that featured dancing, singing, and knifethrowing. And Leo Oakley (Year 9) absolutely stole the show with his fabulous drag outfit and makeup, but it was Emily Rawson (Year 9) who ended up winning Best Costuming for her Granny Judge. Ransome had a fantastic concept, and everyone appreciated the wonderful costumes and the effort that they put into making their performance a non-stop rollercoaster ride of fun. Hodgkin took the High School on a journey to Hawaii, New York and India. There were songs, costumes and set pieces to accompany the ever-changing places Hodgkin took us through during their performance and the audience were more than happy to sit back and enjoy the ride. Hodgkin won Best Story for their originality, which proved how effective their world-tour was to a group of COVID-shocked people. But it was Unwin, in the end, that won Best on the Day. Unwin told the story of a boy who longed to dance, but his parents didn’t support his dream and the dancecrews at school thought he wasn’t good enough to join
Unwin: The Ballet Crew and the Street Crew verse in an epic dance battle. Photo: Tammy Giblin.
Hodgkin: Oliver Shearing rapping in “New York”. Photo: Tammy Giblin. them. Their concept was on point, the choreography was killer, and their main character swept the audience off their feet with his amazing breakdancing moves and acting ability. Noble Fajrianto (Year 7) ended up winning the New Unearthed Talent award, and rightfully so.
He had the whole audience following his every move. And let’s not forget the amazing behind-the-scenes people who worked so hard to make this event happen. There were many students and teachers working away up in the lighting booth, organising backstage, and
keeping the House groups on track during rehearsals and final performance. It was hard for the other Houses to accept defeat, but ultimately, everyone walked away smiling from this wonderful new, hybrid House event.
Ransome: The Dance Group tells the heart-wrenching story of their dead hamster. Photo: Tammy Giblin.
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November 2021
Focus #111
Arts
Writer-In-Residence: Shakespearean
Christina Booth Anna Fearn
In the last week of August, Christina Booth, Tasmanian picture book author and illustrator, came to the High School and did some workshops with the students. Some of Christina’s more well-known books are Welcome Home, Whales (2021), Purinina: A Devil’s Tale (2007) and Potato Music (2020) and the awardwinning, One Careless Night (2019). On 30 and 31 of August, Christina spoke to the Year 7 English classes and the Year 9/10 Write Creatively class, and then, on Wednesday 1 September, she ran a twohour picture book workshop with a group of staff. I spoke to Katie Stanley
(High School Teacher Librarian) about this workshop, prior to Christina coming. She said the High School Library has visiting authors quite often and that they chose Christina because she is both a local writer and illustrator. During the workshop I attended with my 9/10 Write Creatively class, Christina told us about her experiences being an author, and did some interpretive work with us and shared how she discovered her love for writing picture books because she loved to read and draw growing up. Christina recounted how, early on in her career, she showed someone her illustration work and they told her that “These aren’t very good, but I see something there.” This little bit of
Christina Booth with Year 7 Mott students in the Library’s Fiction section. Photo: Zoe Geard.
Student
Shakespeare For those of you who want to explore the works of The Bard, you can’t go past Year 8 Shakespeare Club, run by Head of Arts, Tammy Giblin. The 2021 Year 8 Shakespeare Club is underway, meeting Thursday and Friday lunchtimes. Tammy says they
have begun blocking Much Ado About Nothing, another winning adaptation by Bill Tordoff. Catch their public performance of Much Ado About Nothing, directed by Tammy, on Wednesday 17 November, 5:30pm in the Bill & Marjorie Oats Theatre. As
encouragement and criticism inspired her to work harder and has led to the career and success she has today. Christina mentioned that writing a picture book doesn’t have a set amount of time. She wrote her first book in one night, and she wrote one of her most recent books across a seven-year period. After the workshop, I had the privilege of asking Christina some questions about being an author. She informed me that the best thing about being an author is that she gets to tell stories and inspires people to tell stories, too. I also asked her if she had any advice for hopeful authors and she told me that you need to read. A lot. And from a wide variety of sources. She also told me that you need to not compare yourself to other people, which is a really important skill to have. I spoke to Esther Hoggart, who had one of her Year 7 classes attend the workshop. Esther identified how turning something simple or random into a story was one of the ‘take home’ messages from Christina’s workshop. When I asked Esther what she learnt about her Year 7 students during this workshop, she said, “They have lots of great ideas!” Not only did Christina run a workshop with the Year 7 English classes, and my Write Creatively class, but she did a workshop with a
group of staff on Wednesday afternoon, 1 September. Karina Churchill, Acting Head of English, organised this event for some of the staff members that are involved in the Year 7 program to enhance their knowledge and understanding with regards to teaching the Visual Literacy unit. The staff that attended the workshop considered what a picture book is and its purposes and its values. Christina explained her process about writing picture books and how they are structured. Christina also informed them about how she takes feedback from her publishers and applies it to her writing. The teacher workshop participants then did some practical tasks such as interpreting pictures, in pairs and then individually. Karina informed me that she and the other staff learnt that “It’s important to keep the idea simple and manageable, rather than having multiple possibilities for other stories within it. That starting with a place in mind can help to put the idea into perspective, and have you come away with some ideas for activities for students that support good writing.” This was an excellent opportunity for students and teachers to learn about writing picture books and the qualities that are needed to write one.
current club members are in rehearsal, these photos are of the 2020 Year 8 Shakespeare Club’s production of Bill Tordoff’s adaptation of Twelfth Night.
Below: Grace Winspear, Leo Oakely. Top right: Anna Mulcahy, Eve Cooper, Charlotte Cox, Anika Jolley Bottom right: Kobi Mauderer, Stella Kurzel
School visit Hajira Ghulam Raza
On 1 July in Term 2, our Year 10 students had the opportunity to watch a live performance by a small group of actors sent by the Bell Shakespeare Company. I interviewed Karina Churchill who attended the event for some insight about the experience. Bell Shakespeare is an Australian-owned theatre company based in Sydney. As their name suggests, they mainly specialise in the works of William Shakespeare and other theatrical classics but also dabble in a couple of original pieces. The works of William Shakespeare explore the human experience, providing us with many valuable insights into who we are, where we have been and where we are going, as individuals and societies. Studying this kind of literature is central to English at The Friends’ School because it challenges our beliefs and enables us to see ourselves and others in a new light. A small group of actors were sent to The Friends’ School by the Bell Shakespeare Company to perform a live performance of Macbeth. The tale of Macbeth is where a Scottish general is told he will be king of Scotland. Encouraged by his wife, Macbeth kills his way to the throne. This opportunity was especially for the Year 10s as
they were going to start a unit on William Shakespeare’s plays, with all but one Year 10 English class studying Macbeth. According to Head of English, Karina Churchill, Shakespeare is a legacy. “The longevity of his plays continues to be relevant to audiences and gives a clue as to why studying Shakespeare’s works is a worthwhile thing to do,” said Karina. “Very few playwrights have captured the essence of the breadth of humanity, the skill in language or the ongoing relevance of the issues,” she continued. Hannah Gardner (Year 10) said that “The Bell Shakespeare performance was very engaging and informative. It extended my knowledge of the play, making it very helpful for studying it this year.” Charlotte Winter (Year 10) said that “The Bell Shakespeare performance was really rewarding, the ‘play rehearsal’ format of the production allowed for a sneaky insight into the play’s themes and characters which made the jump in language not so scary.” I think our school is very lucky to be able to support students’ learning through engagement with live theatre and many other opportunities. Thank you to the Bell Shakespeare team for such an outstanding performance.
Focus #111
Arts
November 2021
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Exaudi and Burgundy Blue bring
colour to Friends’ winter with song Ellora Chamberlen Tasmania’s iconic winter gala, the Festival of Voices, celebrating music and singing, saw the acclaimed Exaudi and their acapella group Burgundy Blue, visit Hobart. Exaudi, conducted by Mark O’Leary, is a youth choir from Melbourne which performs all around the world. As part of their tour, despite COVID setbacks, our Friends’ High School/Clemes choirs were privileged to work with them. On Tuesday, 27 June, in The Farrall Centre, Exaudi shared singing techniques with Friends’ students and performed some of their songs for them. The Burgundy Blue acapella group also taught the students other fun skills, such as beatboxing, which was a hit with many. Eve Cooper, a Year 9 member of the Bella Voce choir, participated in the workshop and described how it was a great opportunity for
her. “One thing in particular I enjoyed was being able to listen to the Exaudi choir and the songs they performed for us,” she said. “With so many people in the choir, it was simply amazing to be able to hear their voices blend so beautifully together and produce a stunning sound.” Kerry Bennett, Music teacher and conductor of the Year 7/8 choir, was one of the main organisers of this event. When asked about her impressions of it, she said, “It was such a valuable experience and just a beautiful display of talent and joy.” Overall it was such an amazing opportunity for all our students, and one many of them would like to experience again. Apparently, the shared pizza dinner in the Clemes Undercroft, after the workshop, was good too!
Right: Acappella group Burgundy Blue performing for the choristers. Photo: Supplied and with permission of Young Voices of Melbourne.
One of the Burgundy Blue members teaching the members of both choirs a little bit of beatboxing to accompany one of their songs. Photo: Supplied and with permission of Young Voices of Melbourne.
Ear
to the
ground Rupert Kendall
Composition Club is new to the co-curricular line-up at Friends.’ When Focus heard about it, they sent Rupert Kendall to investigate. Composition Club is a music club for students of all ages and abilities at The Friend’s School which provides students with the opportunity to write music in collaboration with recognised composers. Musical knowledge and expertise are
Friends’ choir members combined with Exaudi, workshopping with their conductor, Mark O’Leary. Photo: Supplied and with permission of Young Voices of Melbourne.
Friends’ choir members combined with Exaudi, workshopping with their conductor, Mark O’Leary. Photo: Supplied and with permission of Young Voices of Melbourne.
not required for students to join and the club is open to absolutely anyone wanting to compose music, regardless of skill level. The club is a nurturing environment that encourages students to write music freely. It is especially handy for those who have chosen to study Music as an elective as it gives students the opportunity to write and practise a piece of music to perform to the class
a working composer giving insight into the current musical climate. Saxon enjoys hearing students’ compositional work and how it reflects their personality or musical philosophy. It also allows him to gauge how much interest there is in music production and composition within Friends’, presenting the opportunity for him to engage with students that he
or even, perhaps, the School. Saxon Hornett, who is one of our peripatetic music teachers and has been a guest composer at Composition Club, explained that the club is highly beneficial for students as it offers a variety of new skills which are only briefly introduced in class. Furthermore, Composition Club also provides students with the opportunity to have an external perspective from
would otherwise fail to realise have an interest in this field. The club met in The Green Room of The Farrall Centre on Fridays from 4-6pm during Term 3. Given the number of interested students who attended, Composition Club may continue in Term 4. If you’re interested in musical composition and would like to join, talk to Paul Radford.
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November 2021
Focus #111
Art
Eliza Castley (Year 11). Tree. 2021. Altered photograph. Photo: Miriam Berkery.
Ella Newman (Year 10). Organic Car. 2021. Ceramics. Photo: Miriam Berkery.
Alex Poljansek (Year 12). Little Boxes II. 2021. Installation. Photo: Alex Poljansek.
Max Muller (Year 12). Zero Gravity. 2021. Oil on board. Photo: Max Muller.
Cathy Dong (Year 10). Puff Penguins. 2021. Ceramics. Photo: Miriam Berkery.
Focus #111
Friends’ Early Learning
November 2021
23
The Flooding of Friends’ Early Learning
The Flooding of Friends’ Early Learning saw the entire centre emptied for renovations. Photo: Fiona Zinn.
Zoe Geard On what was, for most of us, a normal Thursday night in late August, some water was escaping a pipe at an alarming rate inside the Friends’ Early Learning Centre. On Thursday 26 August a pipe burst in our Friends’ Early Learning Centre, flooding the whole building and causing the emergency closure of the Centre the following morning. The School had to quickly contact the affected families to let them know of the closure, and get an idea of the extent of the damage. An initial assessment from a flood contractor suggested that the Centre would not be operational for several weeks while repairs were undertaken. With early childhood education and care at a premium around Hobart and many families relying on these services, the School knew that they had to find an alternative solution for these families quickly. Running a safe and compliant care centre for children isn’t just a case of moving children to a different space and taking their equipment with them. There are strict regulations in place to ensure child and staff safety. Our Head of School - Early Learning to Year 6, Mark Febey, and Deputy
Head of School (Early Learning - Year 1), Fiona Zinn, were quick to meet with the early learning sector regulators the Education and Care Unit (ECU) to seek advice on a range of options for the temporary relocation of Friends’ Early Learning (FEL). During this meeting they visited possible sites that could be reallocated to FEL children, aligned to children’s ages, considering their wellbeing, developmental and routine requirements. This was to ensure that any temporary spaces met the licensing requirements of the National Law and Regulation for Early Childhood Services. Following a report from the ECU, staff around the School sprang into action to get the alternative arrangements up and running. By Monday 6 September FEL families were able to return to the School as part of a staged reopening (some families returning on the Monday, others on the Tuesday) using alternative venues for their children’s care. The extensive repairs for Friends’ Early Learning are currently underway, with the hope that FEL families will be able to return to the centre soon. The staff, students and parents of The Friends’ School community have been very accommodating and supportive during this difficult time and we thank everyone for their continued support.
The School has successfully relocated our FEL children to temporary locations accross the School. Photo: Fiona Zinn.
Several spaces across the Argyle Street campus have been temporarily repurposed for FEL families. Photo: Fiona Zinn.
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November 2021
From Around the
Kitchen Table Catherine Duffett
During the School’s Writerin-Residence Program held in Term 2, some students from Years 5 & 6 attended a daylong workshop with fiction writer, Lenny Bartulin. They brainstormed different
characters that would make for a great story and were then randomly allocated one of these characters to write about. The participants were also asked to include a kitchen table in their setting. The following are extracts from those stories as chosen by the Focus editorial team.
Writing
Focus #111
from ‘My Music Came Home’ by Isla Bylsma
from ‘The Bestest of Friends’ by Freya Karlsrud Diano
Hot summer air drifted through my window, waking me up and finally I managed to gather the motivation to get out of bed. I took the elevator down to the bottom level of my penthouse and I slowly sat down at the well-loved wooden table from my family’s farm. Nostalgia slapped me in the face and a comfortable and safe feeling flooded over me… I caught the first train an hour after breakfast and as I passed the landscape around me I said goodbye. Goodbye to all the comments, goodbye to all the fake fan friends, goodbye to the loud city and overwhelming noise and goodbye to Charli, the one and only pop star. After the train arrived I took a bus on a familiar route home and there it was—my childhood home.
“No!” Chloe shouted, “Wait!” The bus driver didn’t even glance at her. Chloe ran along beside the bus banging on its side. It eventually gained too much speed, forcing Chloe to stop her desperate pursuit. She sighed in dismay. Her very first day in Year 5 and she was going to be late. Chloe started to walk back to the bus stop, dragging her feet. In truth, she hadn’t actually wanted to go to school. The kids there weren’t fond of her at all, just because she was four years ahead. She didn’t ask for it, it was just the way her brain worked. Sometimes she felt as small as a mouse, the other kids were like giant cats. Always ganging up and always hunting. Picking on her tiny mistakes. Telling others her faults. Then watching her to see if she would falter. Or fall. They all hoped she would fall.
from ‘The Winter Scare’ by Dorje McQuillen It was a castle. The most majestic castle Amelia had ever seen. The University of San Francisco was huge, with grads milling around and orientation groups looking around with brochures in their hands. This was it. It was only September but snow was falling on Amelia’s pink beanie. Warm air greeted her as she walked in the main door. “Welcome,” said a man with a Golden State jumper and a crew cut. “Amelia, right? I’ll be your homeroom teacher this year. Call me Jamie. We’ll give you the best opportunities here in San Francisco. Biking, orienteering… Anything! We also have a stunning view of the bay area, and Oakland is just across the water. I have a feeling you’ll settle in perfectly.” He walked off with a casual wave to a woman across the hall, presumably a teacher. Amelia felt a surge of suspicion. She had a sixth sense, the ability to be able to read insecure or abnormal body language. Amelia made a mental note to be aware of the homeroom teacher.
Table by ElÖd May (Year 4)
from ‘Picking Locks’ by Eli Swan
f r o m ‘ T h e F i e l d s o f Wo n d e r ’ b y N i s h T h a p a “BARCA TAKES IT DOWN TO GREEZMAN AND PINGS IT TO NISH. NISH RUNS TO GOAL AND TAKES A SHOT AND THE KEEPER SAVES IT. MARCELLO GOES DOWN TO THE WING AND A CROSS FAR INTO THE FAR LEFT AND A HEADER AND SCORE!!!!” shouts the commentator. Only 20 minutes in and a goal is scored. However, moments later, Barca made a come-back. “MESSI TAKES IT UP AND PASSES IT THROUGH TO NISH. NISH IS FAR FROM THE BOX. HE DOES A BEAUTIFUL STEP OVER AND SPRINTS TO THE LEFT SIDE LINE AND SHOOTS. GOAL!” The crowd went wild calling it a goal of the league. Nish felt really excited. His heart was pounding 24/7, probably 30 times per 10 sec. “REAL MADRID ARE STARTING OFF AND PLAY CENTRAL, TAKING IT TO LEFT WING. REAL MADRID ARE HUNGRY FOR GOALS. REAL MADRID HAVE A SHOT FOR GOAL BUT BARCELONA MANAGES TO CLEAR THE BALL…THE BALL GOES UP AND A PING BY GRIEZMANN AND SHOT IS MADE….GOAL! WOW! SO QUICK – ANOTHER GOAL FOR BARCELONA!.....IT’S TME UP AND BARCELONA HAVE WON!” Nish felt proud but he knew he needed more. When the opportunity came up next season and he was offered a contract with Juventus, he took his chance.
from ‘Brandon’ Chapter 2 of Wolf Solstice by Luke Waites WOLFBANE SCHOOL For Extraordinary Werewolves “I have a report for the watch,” I told the principal quietly in the hall. “Someone saw me last night while I was searching for Lara.” I explained the entire situation to her. “You can go tell them yourself,” she said. “This is very concerning news,” she murmured, her brow furrowed with concern. I rushed off towards our secret base in the Tree of Blood, feeling the winter air chill me. This tree was the biggest tree in the woods, said to have been the first tree in the forest. I licked a slab of bark that was sticking off of the tree that was a cleverly disguised DNA scanner that detects the deformed cells integrated with humans’. This time it tasted like a mixture of beef jerky and chicken. “Yum,” I thought. “ACCESS GRANTED” a computerised voice said from inside the tree as a large door concealed seamlessly within the tree opened and I slipped inside, going down the winding stairs to the main room.
“Just pick it already, we’re sooooo close.” I jabbed the paper clip into the lock hesitantly. I pushed it in further and then I twisted it. I kept moving the paper clip around until I heard a faint click sound, almost too small to hear. But at that moment, I knew that the door was unlocked. John turned the doorknob around then pushed the door open. Then at that exact moment, an alarm went off. I knew John’s plan wouldn’t work out. We were going to get caught then taken to jail. John seized the opportunity. He ran into the room and began speedily stuffing his pockets with stacks of money. I, on the other hand, ran. I ran and ran and ran.
from ‘Centre Stage’ by Charlotte Hoyle On the hottest day of summer, Jake was daydreaming like normal while Mrs Grey was talking endlessly about her holiday in Russia last winter. The classroom was stuffy and hot even though the windows were opened and the fan was on. “And remember children, the auditions for the school musical are tomorrow after school.” This caught Jake’s attention because he was as much a theatre kid as you could ever imagine. The only problem was that none of his friends knew that he liked musicals, singing and acting. They all thought he liked soccer and basketball and video games and stuff like that. When Jake got home from school he practised his audition like crazy, running through his lines and singing his songs, putting as much emotion into each word as he could. Suddenly, his phone started beeping loudly. He stopped the music and picked up his phone and when he saw what was on the screen his heart sunk. Someone, somehow, had leaked a video of him singing at his old school last year.
Focus #111
Writing
November 2021
25
from ‘The Lost City’ by Georgie Hill and Emily Cole
from ‘DOUG’ by Charlie Malbarry
“Mum!” Maddie screamed in delight as she entered the dark cellar in the desolate hut. Her mother was sitting on the floor with her head in her hands. “What happened?” “Maddie,” her mother said, “You can’t be here! Get yourself out of here!” “Mum,” Maddie asked, “What’s going on?” “Maddie!” her mother repeated, “Listen to me. There are bad people here. Get out!” “Mum, I’m not leaving without you,” Maddie insisted. “We can get out together!” Maddie’s mother sighed. “You’re stubborn, just like your father was.” “He was?” Maddie questioned. “What do you mean, ‘was’?” “They killed him,” Maddie’s mother said, fighting back tears. “He’s dead.” Maddie was holding back tears as well. “Who killed him?” Maddie asked. “Who are these mysterious people?” “Treasure hunters,” her mother said, with a look of pure disgust on her face. “Treasure hunters!?” Maddie exclaimed. “But I thought you were mapping out the unknown places in Africa!” “We were looking for the lost city of Hatshepsut,” her mother said. Loud voices suddenly came into the cellar. “It’s them,” Maddie’s mother said with a panicked expression. “We have to get out of here!”
Doug slammed his trowel into the tree with furious velocity. He watched the small sapling splinter over the fence into the next door’s carrot patch. He turned to his family’s own small field that he had been tasked with hoeing. He scowled at it. There was a small red beetroot with a red-green flowering top. He picked it out of the turf and looked at it. There was a bug crawling across it. He flicked it off. He put the root in his pocket and stumped off. The reason for his temper was the fact that his school had held him back for the whole year. His class would move on to Year Nine this year and he wouldn’t be joining them. And he’d be in with the little kids. His mate, Tori, had told the principal that Doug had been harassing the rest of the class. As if he’d do that!.... Doug sat down with a huff on a mossy stump at the side of his grandparents’ vast property. It was mostly fields of wheat, but by the house they also grew potatoes, carrots and beetroots. There was a small patch of forest in the corner of the property too. Doug was in it now. He took out his beetroot and stared at it. He admired the vibrant reds, tinges of pinks and purples and oranges. He loved the colours that you could see from a plant. Despite his mostly rough behaviour, he liked plants and exploring. He shoved the root back into his pocket and walked towards the fence. He looked at it and put a foot on the bottom post. Then he was over, and into the main part of the forest.
Right to write Else O’Leary
Have you ever wondered what it would be like to be a writer? At lunch-time on Wednesday 2 June, there was a Meet-the-Writer event in the High School Library with our 2021 writer-in-residence, Lenny Bartulin. A writer-in-residence is a writer who spends a period of time in one place in order to share their professional insights. We were lucky to have Lenny Bartulin at our school for the week to share his time with students and teachers. Lenny is an experienced novelist and poet and is the author of the Jack Susko trilogy as well as his recent historical novels Infamy and Fortune. The Meet-the-Writer event had a friendly, relaxed atmosphere where we all had a chance to ask questions about what it is like to be a writer. It was a great, informal way to learn outside a classroom environment and an amazing experience to be able to talk with a writer and ask them anything about their process, their inspiration and being a writer as a real job. Whether you want to be a writer as a career or whether you just love telling stories for yourself, Lenny taught us how to improve our writing skills in creative and valuable ways. As an example, if you have trouble making your writing punchy, he taught us about not repeating ideas and finding ways to make a word
Writing enthusiasts with Lenny. L-R (Back): Jasper Poole (Year 9), Else OLeary Year 7), Caityln Cooke (Year 7). Front: Bailey Cyngler (Year 9), Essie Rapley (Year 7), Agatha Harrison-Narraway (Year 7). Photo: Nicole Parums. more impactful. Lenny also taught us about dealing with criticism and planning, both useful for writing and many other things in life. Here is what some of the students who attended the event thought of meeting Lenny: “The experience was very fun. Lenny gave us lots of helpful information that can help us become better
writers!” (Agatha Harrison Narraway, Year 7). “It was very interesting and nice to meet Lenny Bartulin because we got opinions from an actual writer on how we can improve our own stories.” (Caitlyn Cooke, Year 7). “I got to find out that when you are writing a narrative you don’t have to focus on the word count. You can write you whole story and then
improve it and cut down on words.” (Esperance Rapley, Year 7). This event was for everyone who wanted to harness their creative side and uniqueness to express themselves. If you’re interested in meeting talented and creative Tasmanians then I highly recommend events like this which are part of the writer-in-residence program! I’m happy I came along!
Listening to Lenny’s words of wisdom. L-R: Year 7s, Essie Rapley, Else O’Leary, Caitlyn Cooke. Photo: Nicole Parums.
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November 2021
Exams
Focus #111
Exam plan, not ‘slam’ Stella Mitchelmore & Nadine Frick
Clemes students will soon be going into end-of-year exam mode and they will be joined by Year 10s who will be
experiencing their first formal period of examinations in Term 4. As part of students’ learning, teachers are there to offer advice and guidance for how to deal with the pressure of exams both in the lead
up to them and in the exam room. Focus sat down with teachers Sarah Walker (also IBDP Coordinator) and Jane Morrison (also TCE Coordinator and TASC
Liaison Officer), who together have nearly 60 years of combined teaching experience and knowledge about learning, to ask for their recommendations when dealing with the stress of exams.
1. What strategies do you 2. What strategies do you recommend for exam revision? recommend for students when Sarah: When it comes to revising, MAKING A REALISTIC they’re in an exam room, to PLAN—and honouring that plan—is important. Set aside time for each subject, ensuring that you don’t favour one over cope with things like anxiety, the others. Schedule breaks and rewards. CREATE A WORK PLACE in which you are able to concentrate and be accountable. If you have a desk in your planning and timing? bedroom, ensure that you configure things so that your bed is behind you. Remember that your bed is associated with sleep and not study (!). SETTING ASIDE YOUR DEVICES and actively disconnecting from the internet during the time you have set aside for study is essential—the temptation to check your notifications is too great for most people so taking control (rather than letting technology control you) is essential.
Hanging out. Riley Curtain (Year 12) and his dog, Indee. It’s official: Pets reduce stress and lift your mood! Photo: Riley Curtain.
3. What strategies do you recommend as general techniques to use for de-stressing and reducing anxiety during exam time?
Jane: Individual subjects have different requirements so it is important that you SPEAK WITH YOUR TEACHERS for specific advice. Generally, though, you need to have an AWARENESS OF YOUR OWN LEARNING STYLE (what works best for you) – for some this means working with a friend, talking through their understanding, for others it is the use of visual aids, etc. Whatever your learning style, it is good to MIX YOUR REVISION UP so that you have some variety in the way you engage with the content. It is important to PUT THE TIME IN to ensure you have a full understanding of the concepts that have been covered in the year. For Clemes students, this is your full-time job for the remainder of the year – give it the time it deserves. Put your devices away (if you’re using your computer for revision then shut off all notifications but HANDWRITING IGNITES MORE NEURAL PATHWAYS so keep that in mind). STUDY IN BLOCKS and reward yourself with small breaks but don’t let the breaks become so long they become the main thing – it is easy to bluff ourselves we’ve been working hard when really, we haven’t because of all the incidental distraction. Along with this, it is important to TAKE CARE OF YOUR PHYSICAL HEALTH – eating well, maintaining physical activity and getting enough sleep.
Getting Active. Morgan Evans (Year 11) working on releasing endorphins in order to increase a positive sense of wellbeing. Photo: Supplied
Sarah: BREATHE DEEPLY in the first few moments in the exam room. Make the space yours. Consciously calm yourself down and cultivate an inner mantra that works for you, for example, ‘I can do this.’ It really does help. TIME MANAGEMENT in exams is essential so be very clear about what time you have and what needs to be done in that time limit. For example, if you have an English exam in which you have to write two essays of equal weight, ensure that you are moving onto that second essay at the half way mark. I even advise my Year 12 students to know exactly how much time they have for each paragraph. That way they will always have time to write the all-important conclusion.
Sarah: A LITTLE NERVOUS ENERGY CAN HELP US PERFORM WELL; too much is detrimental. It is important to try to contain it. KNOWING THAT YOU HAVE PREPARED WELL and done all you can is a good strategy for minimising stress – we are likely to feel more anxious if we haven’t done the hard work. Going to Community YOGA on a Wednesday morning is a wonderful way to de-stress. Stress can be contagious. When waiting outside the exam room, try to STEER CLEAR OF THOSE WHO ARE (INADVERTENTLY) INDUCING STRESS in others by saying what they do or don’t know. As importantly, WHEN LEAVING THE EXAM ROOM, TRY NOT TO TALK ABOUT THE EXAM. This is really important over at Clemes where senior students sit multiple high stakes exams. It is important to walk out of an exam and draw a line underneath it. What is done is done. Re-hashing it is ultimately unhelpful and can divert your attention from where it needs to be. KEEP THINGS IN PERSPECTIVE AND SEEK BALANCE. We can’t study for hours and hours on end so remember those breaks – our mental wellbeing is supported by our physical health.
Jane: I often say as I send the students up to their exam rooms “REMEMBER TO BREATHE.” They think I’m trying to be funny (and I am trying to get them to laugh) but, it is an important calming technique. Some long, deep breaths have a way of bringing us into a calmer state. Make sure you USE YOUR READING TIME to look over the paper, highlight key words and think about a plan for how you are going to tackle the exam. Your teachers will have given you advice around timing and planning: use that advice. HAVE A WATCH THAT YOU CAN LOOK AT (if you can’t see the clock well) and use it to help you map out how long you are going to spend on each question/section
Jane: During the exam period, you will be stressed. A LITTLE BIT OF STRESS IS GOOD, it means we are taking it seriously. Don’t be afraid of stress, JUST MAKE SURE YOU MANAGE IT. All through life you will have times where you need to surge and bring your best to what you do – that is part of having a full and rich life. TAKE TIME AWAY FROM STUDY to do things you enjoy, exercise, connect with friends and family, make sure you do some things that make you laugh (laughter helps the body get rid of excess cortisol). And, importantly IF YOU DO NEED HELP, ASK. There are people all around you who care for you and want to help.
Mindful Breathing. Morgan Evans (Year 11), Will Cracknell (Year 11), Viv Mauderer (Year 11), Sam Roland (Year 11) practising conscious breathing in English Study Skills. Photo: Jessica Best
Focus #111
Exams
November 2021
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4. Any last words of advice to students? Sarah: GET ENOUGH SLEEP – there is compelling evidence that the generation of sleep spindles is essential for memory consolidation and thus retaining knowledge as well as thinking clearly. EXERCISE, EAT WELL AND DRINK LOTS OF WATER. We didn’t evolve to be hunched over a blue light in the dark. We evolved to be moving outside in the natural world so make sure you get out of doors to go for a run or take the dog for a walk or to catch up with friends. Breathe deeply in the beautiful Tasmanian air. Also remember that YOU ARE NOT DEFINED BY THE FOUR NUMBERS AND DECIMAL POINT OF AN ATAR OR YOUR PERFORMANCE IN AN EXAM. This is one part of your life journey and it will pass. LEARN TO ‘REFRAME’. This time of COVID and uncertainty has been devastating for so many people in the world and Australia. By comparison, we are (mostly) very fortunate here in Hobart. Our freedom is unimaginable across Bass Strait; there are students on the mainland who have been online learning in their bedrooms for months. Try to flip things on their head: RATHER THAN FEARING EXAMS, SEE THEM AS THE OPPORTUNITY THAT THEY ARE TO CELEBRATE WHAT YOU KNOW.
Jane: This is an important time, it is important to take it seriously and work hard. BUT EXAMS DO NOT DEFINE YOU, a mark could never do that. Do the best that you can do, be honest with yourself about how much work you are doing and lift your effort if you need to. SEEK SUPPORT IF YOU NEED IT, ask your teachers, parents, peers. SEE THIS AS AN OPPORTUNITY TO SHOW WHAT YOU KNOW and answer the questions with that in mind.
In addition to the sound and valuable knowledge and strategies for your exam plan that Sarah and Jane outline here, there are also many online resources providing study tips and advice which students can look into, such as kidshelpline.com. au/teens/issues/exam-stress. Exams will always be stressful, but there are ways to manage that stress in order to improve your chances of success: to transform a possible ‘exam slam’ into a solid ‘exam plan’.
Left: Power Nap. Aaliyah Walker (Year 12) takes 15 minutes to rejuvenate between study blocks. Photo: Melanie Walker.
Student Tips & Reflections… Previous article tl;dr? Try these quick tips! Prior to revision for exams I had devised a study plan for all my subjects, taking into consideration things like fitness, cooking for dinner, sufficient sleep etc. I guess, looking back on my revision now, I wish I had started a bit earlier to ensure that I had completely absorbed my learning and ideas. Wise words from Morgan Evans (Year 11)
Top Exam Tips from Aaliyah Walker (Year 12) 1) Be kind to yourself: exams are notoriously a difficult time, so I feel it is essential to know these exams don’t determine your self worth or intelligence, and to look after yourself during this period. 2) Pomodoro Technique: Work in 25-30 minute blocks, before taking a quick 5 minute break and then repeating this three times, then taking a 30 minute break. This ensures you aren’t working past the point of optimal productivity, and also helps with concentration. 3) Know what kind of learner you are: I personally am a visual learner, so I find it best to make a diagram or mindmap if there is someone I need for an exam, but if you are an auditory learner, try educational podcasts or Quizlet sets as they are always beneficial.
Top Exam Tips from Riley Curtain (Year 12) 1) Ensure you spend lots of time relaxing, with friends, with yourself, making sure that you’re in a good space! 2) Do every past paper, question set and short-answer problem you can find. Understanding what is being tested, and how, is essential to success. 3) Make ‘subject guides’ for yourself in preparation. These are useful for a quick half an hour review of your entire subject before you walk into the exam room.
Top Exam Tips from Elsie Taylor (Year 12) 1) Exams can create a stressful atmosphere. I think it is very important to be mindful of others and try to not contribute to the stress of those around you. Maybe have a ‘no exam talk’ policy at lunch or recess with your friends so everybody can have some time not thinking about them. 2) Know that your best is good enough. Everybody around you has different goals, and varying strengths and abilities. Try to remember that you are not competing with your peers. 3) There is healthy stress and unhealthy stress, if you think you may be experiencing unhealthy stress, reach out to friends, family or the support provided to you at school.
I had a very effective method of using flashcards and using past exams provided by my teachers and from the TASC website. This was done throughout the holidays and in the weeks leading up to exams. To solidify memorisation in terms and definitions in each of my subjects, I used flashcards and to apply and further understand these concepts in relation to possible questions I may receive in the exam, I worked my way through many past exam papers. Wise words from William Cracknell (Year 11)
When revising I didn’t plan my study time well because I didn’t stop and move on to the next unit when I planned to, which left some topics very strong while others had gaps. To improve this for end-of-year exams, I will plan to give myself more time for every unit or move on from a topic when the time to study for it is up. Wise words from Vivian Mauderer (Year 11)
Top Exam Tips from Amasha Wijaysinghe (Year 12) 1) Prioritising your mental health. Even though this sounds cliche, spending a few minutes a day doing some mindfulness or something for yourself can go a long way, especially during the exam period. 2) We all know motivation fluctuates depending on several things. So having a friend or group of friends to study with can help you stay motivated and lift each other. 3) Have an open mind towards changing your studying technique, as the year progresses you may find that the way you are studying for a particular subject isn’t working, and that’s okay. There are plenty of videos you can watch or talking to Amy (Harris) can help you perfect your studying method.
Top Exam Tips from Georgia Chambers (Year 12) 1. Minimise the distractions in your study space. Leave your phone in a different room so that you cannot be distracted by it. 2. Practise lots of old tests/exams and familiarise yourself with what sort of responses are expected for different questions. 3. Make sure you have everything you need the day before your exam. Have it packed and ready to go to minimise the stress on exam day and prevent forgetting anything.
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November 2021
Focus #111
Outdoors
Reflections on camps
Pioneers Lily Frohmader
Reflections on the Year 10 Camp: Ultralight Hazards Traverse. Four mountains in two days, three in the first. Rough granite with crystals the size of dice, formed from ancient lava chambers. My hands were torn, skin peeling like it would after a severe sunburn.
We climbed up vertical forms, like lizards basking in the sun when we rested. Moving, it’s hot, humid. Stopping, the cold seeped in, wind whistling through our hair and chilling us to the bone. We slept on the side of a cliff face, watching the stars revolve around us as the night fell. The home stretch is an adventure, no path. We are pioneers.
A walk along the beach… Year 9 Beaches & Bays Camp. Photo: Thomas van Sant.
The walk along the beach Claire Morphett Reflections on the Year 9 Camp: Beaches and Bays (Freycinet). Silence. The waves crash,
the wind whirls. The crunch of sand soothing my feet and stinging my legs. We are spread along the beach, like ants scurrying about their nest. My hair rests comfortably, framing my
face, the damp salty waves and curls mimicking the ocean to my right. I hear some footsteps behind me, and I turn to see the small figure of Emily scurrying to catch up. She does, and we
talk for the next length of the beach, re-hashing the camp experience and telling each other how amazing it’s going to feel when we reach the end.
Views Rupert Bullard
Pioneers. Year 10 Ultralight Hazards Traverse. Photo: Tim Whelan.
The second it wentwrong Milly Taranki Reflections on the Kayaking Camp (Bruny Island) It was the second day of camp. My hands were being dragged through the crystal clear, shallow water as Evie calmly kayaked. The view was too good to miss. Evie and I took turns resting while the other kayaked. Our camp group was still up ahead of us, so there was no one in sight. It was my turn again. I let
go of my paddle and once more dragged my hand through the icy water. And that’s when I saw it: a bee. I scooped my hand under it to help it but that’s when it stung me. A huge amount of pain shot through my arm as I shook the bee off my hand—my finger now red as I tightly squeezed it. For the rest of the camp trip, I couldn’t move my hand nor hold a kayak paddle and I found out that I was allergic to bees!
Reflections on Year 9 Subalpine Bushwalking Camp. Trekking across boulders, the soles of my shoes barely withstanding the sharp penetrative rocks. Hurting; aching: sore. The reward however, makes it all worth it. Makes everything worth it. Jumping from the tall rock into the salty depths below. Taking in the sunny expanse of the ocean.
Views. Subalpine Bushwalking Camp. Photo: Kylie Garratt. Walking again. Rocks, gravel, dirt. Up this time. Up a tall vast mountain. Rain pouring from above. Short on
Fun in the Snow Caitlyn Dakin From 11-26 August the Year 7 classes were lucky enough to participate in amazing outdoor days whereby they travelled to the top of Mt Wellington as a part of their Connections Program. These days are all about getting to experience time in the snow and for the students to get out of the classroom to have some fun. For some Year 7s it’s the first time they have seen and played in the snow and for others it’s just another awesome adventure. The highlight for lots of
the Year 7s was getting to the top of the mountain, playing in the snow and making snowballs to throw at each other. Another highlight was making slushies by pouring hot chocolate or cordial onto the fresh snow, this was popular and by all accounts, delicious. Sliding down the hill on garbage bags or just falling and rolling down the hill was something at which everyone wanted to have a go. “Something that all of the Year 7 students thought was very very funny was throwing snowballs at the Outdoor Ed staff,” said Kylie Garratt, Outdoor Ed teacher. By all
breath, but cooled by the rain. Up and up. Through the wall of mist, and then to the top. Sitting atop the largest rock,
taking in the beautiful view. The hills, the mountains, the mist.
accounts this caused lots of giggles amongst the students. I can remember my Year 7 Snow Day and my advice to future Year 7 students is that preparation is the key on days like these and the students need lots of layers of clothing to stay warm and bread bags to go on top of their socks, so
they don’t get wet, and over pants because they need to keep warm and dry. These Snow Days are certainly something that the Year 7s will remember forever and I am sure they will cherish their memories of the Connections Program.
Lily Bartel and Amelia Cooper playing in the snow. Photo: Kylie Garratt
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Passionate pioneer Noah Swan
Anthony Petty is a passionate mountain biker and Mathematics teacher. He has now been working at the School for seven years and began running the School Mountain Bike Club roughly four years ago. His love for the evergrowing sport of mountain biking first began as a young child. Growing up in the suburbs of Melbourne, Anthony recalls spending a lot of time cruising around the suburbs on his BMX. An activity which was not only a great deal of fun, but also a handy form of transportation. Anthony says he had not truly ridden a mountain bike until purchasing one while on a year-long staycation in New Zealand throughout 1997. When mentioning his first mountain bike, a ‘Shogun Prairie Breaker’, Anthony chuckles: “It had a Mag21 suspension fork with big 1 inch travel and you could get half an inch of extension with some sort of booster kit.” While jokingly boasting about the bike’s exceptionally rudimentary capabilities, Anthony also recognises that the rapidly advancing technology has
greatly enhanced the safety and enjoyment of mountain biking, allowing for more people to partake in the sport. Although it has not been a predominantly mainstream sport for a very long time, Anthony has always been riding. Whether it be commuter biking, BMX riding or even road cycling. So naturally, when I questioned him about the inspiration behind the establishment of the School Mountain Bike Club, Anthony’s response was unsurprising: “It just seemed obvious to me. How can you have a school and not have a mountain bike club?” Elaborating, Anthony explains that the real success of this club is seeing kids who are passionate about mountain biking develop their skills and ultimately utilise those skills out in the bush on their own rides. “The endgame is that students are doing it on the weekend without me, and that’s great!” Anthony says. It seems that the Mountain Bike Club has become something for Anthony which is deeply rewarding, likely contributing to his perseverance throughout the years of managing the Club. “When it first started, it was just one small group of keen riders and we didn’t
have a trailer,” Anthony says. “And that’s a bit of a barrier, because it’s all hilly from here, so it’s sort of a baptism of fire if you go mountain biking from here straight up the hill.” Now, four years on, the club has grown in popularity, with Anthony running two club rides per week. Anthony believes that the weekly rides have required students to be resilient and at times step out of their comfort zone. And although this can be challenging, Anthony has seen students build their confidence in a way which has allowed them to become real team leaders and to support each other in a manner which strengthens the entirety of the group. “There’s an added burden when it’s windy and rainy and you’re trying to solve a problem. That’s actually a challenge on top of solving a problem,” notes Anthony. “That discomfort is sort of a part of the challenge, right? Getting out there and actually persevering.” This resilience is something which Anthony believes is a key element of mountain biking. I was keen to know whether there was anything which Anthony wanted to further persevere with in terms of his involvement with the
Members of the Mountain Biking Club, biking in the Mount Wellington/kunanyi Foothills. Photo: Anthony Petty. club as well as his personal mountain bike goals for the future. “Personally, I’ll keep competing in cross-country (XC) mountain biking races,” he responds. “I think it’s really important to have a sport to keep doing.” With regards to the club, Anthony would love to see a multischool’s XC competition. “It’s a misconception that to race you need to be really good, but it’s just a participation sport and it’s about having fun.” One other thing which Anthony would love to see is more growth in girls’ participation. At the moment the club rides are predominantly made up of boys and he believes that the program and the sports as a whole would be further enhanced if there were more females to enjoy participating
Break in the ride. Enjoying the view at the Clarence Mountain Bike Park. Photo: Anthony Petty.
in such a wholesome activity. Anthony believes that we should always strive to ensure the inclusiveness of the sport, so that people of all abilities, ethnicities and genders can enjoy the sport without feeling discriminated against. As a result of the school’s involvement in trail and land care activities, Anthony loves seeing kids helping out their local community. “They’re sort of ticking boxes for the Purpose and Concerns,” he says, tying the club to the school’s Quaker values. “...there’s trail building, volunteering; there’s community because you’re out there and encouraging people to get fit and healthy, and staying mentally healthy yourself.” While he understands the inherently dangerous aspects of the sport, Anthony would love
society to see how positive the sport really is. “The School has been really great to me, in terms of letting me progress the sport, and I just really want to get more kids more active,” he says. Anthony’s hope to see the sport grow seems to be a recurring theme throughout this interview. It really is fantastic to have somebody as passionate as himself within the school to pioneer the mountain bike club, along with the experience in the bush which he brings with him on school Outdoor Ed trips. Hopefully, this inclusive and calculated manner in which Anthony conducts his life as a mountain biker will enable the sport to continue to flourish in The Friends’ School and in the wider community.
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Sport
Friends’ School dominating the pool Erin Szalman Across Terms 2 and 3, Friends’ has had an eventful water polo season, with the Boys 7/8 team winning the finals 11-6 against Taroona, with both College Boys teams, as well as the Girls 9/10 Blue team, making it to the semi finals. Year 11 students, Sophia MacDonald and Tilly Ellingsen, who coached the Girls 9/10 Blue team, spoke with Focus about the successful season. What was it like to coach a school water polo team for the first time? T: It was a learning
experience, for both of us. S: It was good to get back into water polo for the first time in a few years, and to see the team get closer with each other. T: Yeah, it was nice to watch the team improve over the season, some players went from no experience at all, to actually being better than me. What were some of your season highlights? S: Winning a friendly game against Friends’ Blue T: It was good to see our team beat the Boys 9/10 team in training. S: Being able to combine our years of experience, to have such a successful team. S: In our semis, the whole team was keeping with it,
persisting, and not letting themselves give up even when we were down at halftime. T: Seeing everyone put all of their effort in at training, even people who joined the team halfway through the season. Were there any struggles you experienced? T: Having to be at the Clarence pool, training until 9:30, as well as staying at the pool so late on Friday nights. S: Having biased umpires in our games. Thank you very much to the 9/10 Girls Blue coaches for taking the time out of the day to partake in this interview, and congratulations to all players for a successful season.
Girls 9/10 Blue, Ella Chan, Sophie Neal, Violet Bunting, Erin Szalman, Emily Lo, Mia Lewis, Issy Leckie, Lizzie Ralph, Millie Wells. Photo Tilly Ellingsen.
Year 10 students
swimming for Bronze Anna Mulcahy The Bronze Medallion is a training program supported by the Royal Lifesaving Society of Tasmania that some Year 10s chose to complete as part of their PE course in Term 3 of this year. It includes 6 weeks of practical training in the pool, where students aim to attain different competencies in areas such as rescues,
Meet the Manager Rupert Kendall
Badminton is an easyto-learn, social sport which provides countless physical benefits. Badminton, similar to tennis, is a racket sport played within a rectangular court, however, instead of a tennis ball, a shuttlecock is used. The aim of the sport is to hit the shuttle over the net and into the opponent’s half of the court in a manner where it can’t be received. Peter Appleton of The Friends School has been promoting and, at times, coaching this sport since becoming elected as manager. Peter is recognised and loved for his passion for this sport with his numerous
assembly appearances where he humorously presented badminton results and The Friends’ School’s successes. Peter, in fact, was not obsessed with the sport before he began coaching it. He said he had played the sport multiple times as a recreational activity but never competitively and never really appreciated the game until he began coaching it, cheerfully adding that his Badminton skills were more in management instead of the actual sport. Peter’s favourite part of the sport is the social aspect, including meeting parents and discussing their children’s progress. He was also excited about Friends’ achievements this season, saying that, “The Friends’ School is looking to secure a 7th consecutive School Badminton Trophy this year. It will truly be a
‘Feast’ of badminton if we manage this incredible feat and worthy of a ‘Viking Clap’ when we present trophies in the first assembly in Term 4.” Students who want to participate next year should follow the bulletin and sports sign-up links specifically between April to August. Peter encourages students to take part in the sport and hopes that Friends’ can have many more successful teams in the future.
Peter Appleton, Manager of Badminton. Photo: Rupert Kendall.
swimming distances in a set time, performing first aid and CPR, learning now to secure someone in a spinal hold, assessing someone for breathing, and pulling someone safely out of the water. Students also use their critical thinking skills to assess situations to decide who is a priority in situations where several people may need their support. There
is also a theory component including papers assessing the students’ water safety and CPR skills. Year 10 students said that they have enjoyed taking the course. Josie Gunner said that her favourite part was learning how to rescue people and that completing it was a unique experience: “I have enjoyed doing the bronze medallion course because it breaks up normal school life.” “I chose the Bronze Medallion course as it seemed fun and like a good opportunity to take as well as most of my friends were doing it,” said Georgia Bennett. She
said she recommends other students to do it because it is a great learning experience. Trish Menadue, teacher of a class of Bronze Medallion participants, said that the course is a great certificate to have as “Students build their skills up, and they’re really quite confident in their rescue techniques and being able to support others in the water.” Their qualification could also lead to future career opportunities.
Left: Year 10 students, Jye Castle, Auley Greenhill and Ben Sillifant, practising the huddle. Photo: Trish Menadue.
S S AT I S B a s k e t b a l l Lynne Males
2021 saw the resumption of a fairly normal year of Friends’ basketball in the SSATIS rosters, after the reshuffling and other sports clashes of 2020. High School boys and Firsts competitions were held in Term 1 this year and while no team made finals, there were some very close games that were great to watch and skills from the players improved over the season. Our Firsts Boys also competed in College Championships in July and finished a very credible third in their division. High School girls came to the end of their season in Term 3 with a great flourish. At the time this report was
written, our Year 8 Division 1 Girls and Year 7s were looking to make their final. Tasmanian High School Championships are being held in November with Friends’ School entering teams.
Below: Friends’ Firsts Boys playing Newstead College at College Champs 24 -25 July this year. Jeff Lau (Year 12) taking a lay up with the rest of the team ready for the rebound. Coach Ronnie Riggs looking on. Photo: John White.
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Girls take out Footy Grand Final! Caitlyn Dakin As a part of the SSATIS cocurricular options in Term 2, the Year 7 and 8 girls could sign up to play Australian Rules Football. The team is coached by ex-football legend, Shaun O’Rourke, who played school football in Ulverstone and then moved to Hobart and played for local football clubs Hobart and Sandy Bay. As a result of his knowledge, skill, love of the sport and sense of humour he never fails to inspire the players and get them working well as a team. The 2021 Girls Year 7/8 Team consisted of 24 eager players who were ready to embrace the challenge of the school football season. The team was a mix of
girls who played Club, those who had only played School football and girls who had never even touched a football. The girls AFL teams at Friends’ are often full to capacity, not only because of the numbers that want to play the game but because of Shaun’s inspiring coaching. The Year 7/8 girls had an amazing season, only losing two rostered games: one to Fahan and one to Sacred Heart. They were lucky enough to play in the Grand Final against Sacred Heart, dominate the play and take home the premiership trophy for The Friends’ School for the first time. Congratulations girls, for all of the hard work you put into this season and good luck for season 2022!
Back Row (L-R): Dom Baker (Assistant Coach), Jason Frawley (Assistant Coach) Divinia Mills, Lucy Wells, Juliet MacIntyre, Sarah Lovell, Keeley Saunder, Mae Farrer, Hannah Zalstein, Matilda Wilson, Ursula Nation, Elizabeth Grimm, Sophie Kruimink, Romy McHugh, Elsie Batchelor, Shaun O’Rourke (Coach) Front Row (L-R): Emma Xu, Naoimh Greenhill, Cy Taylor, Anthea Frantzis-Kantar, Poppy Baker, Annie Pavlides, Cherri Frawley, Imogen Atwell, Rosie Salmon, Mia O’Rourke, Coco Loney Photo: Bill Avery.
Hockey: more Tremendously C o u r t i n g t h a n a g a m e talented tennis Stella Mitchelmore Thinking about joining a School hockey team? Emily Rawson, a Year 9 student, has been playing hockey since she was 10 years of age. Emily enjoys hockey because it isn’t exclusive and always very encouraging: “I absolutely love every aspect of the sport as it is a fun challenging way to maintain fitness, play with and against friends, make new friends... It is also an extremely fun and fast game to play and every single game is different so there is never a dull moment.” Friends’ girls hockey teams were very successful this year. Although unable to play this
season because of an injury, Emily said that, “Both the Year 9/10 team and the 1st Girls teams got through to the grand final but, sadly, lost and therefore came second place.” At the time this article was written, Emily said that the Year 7/8 Girls team were still playing and by the sounds of things appeared to be doing very well, having a good chance at a medal. The school hockey season for Years 7 and 8 is rostered for Term 3 and for Years 9 to 12 in Term 2. There are around 7 rounds, therefore plenty of games. Training usually takes place on a Thursday when the turf is free and depending on the coach’s availability.
Hockey Heroes! 2021 Year 7/8 Girls team: Grand Final Winners. Back (L-R): Madeline Windsor, Hannah Zalstein, Gabby Hill, Wavey van Dorsselaer, Sophie Kruimink, Laura Bevan, Charlotte Ralph. Front: (L-R): Grace Winspear, Adelaide O’Donoghue, Emily Rawson, Cherri Frawley, Coco Loney, Stella Pritchard, Anika Jolley. Photo: Supplied.
Henry Webster During Semester One, a team of four tennis players were selected to represent The Friends’ School in the Opens tennis competition. Thereupon, they competed against the best players from southern independent and religious schools. It was a tough season played over seven weeks and the Friends’ team ended their season with 3 wins and 3 losses. As a result, they scraped into the finals, placing second overall. Consequently, the Friends’ team played away from home against a strong Hutchins team who had gone
6-0 during the regular season. As expected, the Friends team lost but competed much better than they did in the 2020 season. Henceforth, the Hutchins team played against Saint Patrick’s who, like Hutchins, were undefeated in their roster. Although this may be true, Hutchins were far too strong. Hopefully next season, the gap between Friends’ and Hutchins shrinks again. Thank you to the 1sts tennis coordinator Annabelle Woods for organising this year’s team. Also, a big thank you to David Tumbridge who coached and selected the team this year.
Henry Webster (Year 9) practises his serve before the finals in September. Photo: Annabelle Woods.
popularity Noah Swan
The School’s informal basketball scene has seen a substantial growth in popularity of late. Each day, you can see people from all year levels playing basketball around the High School campus and with the new instalment of the lower courts, students can enjoy an abundance of space to play. One thing which many people agree on, is that basketball is great because of the way it allows everybody to participate and have fun. “Basketball is good because of the social interactions with each other and the physical activity,” said Nitish Gilkum (Year 8). There is a welcoming sense on the court that everybody can join in and have a go, regardless of skill level. People play as a team and encourage one another in a manner
which sees more and more coming back to play. Generally, the new courts have been a success in everybody’s mind. Year 9 student, Logan Boxall, said “It would be great if they opened up the top courts sometime soon… but it’s great that the bottom ones are there.” Many hope that the School basketball scene can continue to grow. Charlie Cosgrove (Year 9) said that he would like it if the sport became popular enough that there could be more training opportunities during the SSATIS basketball season, while Alanah Edwards (Year 9) said it would be fantastic to have a few more basketballs to use. By the looks of it, the popularity of recreational basketball will not diminish anytime soon. Its future is a bright one.
The Friends’ School
SPORT Eight records tumble in
awesome Athletics Hajira Ghulam Raza & Caelyn Muller
This year’s School Athletics Carnival took place on 19 August and it was a pretty fun day for everyone. To start with, the weather was fantastic, setting the tone for a good day for everyone to reach their peak. Each house did a more than commendable job, everyone being willing and enthusiastic to partake in one of the many events, each catering for a wide range of people. Everybody flocked in their hundreds to attend, for the first time even attracting the whole Year 11 and 12 cohort, leading to an even better environment than normal and elevating the event as we competed and celebrated together.
What, of course, made this athletic carnival the best ever is all the memorable moments from not only exceptional athletic feats but also all the seemingly impossible records beaten. Congratulations to all age champions in this amazing year of achievement and to the record breakers: to Georgia Chambers (Year 12, Unwin), who broke the record for the Open 1500M (not broken since 1997), to Sophie Connolly (Year 10, Ransome), who beat the U16 1500M record (not broken since 2005) by an impressive 10 seconds and to Tamsyn Rogers (Year 9, Unwin) who smashed the previous U14 Girls Javelin record by over 2 metres. Yet more track records were broken by the girls, where Isabelle Gan-Pain (Year 10,
Unwin) broke the 2005 Girls U16 800M and Jemima Lennon (Year 8, Unwin) broke the 2019 U14 Girls 1500M. And in field events, the boys set new standards: Lachlan Krelle (Year 11, Mather) in the Boys Open Triple Jump (last broken in 2007), Charlie Bradford (Year 9, Ransome) in the Boys U15 Shot Putt (last broken in 2004) and Isaac Dixon (Year 7, Mather) who broke the 2003 Boys U13 Long Jump record. Unwin has had a winning streak in the Athletics for the last four years but their record was not broken this year, as they streaked ahead to win 319 points above their closest rival, Mather, to claim the House Athletics Shield for 2021.
Madeline Windsor (Year 9, Unwin) in the Under 14s Shot put Photo: Casey-Rae Mullen
Lachlan Krelle (Year 11, Mather & Open Triple Jump record breaker) competing in the Under 16s 100m sprint. Photo: Tammy Giblin
THE FRIENDS’ SCHOOL, BOX 42, NORTH HOBART, TASMANIA, AUSTRALIA.
Isaac Dixon (Year 7, Mather & U13 Boys Age Champion). Breaking the Long Jump Record for Under 13 boys! Photo: Casey-Rae Mullen Ph: (03)6210 2200 Email: focus@friends.tas.edu.au Web: friends.tas.edu.au/news-events/publications/
