Camphora, Issue 3, Winter 2016

ALL THE WORLD'S A STAGE

DRAMA STUDENTS ENGAGE WITH AUSTRALIAN PLAYWRITING MASTERS

REACH AND EXTENSION IN MATHEMATICS

PLC SYDNEY'S BIANNUAL MAGAZINE

ISSUE 3 WINTER 2016

CONTENTS | ISSUE 3 WINTER 2016

PLC Sydney acknowledges the Wangal people, of the Dharug dialect, on whose land the College resides, and pays respect to Elders both past and present.

1 From the Principal

2 STEM stands for ‘Science, Technology, Engineering and Mathematics’

4 Drama students engage with Australian playwriting masters

5 Resilience: Managing life’s ups and downs and learning to keep a balance

5 Theology and Philosophy in Year 9

6 STEM: Engaging the next generation

7 Music: The guru of jazz and Japanese drummers

8 Reach and extension in Mathematics

10 Year 11 Camp

11 Rube Goldberg machines in Year 5 Science

12 Fairy tales collide in a modern musical twist

14 60 seconds with… Mrs Sarah Waller

15 60 seconds with… Ms Stephanie Cannon

16 USA Science Tour

19 Oarsome staff rowers

20 Earth and Environmental Science

22 In Profile: Litiana Field, Sienna Cai, Junior School Badminton

26 Sensational Science in Singapore

27 FUEL ignites with a blast in 2016!

28 All the world’s a stage

30 Reflecting on Ba Vi, Vietnam

31 Supporting Allowah

32 Adelaide Perry donation

33 Divers join the cast of Most Extreme Alien Earth

ALUMNI

34 From the Archives… Marie Byles: Many lives in one

36Where are they now… Samantha Pennington, Tegan Miller, Kristie Boyle

EDITORMrs Nicole Paull

COVERYear 3 students Tia-Lee Phuong, Hannah Thomson and Charlotte Taplin participating in a Peer Support session (see page 5 for more information).

CONTRIBUTORSDr Paul Burgis, Ms Joanna Maxwell, Mrs Kate Wheatley, Ms Belinda Martins, Mr Phil Harper, Mathilde Scholepple, Emily Nielsen, Dianne Balkizas, Edwina Hobson, Chloe Jamieson-Grigg, Louisa Williamson, Sandra Magro, Mrs Brooke Thomson, Mrs Heather Clark, Mrs Sarah Waller, Ms Stephanie Cannon, Ms Jenny Clarke, Alexandra Caddy, Natalie Lambropoulos, Eleanor Lawton-Wade, Mrs Jo McGrouther,

Emma Parker, Mrs Fiona Hendriks, Litiana Field, Sienna Cai, Mr Colin Smith, Joanne Ge, Kianna Lui, Yolanda Qiao, Ms Virginia Shearer, Emma Liu, Jade Lin, Ruby Watters, Christina Bouletos, Simona Lattuca, Stephanie Chew, Mrs Edwina Soh, Nicole Sung, Laura Sweeting, Zoe Jewell, Ms Jo Knight, Charlotte Somboli, Ms Debby Cramer, Samantha Pennington, Kristie Boyle and Tegan Miller.

OUR MAGAZINE TEAM

'PROJECT ZERO' IS A TEACHING AND LEARNING FRAMEWORK EMANATING FROM THE HARVARD UNIVERSITY GRADUATE SCHOOL OF EDUCATION.

They run many programs: I recently attended the course on Educational Design - examining all aspects of school development including classroom architecture.

If I could sum up the emphasis of the Harvard course in two words, they would be 'creativity' and 'engagement'. The 'Project Zero' team are on a mission in USA to move away from the 1950s industrial model of education to one based on studio learning. Thus the new classrooms they are envisaging are more like art studios than the classrooms you and I most likely inhabited.

I am also continuing to work closely with Cambridge University on the development of their 'Theology and Philosophy' program. Alongside our significant emphasis on STEM (see the articles on Science, Technology, Engineering and Mathematics evident in this publication), we are working on really developing student understanding of epistemology (how we 'know' - including the claims of Faith, Reason and Logic). This process symbolises our commitment to teaching critical thinking to whole persons, and to the growth of curiosity and academic rigor.

Sadly, schools have sometimes seen engagement and rigor as polarities. It need not be so. Schools throughout the centuries have shifted between an emphasis on process (like the Harvard initiative) and an emphasis on content (like the Cambridge course). The trick is to hold them both as significant. I would argue that the ability to hold these two in tension is a mark of a very good school.

To illustrate the point I refer to the Arts. The excellent Music program has teachers who are committed to teaching each student to develop musicality and skill on an individual basis AND to teach them to perform in small and large ensembles. They need individual discipline (rigor) and the joy of performing - working in a team (engagement).

At PLC Sydney 'The Croydon' is a marvellous example of depth of learning and joy and engagement. Students study the arts in depth and are wonderfully creative in their learning at the same time.

Now that the Gateway Project is underway, College Council has set as a goal the gradual renewal of the regular classrooms in the Freda Whitlam Courtyard. The goal is to renew the spaces so that they foster both academic thoroughness and student creativity. We are asking: What does the best possible STEM room look like? What qualities does the best possible English room have? How do we set up our rooms so that each student thrives in each subject? Of course architecture is only one aspect - but an important one.

The answer of course emerges from the educational program. That program is already in operation. We will communicate further on the future of PLC Sydney in the months and years ahead. We need to continually report on how we are progressing now. In these pages you will catch glimpses of our educational offering - of students who are flourishing as we balance rigor and engagement now. I hope you enjoy reading the stories as much as I do.

Dr Paul Burgis Principal

FROM THE PRINCIPAL 1

ISSUE 3 / WINTER 2016

STEM STANDS FOR ‘SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS’

The renewed focus on these disciplines in our nation signals a recognition of their power to assist us to think about both philosophical and practical issues.

Mathematicians strive to be precise. Scientists use mathematics to develop a strong methodology for describing the 'real world' accurately.

Engineering is the art of building things that last. Mathematics is one of the primary ways in which modern technologically based culture understands itself and the world around it. For example, the digital revolution and the advent of the computer. New technologies are reshaping the world. All of these stand on a math foundation in our culture and helps to define our community.

Our students need to be able to think and to develop skills in these areas.

PLC Sydney has a very strong education in STEM subjects. This reputation has been earned because of the deliberate way in which we have approached their integration.

Currently Australia is ranked 19th in the world according to the PISA scores, which claim to compare the quality of education between cities and nations. Much of what we regard as STEM education is an important element in this ranking. Currently, Shanghai is first: Finland is eleventh. Interestingly, if the independent schools of NSW were given a single rank (that is all of the large schools like PLC Sydney and Trinity, as well as all of the small Christian and Islamic and Steiner schools) they would rank fifth. If PLC Sydney was placed on the same scale it would rank very close to first.

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PLC SYDNEY / CAMPHORA

How do we assist young women to gain capacity and confidence in STEM subjects? These are some of our strategies. We:

• Employ a specialist Science teacher (Mrs Annie Martin) to teach alongside our regular teachers in the Junior School

• Employ a specialist Technology and Robotics teacher (Ms Belinda Martins) to teach alongside the regular teacher in the Junior School

• Have exceptional leaders and teachers in these subjects across the College

• Engage in a significant number of extension and enrichment programs. Recently a local independent girls’ school was very pleased to have a student selected for the National Youth Science Forum (an annual event that really extends able science students). In 2015 we had seven students selected. Consistently we have more students in enrichment and extension courses.

• Have a Mathematician-in-Residence, Dr Lloyd Dawe (previously Professor of Mathematics Education at Sydney University) who guides the thinking of students

• Accelerate students who are able in Mathematics so that they can extend their understanding in their middle years

• Offer Cambridge International courses as electives in Years 9–10. In STEM subjects we offer Physical Sciences. In 2017 it is likely we will add Physics and Chemistry and Technology.

• Offer the first year University of NSW Computer Science course to Year 11

• Emphasise scientific research. Our Year 10 program is exceptional. In 2015 our students came First in NSW out of all schools (selective, public, Catholic and independent) in the conducting of scientific research in Physics, Chemistry and Biology (Science Teacher Association Awards in NSW). We send our leading students overseas to Singapore to present their research. In 2016 one of our students will represent Australia in the Intel International Science and Engineering Fair, in the USA, the largest international pre-college Science competition showcasing independent research.

• Create wonderful spaces. In ‘The Gateway Project’ we have created specialist Science and Technology laboratories. We are putting in place a pond and an insectarium.

• Partner with scientists. We are partnering with Taronga Zoo in creating a hospital in our Junior School for the long-necked turtle and in preparing our programs so that we can help to develop the populations of rare insects.

• Hold fun clubs. We have clubs in Robotics, Environmental Science and General Science.

• Hold high level clubs. We have a Titration Club. Each year students excel in this area.

• Achieve excellence in examinations. A PLC Sydney student came first in HSC Chemistry in 2013. Our results are well above state average on a consistent basis.

• Hold awards nights in STEM subjects

• Offer overseas trips in STEM subjects. In 2016 a Science Tour went to the Grand Canyon, a Hawaiian volcano, the museums of Washington DC and to a meteorite crater; and the 2014 Mathematics Tour extended international links.

• Engage in thinking in the connections between Heads of Faculties. Thus our Philosophy and Theology class comment on STEM related matters.

• Hold an annual Mathematics Week – full of challenging activities that looks at maths with an outlook on the world

• Assist students with learning needs in the specific use of English by having an ESL teacher support one Science class in Year 10

• Provide specialist assistance in Mathematics for those who require numeracy support

• Connect with ex-students in the field

• Employ staff with specialist knowledge. Mrs Humpheys, for example, writes the text books used by students across the state in Biology.

• Enjoy STEM!

Dr Paul Burgis Principal

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Year 11 students focus on the notion of the Australian voice on stage and how it has changed over time. Year 12 study contemporary Australian Drama and examine Holloway’s verbatim play Beyond the Neck about the Port Arthur tragedy.

It is impossible to study the history of Australian Drama without engaging with Williamson’s plays. Indeed, his work forms a signifi cant portion of the Australian cannon. With 50 plays spanning over 40 years, Williamson is undoubtedly one of our country’s strongest playwriting voices.

Sophia Morrison (Year 11) refl ects on her time with Williamson:Williamson is known for his political works and he explained that he enjoys writing about the confl ict which lives within the political agenda. Williamson situates himself somewhere between satire and comedy. He subscribes to many theories of both Socrates and Aristotle. He describes human nature as repetitive, situating all human nature within three categories. Firstly, humans are egotistical, all actions have their origins deeply concerted within self-interest. Secondly, humans are social creatures and many of their actions are made to make them more appealing to a given group. Finally, humans are compassionate. Williamson allows all his characters to adhere to all three aspects, allowing them to be humanised. Williamson also spoke about his concern for the lack of opportunities for new Australian playwrights.

As Government funding declines, theatre companies are less likely to take risks and pick up new Australian playwrights. Williamson's talent was discovered during a time of great funding for the arts and a growing interest in new Australian work. The main things that we have learnt from this experience is the importance of both humanising a character and supporting Australian theatre. It was such a privilege to meet someone who holds so much inspiration for all of us.

Williamson was very happy to hear that the PLC Sydney Drama Department places a particular emphasis on Australian material with students studying plays by Alana Valentine, Tom Holloway, Kate Mulvany and Lally Katz.

Year 12 were lucky enough to have a lengthy Skype interview with Holloway about the process of writing his very moving work Beyond the Neck. This play is very challenging as its form is so unusual. Our students were therefore very lucky to be able to discuss how it can be brought to life on stage. Two Year 12 students refl ect upon their experience:

Holloway’s discussion of the power of storytelling was inspirational. It made me think about how important theatre is to our community. Beyond the Neck is the kind of play that not only helps those impacted by The Port Arthur Massacre process their grief, but also encourages all audience members to share stories and encourage the healing process. - Tierney Clark

Tom’s personal connection to the massacre (he is Tasmanian and remembers the event), as well as the personal experience of interviewing those connected to it, places him in a unique opportunity to tell this story. Tom demonstrated honesty and vulnerability when speaking with us, breaking down a number of times. It takes a special artist to write a play like Beyond the Neck. It takes someone who is sensitive to the needs of the community. I have learnt that this play is about empathy and healing, as much as it is about despair and sadness. – Annie McCarthy

There are not many students who can say they have met and engaged with the writers of the plays they are studying. PLC Sydney Drama students are fortunate indeed.

Ms Joanna MaxwellHead of Drama

DRAMA STUDENTS ENGAGE WITH AUSTRALIAN PLAYWRITING MASTERS

David Williamson and Tom Holloway are two of Australia’s most profound theatrical voices. The PLC Sydney Drama Department was fortunate enough to host intimate Q&A sessions with both playwrights to examine texts studied in Year 11 and 12.

Celebrated playwright David Williamson spoke at length with Year 11 Drama students.

Year 12 Drama students were fortunate to speak with award-winning playwright Tom Holloway, via Skype.

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PLC SYDNEY / CAMPHORAPLC SYDNEY / CAMPHORA

RESILIENCE: MANGAGING LIFE’S UPS AND DOWNS AND LEARNING TO KEEP A BALANCE

Evidence based and peer led, the program provides students with a supportive learning environment in which to develop the skills, understandings, attitudes and strategies to improve their mental, social and emotional wellbeing. This program also develops key skills in resilience, assertiveness, decision making, problem solving and leadership.

Following their training, the Year 6 leaders were looking forward to facilitating lessons for small groups of students from across the year levels. This is a marvellous opportunity to gain valuable skills in leadership, communication and empathy, and build relationships with younger students. The leaders have been preparing their lessons and games to ensure that Peer Support is a time of learning and a time of fun.

The focus is on Moving Forward, an eight session module on resilience. Student resilience and wellbeing are essential for both academic and social development. Confident, resilient children with a capacity for emotional intelligence perform better academically, create strong social bonds and maintain healthy relationships and responsible lifestyles. While the majority of a student’s development in resilience is influenced by support within the family, peer support sessions contribute to an environment which encourages and promotes resilience.

The Junior School community is looking forward to our new venture promoting positive relationships across our school.

Mrs Kate WheatleyYear 6 Teacher

In 2016 Dr Burgis is teaching the Year 11 AS General Cambridge Paper in General Studies and the Year 9 Theology and Philosophy course.

In Year 9 the students have studied the Pre-Socratic philosophers, as well as Plato and Aristotle and the Book of Genesis. They have dealt with notions such as 'Reality', 'Time', 'Truth' and 'the origins of the Cosmos'.

Dr Burgis says of his students: 'I am very proud of the way that they engage with challenging material. Studying both Ancient Greece and Ancient Jerusalem provides a strong understanding of the formation of our culture and ideas, and it enables students to ask some pretty big questions.'

If you wish to see some of their work put the words 'PLC Sydney', 'Athens' and 'Jerusalem' into Google and you will be able to read some of their blogs.

THEOLOGY AND PHILOSOPHY IN YEAR 9

Recently, the Junior School staff completed training with Peer Support Australia and we began implementing their program in Term 2.

Did you know that our principal teaches classes?

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STEM: ENGAGING THE NEXT GENERATION

STEM is a curriculum based on the idea of educating students in four specific disciplines - Science, Technology, Engineering and Mathematics - in an interdisciplinary and applied approach.

What separates STEM from the traditional Science and Mathematics education is the blended learning environment and showing the students how the scientific method can be applied to everyday life. It teaches students computational thinking and focuses on the real world applications of problem solving. Students are learning how to code and program robotics to solve problems. In the Junior School curriculum these skills are essential for working technologically, scientifically and mathematically.

Evandale students have engaged in computational thinking and early computer science concepts with the Bee Bot robot and the Scratchjr coding program. Hamilton girls have been introduced to a variety of digital tools and investigated scientifically with Sphero robotic balls that can be controlled by a tablet. All Junior School students are working mathematically and technologically to solve a variety of problems within their Science, Mathematics and HSIE units of inquiry.

We are very grateful to the Parents and Friends' Association and the Junior School Auxiliary who have provided significant funds to purchase Lego WeDo robotics, Sphero robotics, and Dash and Dot. Students will have opportunities to focus on engineering and design thinking. They will move from technology users to technology creators with some new invention kits, including Raspberry Pi, Makey Makey and Littlebits. These resources will foster both computational thinking skills and problem solving.

We are very excited to welcome our first Humanoid robot called NAO who will join the Junior School community. NAO is a character made up of a multitude of sensors, motors and software, piloted by a made to measure operating system. NAO is designed to be personalised and the girls are going to love programming her and developing their skills.

As we continue on our STEM journey, we are looking forward to the new Innovation Lab in the Gateway Project which will provide us with a central space for coding, creating and engineering.

Ms Belinda MartinsSTEM IT Teacher, Junior School

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Doug GoodkinOn 19 February, Year 4 and the Years 9–12 Elective Music classes had the pleasure of attending sessions with Doug Goodkin, described as the ‘guru’ of Jazz. Mr Goodkin is one of the leading educators in the Orff Sculwerk technique of teaching music. This particular technique was developed by Carl Orff who was more commonly known as a prolific composer of the early twentieth century. Orff lived and worked predominantly in Munich and Salzburg and there is now an Orff Institute in Salzburg which is part of the world renowned Mozarteum of Music. The Orff Institute offers both Diploma and Bachelor degrees in Orff Sculwerk as well as one special course offered worldwide. Doug Goodkin is one of the main lecturers for this course as well as the work he does in his home town of San Fransisco. Doug Goodkin is also employed around the world to deliver sessions such as the ones he delivered to PLC Sydney students.

His day at PLC was broken into four sessions, one for Year 4, one for Year 9 and 11 students, one for Year 10 and 12 students and one with a Professional Development focus for the Music staff. All sessions were greatly received by his audience with many of the students not wanting the 1½ hour session to finish.

Here is what one Year 9 student said:Mr Goodkin taught us about how Jazz originated and the many different forms it has taken over the years, as well as how it developed into what it is today. We also got to interact, by joining in learning the 12-bar-blues progression on glockenspiels or any musical instrument we had available. We joined in singing and playing all the different styles of jazz and it helped our class see jazz and all music genres from another perspective, particularly from a practical perspective. We had the opportunity to learn all about the history of jazz and if we could do it all again, we would!

Mathilde Scholepple, Year 9

YuNiOnWe had the pleasure of participating in a session with a Japanese drumming group called YuNiOn.

This percussion ensemble came to PLC Sydney to teach Year 7 how to play Japanese Taiko drums and do Japanese dancing. This was a very hands on session which allowed all students to experience playing Japanese drums.

There was a lot of noise from the various drums and singing and it sounded absolutely amazing. There were several types of drums such as the big bass Taiko drum, the higher pitched Taiko drums and other drums and instruments not connected specifically to Taiko drumming.

The dancing was a lot fun, as it was something new for us all, however, as well as the fun aspect of the dancing it was helpful to see the connection between the dancing and music of the Japanese culture.

It was very interesting to learn about Japanese music and the connection to their culture and we all got a lot out of it.

We would like to thank YuNiOn and our music teachers for giving us this opportunity to learn about music through playing Taiko drums and learn about music in other cultures.

Emily Nielsen, Year 7

MUSIC: THE GURU OF JAZZ AND JAPANESE DRUMMERS

The PLC Sydney Music Department enjoyed two very entertaining workshops from visiting guests in Term 1 in 2016. We are very lucky to have been able to observe and participate with two such outstanding clinicians.

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In time, students feel empowered to pursue excellence in Mathematics and applications to Science, Technology and Engineering (STEM).

Programs in place at PLC Sydney

YEARS 7–8 (JUNIOR)Teachers engage students by adding to the curriculum. There are two classes in each year group who are offered to participate in enrichment programs that use the Australian Mathematics Trust resources.

The students are regularly challenged in ‘Dr Dawe lessons’. Dr Lloyd Dawe (Mathematician-in-Residence) researches mathematical content that appears in competitions and links with higher order thinking required in senior Mathematics. Students are constantly exposed to challenging ideas that are beyond the curriculum but become accessible through his careful scaffolding and development.

YEARS 9–12As a result of the build up from the junior Mathematics enrichment program, girls are offered places in competitive competitions including the Annual UNSW School Mathematics Competition, and the Australian Intermediate Mathematical Olympiad. To encourage and provide meaningful growth, required for higher order study of Mathematics, the students are supported through each of the classes in lessons with their teacher and Dr Dawe.

In these lessons the students are given mathematical problems that seem insurmountable in difficulty but carefully scaffolded to gain entry to a solution.

Many girls are encouraged and gain confidence in tackling these problems and work towards a solution. In this engaging process students at most levels of development gain from the teaching and working on solutions. Dr Dawe also has lunchtime Enrichment Maths lessons where girls have the opportunity to further explore Mathematics with prerequisite curiosity and openness to solutions of very difficult problems.

Implications for Years 11–12The enrichment program outlined above has immediate implications for the sequence and delivery of the HSC courses in the senior years. The exposure to mathematical ideas in the junior years at appropriate levels, enables a smoother transition into more difficult topics students encounter in Extension 1 and 2.

Mrs Dianne Balkizas Head of Mathematics

REFLECTIONS FROM FORMER STUDENTS

EDWINA HOBSON: Year 12, 2015This year I’m doing a combined degree of Commerce/Engineering at Sydney University. I haven’t picked a major yet for Engineering so I am just doing a flexible first year degree. Maths is a significant part of the degree as Engineering is based heavily on maths and problem solving so at this stage I take two separate Maths subjects.

I’m really enjoying the maths especially after having had a year off maths following the completion of the accelerated program at PLC Sydney. All the stuff I’m doing at uni is different to what I did at school as I only completed Extension 1 Mathematics and this year is Extension 2 style Maths. But people shouldn’t feel put out by this fact,

REACH AND EXTENSION IN MATHEMATICS: ENCOURAGING GIRLS TO STUDY MATHEMATICS AT THE HIGHEST LEVEL

In encouraging our students to study Mathematics at the highest level, we are inspiring our students to think beyond the curriculum and acquire thinking skills towards problem solving that incorporates patience, diligence and creativity while developing alternative methods of solution.

Competitions and enrichment:• Maths Challenge for Young

Australians

• Maths Challenge for Young Australians (Enrichment Stage)

• CAT (Computing and Algorithmic Thinking)

• AMC (Australian Maths Competition)

Competitions and Enrichment: • Maths Challenge for Young

Australians (Enrichment Stage)

• CAT (Computing and Algorithmic Thinking)

• AMC (Australian Maths Competition)

• AIMO (Australian Intermediate Mathematical Olympiad)

• UNSW School Mathematics Competition

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it’s only a natural progression from what you’ve done before. I never felt I could do Extension 2 maths at school however at uni I feel like I am capable enough to complete it.

After completing Accelerated Maths I was really tired of everything to do with maths however following a successful year in Chemistry I started to look for a degree that would allow me to use some of the problem solving skills I had picked up in Maths and Chemistry. I was very hesitant picking the course at uni because I had vivid memories of the hard work it took to fi nish Accelerated Maths however now I’m back into doing Maths I am enjoying it more and never realised how much I missed it!

The other reason I chose Engineering was that it is a multifaceted degree which doesn’t confi ne you to a career in engineering. It opens many doors in leadership areas as well as in large and small companies both in urban and rural centres which was very attractive to me.

It surprised me at uni how many people are doing high levels of maths (levels similar to me) because when

I was at school it was defi nitely a trend for people to drop to General Maths as things started to get harder. I can’t stress enough the importance of making a big eff ort to do at least Two Unit Maths at school if someone is capable. As now I’ve reached uni and I see my friends doing Commerce and Science degrees and having to work incredibly hard to understand the maths which they could’ve completed at school. So I’d say when picking subjects, while ATAR is very important, so too is the knowledge and education you actually get out of subjects such as Chemistry and Maths because if that’s what you’re interested in doing in the future this foundation is very useful.

CHLOE JAMIESON-GRIGG: Year 12, 2015 I am currently studying a Bachelor of Medical Science at the University of Sydney. This degree involves three years of study and aims to provide a detailed understanding of how the human body works, as well as provides pathways for research opportunities and postgraduate studies in other areas such as Medicine or Dentistry.

In all scientifi c research, mathematics is used extensively to provide numerical data to make sense of new ideas. This year I am studying Calculus, Biostatistics, Mathematical Modelling and Linear Algebra. In these classes we are learning how to apply mathematical models to real world situations and data that is gathered via research and experimentation. Maths is an incredibly important part of how scientists make sense of their results and to determine the signifi cance of their fi ndings. My understanding of maths that I developed at PLC from Years 7 through to 12 has helped me to understand these new concepts and then extend my understanding.

Understanding maths is also important for all my other subjects which include Chemistry, Biology and Psychology, as in each of these subjects we are required to write up scientifi c reports using statistical analysis.

Hence, maths lies at the foundation of all these subjects as it is key to interpreting data and recognising the signifi cance of results.

Ex-student Edwina Hobson (centre) with the Enrichment Mathematics class, Mathematician-in-Residence Dr Lloyde Dawe (back row, left) and Mr Gavin Sinclair (back row, right).

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As expected we all had good fun. We learnt about issues that may be raised as we grow older, how to cope with new feelings about school and also how to help friends who may be having trouble expressing their feelings. Going on this camp allowed us to grow closer together as a family, developing a close-knit community amongst ourselves.

Each day we would break up into small groups and talk about our feelings and approaches to different issues. For example, how to stay motivated in exam periods or how to deal with the transition from Year 10 to 11 and then from Year 11 to 12. We found it really helpful to discuss the qualities and expectations of a good leader, while also learning how to improve our study techniques to better suit exam-taking in the senior years.

Each night we would assemble as a year group with the camp leaders and discuss our Christian values and how

they are reflected in society. We were taught how to be good Christians, but by far the most important lesson we learned was to serve others instead of ourselves.

Mingled with these group discussions were a myriad of exciting activities such as the vertical cluster, bush walking, low ropes, rock climbing, and archery. In our free time we were able to socialise and swim in the pool.

On the whole this was an amazing school trip. It allowed us to socialise and become closer with girls who were not in our friendship groups. Year 11 camp was a great way to reconnect with our Christian faith, bond as a year group, and have a relaxing getaway.

Louisa Williamson and Sandra Magro Year 11

YEAR 11 CAMP

Year 11 arrived at Galston Gorge Crusaders Camp on 22 February and it was truly a game-changing experience for us. We learnt more about ourselves, school, as well as Christianity.

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The girls began the unit by discussing that inventions are created to solve problems or to meet a need. They then investigated various inventions and compared them in terms of their use, including serious lifesaving inventions such as spray on skin, along with crazy inventions like sun hats with built in fans. The girls learnt how social and environmental factors influence the design and how properties of materials determine their use for specific purposes. They also explored the ways in which inventions are constantly improved to make them function better, cost less and to be more accessible to the market.

The girls were then introduced to the design process and they explored the steps by making a Rube Goldberg inspired machine. A Rube Goldberg machine is a contraption or apparatus that is deliberately over-engineered to perform a simple task in a complicated fashion, generally including a chain reaction. Using only household objects and recyclable materials they needed to use at least four different steps to make a toilet roll move in a 60cm by 60cm space. After brainstorming and designing the girls worked on this task for several weeks, going through each step of the design process. They needed to build, test and evaluate many before their machine was successful.

This task not only gave the girls an opportunity to learn about the design process, but it was a wonderful exercise in developing patience, persistence and determination.

Mrs Brooke ThomsonYear 5 Teacher

STUDENT REFLECTIONS:'I learnt that it’s really important to communicate when you are working in a team.' AMELIA W

'This task taught me that when you design something it doesn’t always work the first time and you need to keep redesigning.' SOPHIE G

'I learnt that good teamwork was the answer to making a successful machine.' SIMONE P

'This project has taught us to be persistent and to not just give up.' ABBY A

'It is important to brainstorm lots at the beginning of the design process. Don’t just brainstorm for one idea that you think will work.' SOPHIA U

RUBE GOLDBERG MACHINES IN YEAR 5 SCIENCE

As a part of their Science and Technology topic, My New Invention, Year 5 students have been learning about the design process.

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FAIRY TALES COLLIDE IN A MODERN MUSICAL TWIST

Characters stepped outside of their own stories in order to fulfi ll their wishes, and whilst wishes were granted, narratives became entwined and unexpected consequences emerged. The musical joyously subverted the traditional ending of wishful thinking with a powerful warning to be 'careful what you wish for.'

It’s a brave performer who tackles such ideas, and the cast, crew and orchestra of this production had no short measure of courage. Months of rehearsing and hours of meticulous musical cues resulted in a production that seamlessly merged scenes across a spectacular stage. With 200 lighting cues (double the usual amount in a PLC Production) and an endless stream of musical cues that kept Mr Harper and his orchestra on their toes, the 2016 PLC Production was a feast for the eyes and ears.

Behind the scenes, Design and Technology students creatively constructed costumes, student make-up artists applied glittery false eyelashes and stage crew maneuvered shadow screens and props. Students ushered, sold snacks, and adjusted radio microphones with professionalism and effi ciency. On stage, puppeteers breathed life into Milky White and our umbrella birds, actors embodied new characters, and everyone kept a close eye on the tip of the conductor’s baton. Underpinning all of the student achievements was a team of staff who cheered, consoled, and celebrated as needed. This production was an acclamation of the generous sharing of imagination.

Mrs Heather ClarkDirector

Have you ever considered what happens after 'happily ever after'? The 2016 PLC Production of Stephen Sondheim’s Into the Woods took the audience on a post-modern mash-up of four traditional fairytales to answer this question.


The 2016 PLC Production Into the Woods was a feast for the eyes and ears.


60 SECONDS WITH....MRS SARAH WALLER BCom GradDipEd

SOCIAL SCIENCE TEACHER

WHEN DID YOU START TEACHING? 2007.

HAVE YOU ALWAYS BEEN A TEACHER OR HAVE YOU HAD OTHER CAREERS BEFORE TEACHING? After finishing my Commerce degree I worked as a research assistant at the NSW Chamber of Commerce (a business lobby group) and Tourism Australia. I also spent two years in London working in the finance office of Central Saint Martins College of Art & Design (made famous by the Pulp song 'Common People'; also where Stella McCartney and John Galliano studied Fashion Design).

WHY DID YOU CHOOSE TO BECOME A TEACHER? I love school! To be honest teaching has always appealed to me but I didn't choose it straight out of school because I thought teachers were a bit lame - now I know better!

I love the content I teach - I have always been interested in Economics and Geography and enjoy sharing my love of these subjects with students.

WHAT HAS BEEN YOUR GREATEST CHALLENGE IN THE CLASSROOM? My mum always says I speak too fast so I have to make an effort to slow down and communicate clearly. I get on a bit of a roll when I am excited about something. Just ask my Economics classes about Budget day or RBA board meetings!

WHAT DO YOU ENJOY MOST ABOUT BEING INVOLVED IN EDUCATION? I am interested in young people's perspectives about the issues that affect them, for example unemployment and climate change. I hope that I can open their eyes to the world around them and encourage them to make a difference.

WHAT DO YOU FIND MOST REWARDING ABOUT TEACHING?Being a teacher is more than just standing at the front of a classroom. There are so many opportunities to get involved which is very rewarding. During my time at PLC Sydney I have contributed to Pet Show, Rowing, Duke of Ed, MUNA… the list goes on.

DO YOU HAVE ANY INTERESTS/HOBBIES? I love spending time at home with my family. My 4-year-old daughter keeps me busy but I enjoy running when I have the time. I can also crochet and knit a little - I even put together the Dorcas rug for my home room one year.


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MS STEPHANIE CANNON BA

SECRETARY TO HEAD TEACHERS, CURRICULUM AND LEARNING AND TEACHING

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WHEN DID YOU START WORKING AT PLC SYDNEY? I started working at PLC Sydney in May 2010.

WHAT OTHER ROLES HAVE YOU UNDERTAKEN PRIOR TO JOINING THE COLLEGE?After finishing my degree, I decided to do a ‘fun’ job before looking for ‘real’ work. I took a position at a five-star hotel and fell in love with the lifestyle. I moved to London and worked in hotel IT for a major software vendor. This gave me lots of travel opportunities in the UK and Europe. After a few years, I moved back to hotel operations and worked at The Dorchester, London as their IT Manager. After nine years in London, Asia beckoned and I moved to Hong Kong where I lived for six years working in IT for The Hong Kong and Shanghai Hotels. Their flagship hotel is The Peninsula Hong Kong. I travelled a lot in this role and project managed IT implementations in their hotels in Hong Kong, Manila, Beijing, Los Angeles and New York.

I spent a lot of time working with the Front Desk teams and was able to fleetingly meet many extraordinary people from the political, business, sporting and entertainment worlds during their check-in or check-out

experience. Our first guest to check-out on the morning we implemented our new Front Desk system in Los Angeles was none other than Bill Gates. Fortunately, the system worked seamlessly and luckily we were using Microsoft applications (yes – he asked!). I also spied George Clooney one lunchtime but didn’t get to meet him unfortunately! After moving back to Sydney, I continued project managing hotel IT implementations until I decided it was time for a lifestyle change and here I am at PLC.

Needless to say I never did use that degree!

WHAT DO YOU ENJOY MOST ABOUT YOUR ROLE?I love my role at PLC. It includes a range of different types of tasks including BOSTES administration, arranging Parent Teacher nights, managing class changes and so on. No two days are the same! We have a great team so each day is rewarding and fun.

It is nice to feel that I am in some way contributing to the education of the girls by providing support to the staff. It is also really lovely to watch the girls blossom from the young girls we first meet to the young women they are when they reach the end of their school education.

WHO HAS BEEN YOUR GREATEST INFLUENCE IN LIFE?The person who has most influenced my life is my mother. She was the best role model and friend and I learned so much about life from her. She encouraged me to follow my dreams. I hope that I live up to her standard when parenting my daughter.

DO YOU HAVE ANY INTERESTS/HOBBIES?I am a bit lazy on the weekends! I like lying by the pool, reading, going to movies, watching mindless television, going for a coffee, catching up with people – anything but the housework! I love to travel and try to visit somewhere different each year.

WHAT IS YOUR MOTTO(S) IN LIFE?I have always lived by the motto of taking every opportunity that life throws at you and running with it. You never know where it might lead and you can always change course if it turns out that it’s not what you’d hoped for. From the wonderful Walt Disney, 'All our dreams can come true if we have the courage to pursue them.'


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Whilst the source of this famous quote is disputed who could dispute the sentiment? And so it was, with a sense of great anticipation and adventure, that 33 students set off to explore some of the best Science sites in the USA for twelve days last April, on PLC Sydney’s first overseas Science tour.

Waving goodbye to our parents at Sydney Airport, it was hard to imagine the incredible experience that was ahead of us. Halfway across the Pacific, a wondrous thirty-minute lightning storm dazzled us in the dead of night. Even the pilots were impressed. What a spectacular start to our Science-focused expedition. Our PLC jerseys often prompted questions about our journey. Most asked what sport we were competing in; all were surprised to learn we were students from Sydney, Australia on a Science tour. What an amazing school you must go to was the frequent comment. We all knew we were very fortunate.

By the time we had arrived in Phoenix, Arizona, it was late evening and everyone was exhausted. Arizona was to treat us to some spectacular scenery. The first, and possibly most amazing place we visited was the

Grand Canyon. We began with a trust exercise where each of us closed our eyes and held the person in front. Guided by our teachers, who of course had their eyes open, we were led, shuffling and tripping in four snaking lines, to the edge of the canyon, protected of course by a safety fence.

'Finally being able to open my eyes was one of the most breathtaking moments of my life. I almost couldn’t believe what I was seeing - the canyon was so vast; in a way beautiful but in another terrifying. This experience, I am sure is one that I shared with many of the other girls on the tour. To add even further to our experience, our visit was accompanied by some wild weather - lightning, hail and even some snow. The Grand Canyon was nothing like anything I’ve ever seen. No wonder it has been judged one of the Seven Wonders of the Natural World.' Alexandra Caddy (Year 9)

Hunting for marine fossils on the canyon rim really cemented the fact that the entire area was once at the bottom of a warm shallow sea. Contemplating the incredible forces that create such landforms took our breath away.

In the desert the nights are dark and cold. In the darkness we ventured out to the Lowell Observatory where, in a small round room, we huddled beside the telescope used to discover Pluto. Surrounded by the cold, darkness of the desert, cocooned in the light, the stories of our young astrophysicist guide filled us with awe. What a fabulous first day.

'From The Grand Canyon to Pluto in one day! Fantastic!' Dr Paul Burgis (blog post)

USA SCIENCE TOUR 'The world is a book and those who do not travel read only one page.'


The Winslow Meteor Crater, the best preserved meteor crater in the world, did not disappoint. Once again we were stunned as we contemplated the immense forces that have carved the surface of our planet. The dramatic landscape of Sedona ended our second day on the road in Arizona.

'The main thing that I will remember about the tour is coming across such passionate people who genuinely love Science and what they do for a living. From Kelly, the young astrophysicist at the Lowell Observatory, to the elderly female guide at the Meteor Crater, it was eye-opening to see that there are so many parts of Science to venture into, and that Science really does go beyond classroom learning and has something to do with everything.' Ellie Ng (Year 9)

Washington DC brought a change in tempo. For a day we exchanged our Science focus to History. Washington is home to some of the most iconic monuments in the western world. We walked everywhere: the Lincoln Memorial, the Martin Luther King Memorial, the Vietnam Veterans’ Memorial, the Mall, the Washington Monument and the White House. This was incredibly interesting and quite emotional. The architecture was so impressive; it was hard to believe we were standing before these iconic structures.

The Smithsonian Institution’s National Museum of Natural History was a real highlight. In the Forensic Science workshop we set about trying to uncover evidence about an actual missing person’s case. We handled real human bones including a skull, which was both fascinating and unsettling! The National Air and Space Museum was also a highlight; there was so much history and so much technology to see.

'It is hard to pick one highlight, but viewing all the Washington Monuments was truly incredible, as well as the forensics workshop.' Anna McDonald (Year 9)

We enjoyed Washington; it was calm, orderly and picturesque.

By contrast New York was frenetic. After negotiating the crowds along the narrow pavements, we retreated to the tranquility of a Hudson River cruise. We saw the Statue of Liberty! An entertaining Italian dinner in Hell’s Kitchen was followed by a walk to Times Square, where we became embroiled in an anti-Trump demonstration. We were grateful to retreat to our hotel.

We caught the subway, which was surprisingly empty, to the American Museum of Natural History and the Hayden Planetarium. Walking the last few blocks through Central Park was a calming contrast to the previous day. We shared the park with joggers, squirrels and the odd tortoise and enjoyed a stop at the John Lennon Memorial. The museum lived up to expectation.

'To be able to pick one highlight is an impossible task, I have honestly loved every minute and only wish that it was not over so soon. I particularly enjoyed the Museum of Natural History's presentations on dark matter. It is extraordinary to think that the visible universe only comprises 5-10% of what is actually there. The rest is only evident through observing changes in gravitational interactions.' Eleanor Lawton-Wade (Year 10)

Our final destination was Hawaii. We visited Volcanoes National Park on the Big Island. We even walked

across dried lava! It was amazing and nothing like we had imagined. The volcano crater at sunset was spectacular. There is so much energy locked up inside our planet!

'I think the highlight of the trip would have to be the active volcano at Mauna Ulu. All we could do was stand in awe before the power of the eruption.' Sophie Douglas (Year 10)

Back in Honolulu, we donned our history caps for a short tour of Pearl Harbour, to board the USS Missouri, the site of the Japanese surrender ending World War Two in the Pacific. We then spent some time swimming at Waikiki Beach and shopping for souvenirs.

The Hawaii Institute of Marine Biology on Coconut Island was our final Science encounter. On the boat trip across we trawled for plankton which we examined under the microscope in a lab workshop. This was fascinating. We learned that a plan to farm algae had resulted in an algal invasion of the ecosystems surrounding the island. Removal of this plague species would result in the removal of many organisms living amongst the algae.

We sorted through buckets of algae to retrieve and identify a range of marine organisms which we then returned to the sea.

'The workshop also further enhanced my desire to understand how our actions are having irreversible or detrimental consequences on the marine environment.' Eleanor Lawton-Wade (Year 10)

'Personally, going to Coconut Island was definitely a highlight, especially since I love biology. We learned that phytoplankton actually produces around two thirds of the oxygen that we breathe. Of course, every place we visited was a new and eye-opening experience for me. This trip has shown us the importance of Science, as well as the inspiring people, historic sites and events of the past that have left us legacies and certain answers that lead us towards a better future. Thanks to everyone who made this an unforgettable and inspirational journey.' Wendy Lin (Year 9)

The USA Science Tour was an experience that we will never forget. Thank you to the Science staff for organising such a fun and educational tour; we loved every minute!

'I will be forever grateful for this trip - it has expanded my social skills, Science skills and of course tested my eating skills (especially the Mexican burrito!).' Sophie Douglas (Year 10)

Alexandra Caddy (Year 9), Natalie Lambropoulos (Year 9), Eleanor Lawton-Wade (Year 10), Mrs Jo McGrouther (Head of Science)

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OARSOME STAFF ROWERSThis is where parents, friends of parents, businesses and corporate crews (as a great team building activity) come together for eight rowing sessions over four weeks, ending in racing similar crews from other schools at the Great Autumn Regatta.

This year, for the fi rst year ever, PLC Sydney teachers put together two teacher crews – the ‘OAR-stars’ (Natalie Kelman, Science; Daniel Isgro, Science; Mark Fletcher, Mathematics; Edwina Soh, Christian Studies; Sophie McKendry, Pre-Kindergarten; Brooke Thomson, Year 5; Maria Passaris, Year 3; Kate Wheatley, Year 6; and the ‘Teach-OARS’ (Tamarra Glenn, Year 2; Wendy Bullock, Year 4; Hilary Scandrett, Year 2; Alice Minogue, Year 4; Katrina Avery, Year 2; Aleesha Pustetto, Year 5; Emily Hobson, Kindergarten.

All staff had a fantastic time. They enjoyed the challenge of learning a new skill, loved the distraction from work and home, thrived in the fresh air, sunrises on the water and exercise, and built new, stronger bonds with work colleagues from across all areas of the school.

Congratulations to both crews for their achievements over the four weeks. And a special congratulations to the OAR-stars for winning the D Final at the Great Autumn Regatta on Sunday 29 May 2016.

We hope to see more staff joining in next year, to experience the wonders of rowing.

Ms Jenny ClarkeHead of Rowing and Acting Head PDHPE

The winning OAR-stars (left to right): Mark Fletcher, Sophie McKendry, Maria Passaris, Brooke Thomson, Edwina Soh, Natalie Kelman, King’s 1st 8+ cox, Kate Wheatley, Daniel Isgro and son.

The amazing Teach-OARS (left to right): Lani Bailey (Year 9 student), Alice Mingoue, Tamarra Glenn, Katrina Avery, Aleesha Pusetto, Wendy Bullock, Jo Lukabyo, Emma Lukabyo (ex-student), Hillary Scandrett and Nick Minch (coach).

Each year during the month of May, the PLC Sydney rowing community hosts a major fundraising event – Rowing in May.

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Earth and Environmental Science (EES) is the study of the earth and its processes. The course aims to provide an understanding of systems and processes in both aquatic and terrestrial environments. It seeks to explore changes that have occurred during earth's history, including changes in the lithosphere, atmosphere, hydrosphere, cryosphere and biosphere, and the evolution of organisms since the origin of life on earth.

In Term 1 the students have studied the formation of the solar system and the earth after the Big Bang, the evolution of the atmosphere and the appearance of the fi rst life on earth. Evidence of climate change over the earth’s history provided by the geological record has been investigated. Students have looked at common rock-forming minerals and can distinguish between igneous, metamorphic and sedimentary rocks and identify common rocks.

Our day trip to visit Canberra was most rewarding. We started at GeoScience Australia, viewing the earth in a 3D cinema. The students looked at the depth and intensity of earthquakes and the location of volcanoes and spreading ridges and participated in a fascinating conversation with the duty seismologist in the tsunami warning centre. He explained his job and discussed the computer read-outs from the network of global tsunami warning centres. Small tremors were viewed ‘live’ in various locations around the world and the conditions necessary for a tsunami to occur were discussed. The main foyer had an extraordinary display of minerals and meteorites.

We then ventured outside to the Geological TimeWalk, a physical representation of geological time in the landscaped gardens of the Geoscience Australia.

EARTH AND ENVIRONMENTAL SCIENCE @ PLC

The study of Geology and the environment at a senior level has returned to PLC Sydney after a gap of about 80 years and never before has the content and skills been more important.

2020

Students visited sites around Canberra studying igneous rock intrusions, contact metamorphism and sedimentary rocks containing fossils from the Silurian and Ordovician periods. Photo by Emma Parker.

The TimeWalk leads you on a 1.1 kilometre journey through the earth's 4600 million year history and represents the evolution of the earth from its formation through to the present day.

Since the TimeWalk's installation in 2009, large rock samples have been collected from around Australia and put on display at locations along the TimeWalk that refl ect their age. Each rock has a story to tell, with geological, economic, environmental and/or cultural signifi cance. Students were fascinated to see samples of iron banding and fossil stromatolites which they had studied in class. The walk highlighted the important fact that for most of the earth’s existence there was no complex life.

We then visited sites around Canberra showing igneous rock intrusions, contact metamorphism and sedimentary rocks containing fossils from the Silurian and Ordovician periods. Folds, reverse and normal faults and horst and graben were also viewed. Soil and regolith profi les were also observed.

In Term 2 EES students studied the local environment and attended fi eld trips to Bantry Bay and Bicentennial Park Homebush to observe the changes in the environment over the past 50 years and the local biodiversity. In Term 3 the students will be studying water and the eff ect of pollutants in the Australian environment as well as wastewater management. The students then study plate tectonics.

The aim of the Earth and Environmental Science course is to provide learning experiences that develop knowledge and understanding of important geological and environmental concepts. It also seeks to develop positive attitudes towards the study of planet earth and its environments, and towards the opinions held by others, recognising the importance of evidence and critically evaluating diff ering scientifi c opinions related to various aspects of Earth and Environmental Science. These attributes will be important in an earth increasingly aff ected by Climate Change.

Mrs Fiona HendriksScience Teacher

Students investigating soil pH on an excursion to Bantry Bay.

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The 2016 Earth and Environmental Science class with a copy of a PLC Sydney Geology note book from the 1930s. As new members of the Geological Society of Australia, the students received a goody bag of resources at the start of the year.

LITIANA FIELDWHAT SPORT/S ARE YOU INVOLVED IN?My main sports are fi eld hockey in the winter season and indoor hockey in the summer season.

HOW OLD WERE YOU WHEN YOU STARTED?I started playing hockey when I was eight.

HOW DID YOU GET INVOLVED?I played AFL from the time I was in Kindy and made the switch over to hockey after watching a few games and really enjoying it.

WHAT ARE SOME OF THE CHALLENGES YOU FACE WITH JUGGLING SCHOOL WORK AND COMPETING/TRAINING?

The biggest challenge is time management. I have to make sure I’m putting in the hours to complete both training and school work which does mean that I have to prioritise.

WHAT DO YOU LIKE TO DO TO WHEN YOU ARE NOT COMPETING OR DOING SCHOOL WORK?Any free time I get away from training or school work, I spend with my friends and family.

WHERE ARE YOU CURRENTLY COMPETING/TRAINING?It is currently the winter season so I’m playing club for Glebe and representative hockey with the Sydney East women’s side.

WHAT IS THE NEXT EVENT YOU WILL BE COMPETING AT?I will be travelling to South Africa to compete in a test series for the Australian School Girls team.

WHAT DO YOU THINK HAS BEEN YOUR BIGGEST SPORTING ACHIEVEMENT SO FAR?My biggest sporting achievement is being selected for the Australian School Girls team after competing at Nationals in Perth.

WHAT IS YOUR GREATEST SPORTING AMBITION?I want to see how far hockey can take me whether it be state, national or international.

ARE YOU A MEMBER OF A SQUAD/TEAM?

I’m currently in the u18s New South Wales fi eld hockey squad which competes at Nationals every year.

LITIANA FIELDYEAR 11

IN PROFILE


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SIENNA CAIWHAT SPORT/S ARE YOU INVOLVED IN?Ice skating: (solo) fi gure skating and (team) synchronised skating.

HOW OLD WERE YOU WHEN YOU STARTED?Seven.

HOW DID YOU GET INVOLVED?I started in China during a Christmas holiday.

WHAT ARE SOME OF THE CHALLENGES YOU FACE WITH JUGGLING SCHOOL WORK AND COMPETING/TRAINING?There is not enough time to do homework. I am sometimes very tired after school but I still need to do training.

WHAT DO YOU LIKE TO DO TO WHEN YOU ARE NOT COMPETING OR DOING SCHOOL WORK?Play violin, read and play with friends.

WHERE ARE YOU CURRENTLY COMPETING/TRAINING?

I am training at Canterbury Ice Rink and also some weekends at Penrith Ice Rink.

WHAT IS THE NEXT EVENT YOU WILL BE COMPETING AT?The Sydney Synch Festival in October and the NSW and Australian Championships in November.

WHAT DO YOU THINK HAS BEEN YOUR BIGGEST SPORTING ACHIEVEMENT SO FAR?I have learnt new skills and worked hard both individually and with team members.

WHAT IS YOUR GREATEST SPORTING AMBITION?To be the State Champion and the National Champion.

ARE YOU A MEMBER OF A SQUAD/TEAM?I am a member of Majestic Ice Australia - Novis B Synchronised Skating Team.

DO YOU HAVE A RANKING?Solo fi gure skating: Preliminary

Synchronised skating team: 2nd in NSW Championships

Novis B in 2015: 5th in National Championships

IN P

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SIENNA CAIYEAR 4


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BADMINTON

JOANNE GEWHAT SPORT/S ARE YOU INVOLVED IN?Badminton and swimming.

HOW OLD WERE YOU WHEN YOU STARTED BADMINTON?I started when I was six.

HOW DID YOU GET INVOLVED?My mum was playing badminton and she wanted me to play.

WHAT DO YOU LIKE MOST ABOUT BADMINTON?I like badminton because it is easy to play and it is very popular.

WHAT ARE SOME OF THE CHALLENGES YOU FACE WITH JUGGLING SCHOOL WORK AND COMPETING/TRAINING?I don’t have enough time.

WHAT DO YOU LIKE TO DO TO WHEN YOU ARE NOT COMPETING OR DOING SCHOOL WORK?Music and practising badminton moves.

JOANNE GEYEAR 4

2016 sees the fi rst year badminton has been off ered to our Junior School girls, as an after school activity. The Sports Department have been inspired by growing interest in this sport over the past few years and when an opportunity to train at the National Badminton Centre in Silverwater was presented to us, we knew it was time to start growing the depth of talent within the Junior School.

The girls, from Years 3 to 6, who have taken up this opportunity, during Terms 1 and 2, participate in a ‘Shuttle Time Program’. Shuttle Time, is badminton's World Federations Schools Program which aims at developing the knowledge and confi dence to play badminton in a safe and fun way.

I have been very impressed by the quality of venue, standard of coaching and exciting coaching methods used.

Not only are our girls who play regularly through club or personal coaching improving, girls who had never picked up a racket before are having lots of fun while learning and are now playing games.

Mr Colin SmithSports Coordinator

Ms Belinda Harden (Head of Sport) started off ering badminton to the Senior School back in 2006, with a small group of girls. The interest has grown quite considerably since then, with 21 very competitive teams now entered into the Loreto Normanhurst Badminton Invitational Competition in Term 1.

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KIANNA LIUYEAR 3

YOLANDA QIAOYEAR 3

KIANNA LIUWHAT SPORT/S ARE YOU INVOLVED IN?Badminton.

HOW OLD WERE YOU WHEN YOU STARTED?Eight.

HOW DID YOU GET INVOLVED?I chose it as an after school sport.

WHAT DO YOU LIKE TO DO TO WHEN YOU ARE NOT COMPETING OR DOING SCHOOL WORK?Reading, music and playing piano.

YOLANDA QIAOWHAT SPORT/S ARE YOU INVOLVED IN?Badminton, swimming, aerobics and ice skating.

HOW OLD WERE YOU WHEN YOU STARTED BADMINTON?I started when I was seven.

HOW DID YOU GET INVOLVED?My dad persuaded me.

WHAT DO YOU LIKE MOST ABOUT BADMINTON?You get to verse each other.

WHAT ARE SOME OF THE CHALLENGES YOU FACE WITH JUGGLING SCHOOL WORK AND COMPETING/TRAINING?I have to wake up early, feeling tired which I don’t like too much.

WHAT DO YOU LIKE TO DO TO WHEN YOU ARE NOT COMPETING OR DOING SCHOOL WORK?Nothing really, apart from drawing because I don’t have time.

WHAT DO YOU THINK HAS BEEN YOUR BIGGEST SPORTING ACHIEVEMENT SO FAR?Getting my foot work correct.

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This five-day, student-run program held at the Hwa Chong Institute (at which the students boarded at) was a chance to meet, speak with and learn from Nobel Laureates and other students from some of the best science high schools in the world. It included a poster competition in which students from each country prepared and presented a science research project (SRP).

Jade represented PLC Sydney in presenting her SRP - Plastic: A Pesky Problem, which came 1st in Chemistry in the 2016 STANSW Awards and third in the People’s Choice Awards during ISYF. The investigations presented by each student were incredibly impressive, and the winning project made phone chargers out of blueberry juice, presented by two students from Cité Scolaire Internationale de Grenoble, France.

The first day of the program consisted with icebreakers and an ‘Amazing Race’ across downtown Singapore. The students were divided into groups which they spent a large part of their time with, meaning the groups became very close by the end of the program. They were able to visit many of Singapore’s main attractions, including Clarke Quay (pronounced much like Clarkey), Marina Bay Wharf, the double helix bridge and the Esplanade, Singapore’s art centre, as well as exhibitions on past Noble Laureates and their findings and the Large Hadron Collider and its inner construction.

The girls participated in a masterclass with some of Singapore’s most well respected scientists who shared their research in areas ranging from identical twinning to data analysis and processing. They were also able to meet with seven Nobel Laureates in a Nobel forum and dialogue in which each scientist briefly explained their area of research. The talks explored asymptotic freedom (Prof. David Jonathan Gross), superfluidity and superconductivity (Sir Anthony James Leggett), the discovery of the bacterium helicobacter pylori (Prof. John Robin Warren), detecting the W and Z bosons (Prof. Carlo Rubbia), the discovery of new cross coupling methods (Prof. Ei-ichi Negishi), the internal structure of nucleons (Prof. Jerome Isaac Friedman), and research into cell cycle regulation (Sir Tim Hunt).

They were also able to visit two of Singapore’s best science-based universities and institutes - A*Star and Nanyang Technological University (NTU). Students were taken into wet research labs investigating and inventing chemicals to clean up oil spills, the ability of green tea to treat cancer, spintronics (investigating the spin of an electron) and experimenting with lasers, along with hands-on activities demonstrating Jacob’s ladder, future uses of magnets, polarization through a microscope and exploring the possibility of an invisibility cloak (through the bending of light), as well as much more. These activities were dependent on which group one was in.

There was also a ‘cultural hour’ allocated to almost every day where the students were able to share aspects of the culture of their country. Jade and Emma, in collaboration with Isabelle McGrath and Sam Wilson from Brisbane Girls Grammar, represented Australia. In addition, the fourth day involved a larger cultural exhibition where participants representing each country were given a stall at which they introduced their country’s culture, food, fashion and some traditional games.

One of the highlights, however, no doubt was being able to meet and become friends with students from all over the world, especially during sessions of free time at night.

The groups still keep in touch and even skype after the end of ISYF, having grown a close relationship with each other and their facilitators.

This is an opportunity undoubtedly recommended by Jade, Emma and Mrs Hendriks for anyone who is given the opportunity to go to ISYF or a similar event in 2016.

Emma Liu and Jade LinYear 11

SENSATIONAL SCIENCE IN SINGAPORE

Before the start of Term 1 this year, Jade Lin (Year 11) and Emma Liu (Year 11) together with Mrs Fiona Hendriks, had the opportunity to go to Singapore for the annual International Science Youth Conference (ISYF) in January.

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It has been wonderful to see the group grow as more people come together to fi nd out about the Christian faith in school. We are all grateful to have had the opportunity to spread Fuel’s reach further than our lunchtime meetings this semester through leading senior assemblies and organising activities which involve the whole Senior School.

As we focus on how we can encourage girls to meet at Fuel across PLC, we have also joined forces with The Scots College and their Christian group (called Cru) in running socials and activities to promote Christian fellowship and networking.

We started the year with an afternoon social between PLC Fuel girls and the Scots Cru group at Centennial Park. It was a great opportunity to get to know each other before we all go to our Fuel Conference together in Term 3. We started off with some ultimate frisbee, which soon escalated into an intense and exciting game. We also had a picnic for afternoon tea, and hung out in the park. It was quite a large group of about 23 kids, so it was great to spend some time meeting new people and getting to know them all.

One of the best parts of our partnership with Scots College is the chance to connect with other young Christian people, and have engaging conversations.

Some of us fi nd it helpful to talk to other high-school students who have similar beliefs and questions to us. It is really encouraging to be in a social environment where our faith can be shared by other people around us. The event was a fun and relaxed afternoon,

Cru group) to plot and plan for the conference. The team consists of Ruby Watters, Alison Lowe, Christina Bouletos and Stephanie Chew from PLC and Ian Xing, Austin Irwin, Jordan Ng and Yannick Gilanyi from the Scots College. The aim of the conference is to train us, as youth, to be equipped to lead others at our respective school Christian groups or at our own youth groups. This training will be delivered through Bible talks (our guest speaker is Luke Murray) and through practical workshops. On top of all this, the weekend will include plenty of games, music, free time and food! Our hope is that this will be a time to encourage and strengthen students across both schools in their faith and desire to serve God and others.

We look forward to the exciting times ahead for Fuel and thank God for the wonderful opportunity we have to love, serve and learn about Him, together as a student community.

Ruby Watters (Year 12), Christina Bouletos (Year 11), Simona Lattuca (Year 9), Stephanie Chew (Year 10) and Mrs Edwina Soh (Chaplain for FUEL).

and there was a mix of interesting people who got on really well and formed friendships easily.

Back at PLC in Term 1, we started our regular Wednesday lunch meetings with a new series called 'Soul'. It was an infl uential series for Fuel. Every week, we would explore a new aspect of Christianity using the Christianity Explored material called Soul. Each week we were challenged to explore topics such as death, Jesus’ resurrection, sin and more. The series was great at answering questions people might have, especially people who are trying to work out what Christianity is. There was plenty of room for discussion. This series was the perfect way to welcome new students to Fuel and also re-establish the faith of others.

As part of our network with The Scots College, for the fi rst time this year, PLC and Scots will run a Fuel Leadership Conference for Years 9 to 12 in Term 3. The conference will be held between 19–21 August at Port Hacking. During this half of the year, some of the Fuel leaders have been meeting with students from Scots (leaders from their

FUEL IGNITES WITH A BLAST IN 2016!

PLC Sydney’s student-led Christian group 'Fuel' has had an exciting fi rst semester of the school year.

An afternoon social at Centennial Park was a great opportunity for the girls to get to know the Scots Cru before the Fuel Conference in Term 3.

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ALL THE WORLD’S A STAGE

There was something incredibly special about our recent trip to Pittsburgh, Pennsylvania in the April holidays, where Annie McCarthy and I represented our nation and school with pride at the 2016 World Individual Debating and Public Speaking Championships (WIDPSC).

WIDPSC was undoubtedly the most incredible and surreal experience that we were fortunate enough to experience.

Annie McCarthy and I still were elated that we qualified for the Australian representative team, and even as our plane took off to the ‘land of the free,’ even then, it hadn’t quite sunken in that we were off to compete at the most prestigious international public speaking and debating championship; one that would unite nations, instigate insightful discussion, and inspire us all to ceaselessly contribute to the world.

Prior to the competition, speech teacher Mrs Hawkey, Annie, my mum and I had spent a few days getting used to the freezing Pittsburgh weather, practising our pieces (or,

rather, admittedly, finishing editing and learning our speeches!), ordering countless Starbucks and recovering from the inevitable jetlag.

When the day of the Opening Ceremony came around, we headed over to the picturesque grounds of Shady Side Academy, reunited with the rest of the members of the Australian team and got to know the other delegates from all around the world; like-minded public speakers who were literally 'the best of the best', who qualified by being in the top 10 of their respective national tournaments. Coming from USA, Hong Kong, Canada, England, South Africa, Lithuania, Pakistan, Cyprus, South Korea and China: it really was 'the Olympics' of public speaking and debating.

The tournament comprises four events: parliamentary debate, impromptu speaking, interpretive reading, and either persuasive speaking or after-dinner speaking. We competed in preliminary rounds for each event, with various different international judges scoring us each time to make it as fair and unbiased as possible. At the end of the week, the top 10 highest scoring speakers in each section qualified for the finals, where then, the two overall highest scoring competitors are selected by the adjudicating panel to go head to head in the Grand Finals, performed in the Grand Auditorium.


In between the events, we enjoyed the numerous activities and sightseeing activities which were so well-organised by the directors of the competition at Shady Side Academy. Annie and I got to make incredible friends, learn more about diff erent cultures and soak in the USA in all its extravagance, together.

Both Annie and I were incredibly proud of our achievements. We both found ourselves in two fi nals each: both of us in the Interpretive Reading fi nal, Annie in the After-Dinner Speech fi nals, and myself in the fi nals of the Persuasive Speaking section. Annie placed 6th in her moving excerpt in Interpretive Reading and 5th in her hilarious After-Dinner speech. I placed 4th in Persuasive Speaking for my speech about honour killings in Pakistan, and was awarded World Champion in Interpretive Reading. Overall, Annie and I respectively ranked 26th and 11th in WIDPSC.

We’d like to thank Mrs Hawkey and Ms Bennetts for their dedication and zest in teaching and guiding us – and for being incredibly supportive especially when things got a little stressful in the lead up to the competition.

Our gratitude extends to Ms Stacey Konstantopolous and Mrs Jacqui Field for their generous guidance and support. I remember the day before we were due to fl y off , Stacey took the time to read through and suggest edits for my speech, and for that I am so grateful! Thanks must go to Natasha Noore and Mel Walsh, who are not only world class speakers themselves but undeniably older sisters to us both, sharing advice, anecdotes and always being there to help us grow as public speakers and debaters. This also extends also to Laura Batchelor-Sharp, who competed in WIDPSC 2015 and always supported us, having gone through the same experience just last year. We also thank Dr Burgis, our teachers and classmates for cheering us from across the seas.

Getting to do something internationally is always a pleasure and a privilege that I don’t take for granted.

At the core of it, regardless of the countries we represent, or the cultures we identify with, the international discourse that is sparked unites people.

Just as this experience has shaped Annie and I as people, I now realise that we, as do the other 120 competitors, have the potential to shape the world.

We have both realised that our ability to communicate thoughtfully and without fear, isn’t just a skill that we’ll look back on fondly when we’re older.

Our experience at WIDPSC really helped us open our eyes to the breadth of the world and recognise that we have a responsibility. Political, environmental, humanitarian change… We can no longer leave it up to the world leaders. Because undoubtedly, some of us at WIDPSC will one day go on to lead our nations, and perhaps even the world, ourselves.

Nicole SungYear 12

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Annie McCarthy (left) and Nicole Sung represented Australia and PLC Sydney at the 2016 World Individual Debating and Public Speaking Championships.

When I had the privilege of travelling to Vietnam in April this year, I met Tam. Tam is a 5-year-old girl who lives at the Ba Vi Centre. Upon asking the other residents at Ba Vi for more information about Tam, I found that little was known about her. There was no birth certifi cate, nobody knew who her parents were, or when she had arrived at Ba Vi. When was her birthday? Did she have siblings? Why was she at the centre? One piece of information the residents could tell me however, was that she was deaf. Deaf. Her only disability. All Tam may need is a hearing aid, or simple surgery yet her country of birth and position prevented this. She wasn’t being taught sign language and couldn’t speak. We communicated throughout the trip with touch and excessive pointing. I would carry her for the entirety of the day and she would point in the direction she wanted to go. However, if I were to follow her directions incorrectly, she would take my head between her small hands, look me in the eye with a pained expression and point me back on track. I know Tam is extremely intelligent, despite her hearing impairment.

It was on the day that this photo was taken (image shown right), when we were both sitting on a concrete slope. I was sitting on the ground, Tam in my lap. Legs outstretched and Tam had perfectly positioned her legs on top of mine. She had taken both of my hands and placed them in her lap, while she was amusing herself with the miraculous task of blowing bubbles. It struck me that Tam could not hear the children squealing, laughing and running around us. She could not communicate with them, could not sing with them and could not be taught the rules of a game.

The world around us was so noisy, but to Tam, it was quiet. Her sight and the physical contact between us, was all that she was experiencing in that very moment. In that very moment, I was her whole world.

Tam’s smiling face turned towards me. She brushed strands of hair away from my cheeks behind my ears and out of pure kindness, she outstretched her hand, allowing me to share in blowing the bubbles. She giggled as they popped in her face. She was happy.

REFLECTING ON BA VI, VIETNAM

The Year 11 Vietnam Service trip is about taking action and changing your view of the world. Laura Sweeting refl ects on her time at the Ba Vi Centre.

Observing Tam’s smiling face, I was overcome with a strong sense of guilt. How, why, did I deserve my life and she deserve hers? Surely such an amazing girl deserves better opportunities. However, what the Vietnam trip helped me to understand is that we should not feel guilty about our position in life. We do not control the country or family we are born into. What we do control however, is how we utilise our privilege and opportunities. It is our responsibility to use our position in society to take action. Action is the only way to promote equality in our world. Action is taking the opportunity to visit the Ba Vi Centre in Vietnam.

On behalf of all the Year 11 students and teachers who travelled to Vietnam, we would like to extend an enormous thank you to Dr Burgis and the PLC Sydney Foundation for making this service trip possible.

Laura Sweeting Year 11

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Laura Sweeting visited the Ba Vi Centre in Vietnam on the Year 11 Vietnam Service Learning Tour and had the opportunity to spend time with 5-year-old Tam.

Allowah is a hospital that provides quality medical and allied health care to children with complex disabilities and health needs.

Upon first glance, the hospital looked more like a play centre, as it was full of colour, toys, gardens and of course, Disney princesses. Once we met the children though, it was clear that it was more than just fun and games. It was confronting at first, but once you understood what their different movements meant, it was great fun to interact with them. Their disabilities made it difficult to have a two-way conversation, but after a while we found ways to include them in the conversation by using picture cards depicting activities we enjoyed doing.

We had to learn a song called ‘The One and Only God’ which we performed for the children, whilst ringing bells and dancing with coloured ribbons to engage them with sight as well as hearing. After the performance we took them outside for some fresh air and sunlight, and read stories based on the song we had previously sung to them.

Whilst the children had their lunch, we assisted the staff members of Allowah by helping them clean the toys. By this time we had all formed relationships with the children at Allowah, so our next activity of painting was really enjoyed by all those participating.

Shower scrubbers were used, as a replacement to brushes, to apply paint in interesting patterns. Following this, bubbles were brought out, and by the end of the day we were all splattered in water and soap!

The support provided by Year 7 helps the hospital in many practical ways, such as painting a mural on the wall in the playground and making feeding smocks for staff, as well as monetary support that can be used for many worthwhile projects.

Allowah is a worthwhile cause for Year 7 to be supporting, and I am awaiting the day I get to take my homeroom there with anticipation.

Zoe JewellYear 7

SUPPORTING ALLOWAH

Early in Term 1, the Year 7 Service Captains had the pleasure of travelling to Dundas Valley to see our year group’s charity: Allowah Children’s Hospital.

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Mrs Cathy Nelson soon after visited the College on behalf her late mother Gwen Cunningham to carry out her wishes in donating an artwork to the Adelaide Perry Gallery and PLC Sydney. The delightful artwork depicts a pencil and watercolour study of a rustic cottage and is signed A. E. Perry, 1918.

Mrs Nelson explained a personal family connection that accompanies the story behind the work. In 1918, Adelaide Perry (1891–1973) was staying at the YMCA in Melbourne during the time she was studying at the National Gallery School under Frederick McCubbin and other key artists of the day. One day, Miss Perry took a train to Heidelberg, namesake of the Heidelberg School of Australian Impressionist painting, of which McCubbin was a leading member. Adelaide completed the watercolour and pencil on paper as an observational study of a quaint home with an unkept garden much to the concern of its resident who was noted as saying at the time that there were 'much better houses down the road' she could paint.

The work caught the eye and was purchased for one guinea by Mayfl ower Cunningham, Mrs Nelson’s grandmother who happened to be staying at the YMCA at the same time as Adelaide.

Coincidentally 1918, was the same year Adelaide Perry won the prestigious National Gallery School Travelling Art Scholarship that took her to Europe to study in Paris and London and was the catalyst for her career as an artist.

Adelaide Perry was later to become a successful painter, draughtswoman, printmaker and educator and was Art Mistress at PLC Sydney between 1930 –1962. The Adelaide Perry Gallery in The Croydon Centre for Art, Design and Technology was opened in her honour in 2001.

PLC Sydney is extremely grateful for this generous gift to the College. This work, now part of the PLC Sydney Collection will be conserved and proudly displayed in Gwen Cunningham’s memory, alongside many other works by the same artist in our collection.

Ms Jo KnightCurator, Adelaide Perry Gallery

ADELAIDE PERRY DONATION

The College was very excited to receive an unexpected phone call from a member of the community last month with the news that they wished to donate a work by Adelaide Perry.

Perry, Adelaide. Untitled. 1918. Watercolour on paper.


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On Friday 20 May, Lauren Flint, Milla Karam, Emily Webb, Tyra Olsson and myself went to Parramatta pool to get a few videos of us diving for a new series on Channel 9.

When we arrived, the director explained what he was aiming for in the show and we got started with the filming. When I landed in the water, I felt like I was in ice! I got out straight away and ran back up to the 3 metre diving board to lay in the sun. After going back up and down many times, puffed out and freezing cold, we went up higher to do some platform dives.

The camera men followed us up and went to the 7 metre platform to video from a different angle. We had to do some acting after this, but you’ll have to wait and see what happened!

After all that fun, the camera man suited up and got into the icey water. He swam all the way to the bottom of the pool, under the 3 metre board, along with his underwater camera. The director told us where to land and when to go. We basically had to land above the camera man. When we finished this section, we got out and warmed up.

We all thanked the director, manager, and the camera man for giving us the opportunity and they thanked us for coming.

This opportunity was a great experience to have been a part of. Make sure you all watch the new series Most Extreme Alien Earth on Channel 9 early next year!

Charlotte SomboliYear 7

DIVERS JOIN THE CAST OF MOST EXTREME ALIEN EARTHFilming for the new Channel 9 series Most Extreme Alien Earth was really exciting and fun!


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ALUMNI FROM THE ARCHIVES

As an example of one who exemplifi es these goals, we need look no further than to Marie Beuzeville Byles (1900-1979), a student at PLC Sydney in 1914 and 1915.

EDUCATIONMarie was born in Cheshire, England and migrated to New South Wales with her parents and two brothers in 1912. They built a large house near the bush in Beecroft. Marie came to PLC Sydney in 1914 as a day student. Her name appeared in the 'Roll of Honour' nearly every term she was here and she sat the Intermediate Certifi cate in 1915.

Of the approximately 30 staff members at the time, it was her teacher Miss Constance Mackness who encouraged and inspired Marie. She wrote later that 'Miss Mackness taught me history and… I was ‘struck’ on her more than on any of the other teachers'. 1 When the College opened the branch in Pymble in 1916, Miss Mackness was promoted to Senior Mistress there. Indeed, it seems likely that Miss Mackness was one of the reasons Marie fi nished her secondary education at Pymble, where she was Dux in 1916 and Head Prefect and Dux in 1917.

Marie was a boarder at Pymble and wrote that 'I became more closely acquainted with ‘Macko’. The best days during the year were when she would take two or three girls for a bush walk in the gullies below the school'. 2 Years later, Miss Mackness, who herself published several novels, encouraged Marie to write and helpfully went through her manuscript of By Cargo Boat and Mountain.

Although she was only 158 cm tall and of slight build, Marie’s quiet determination served her well during her days at the University of Sydney, where the great majority of students were male and where often she was the only female in her law classes. Her university friends included writers Dymphna Cusak and Christina Stead. She received her BA in 1920 with fi rst class honours in History. Four years later, in 1924, she received her LL.B.

MARIE BYLES: MANY LIVES IN ONEOne of the aims of education is to help us actualise our potentialities: to express ourselves creatively, to pursue knowledge, to fi nd spiritual fulfi lment, and to contribute to our society.

FIRST SOLICITOR IN NSWOn 4 June 1924 Marie Byles became the fi rst woman admitted as a solicitor in New South Wales. Five years later, at the start of the Great Depression, using £40 her mother had given her, she established her own practice. She recorded that she rented part of the foyer of the Duke of York Theatre in Eastwood for 15 shillings a week. She had three chairs, a small safe and a brass plate out the front, and she waited for her fi rst clients.3

Not surprisingly, Solicitor Byles was drawn to causes that promoted the rights of women. She campaigned for woman’s right to practise law, argued for equal guardianship, equal pay and just divorce for women. And she led by example. She employed women both in her Eastwood practice and later at her offi ce in the city. She trained them to higher levels of responsibility, encouraged fl exible working arrangements and instituted a system of profi t sharing. 4 She practised law for nearly half a century and retired in 1970.

BUSHWALKER AND CONSERVATIONISTMarie inherited a love of the natural environment and enjoyment of the outdoors from her father and as a young adult she joined the Sydney Bushwalkers Club. Through her bushwalking activities she became friends with writer Eleanor Dark and the pioneer bushwalker and camping equipment retailer 'Paddy' Pallin.

Marie Byles was Dux at Presbyterian Ladies' College Pymble in 1916 and 1917. Credit: Pymble Ladies' College.

1 From typescript in front of a copy of Miss Pickle (by Constance Mackness) donated by Marie Byles to PLC in 1964. PLC Sydney Archives Series 18 Box 182.2 IBID.

3 “Marie Byles–A Refl ection on Her Life as a Legal Practitioner”, Chris Ronalds AM SC. Paper given at the National Trust, Sydney, 13 September 2005.4 IBID.

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In 1927, having saved enough money from working as a law clerk, she set off on a trip around the world on a Norwegian cargo boat. Her chief pursuits during the twelve months were walking and mountaineering. She explained to the Sunday Sun, 'No one who has not done any mountain climbing can realise the exhilaration of it. That, and the magnifi cence of the views from the heights, are ample reward for the diffi culties. Since I left Australia I have climbed dozens of mountains in England, Scotland, Norway and Canada. The highest I climbed in England and Scotland were 2000 and 3000 feet; in Norway, 5000, and in the Rockies 10 000 feet'.

In New Zealand she climbed Mt Cook and later led expeditions to New Zealand’s highest peak. In 1938 she led a group to Mt Sanseto near the Tibetan border in China, but bad weather prevented the expedition from reaching the summit. She wrote about some of these adventures in By Cargo Boat and Mountain (London, 1931).

Marie was not only an active bushwalker and mountaineer, but she also wrote articles to campaign for areas of bushland to be placed under public ownership. Thanks to her eff orts and those of like-minded conservationists, many of them members of the Federation of Sydney Bushwalkers Clubs, Bouddi Natural Park near Gosford (now Bouddi National Park) was created in 1935, a major achievement in those early days of conservation.

REFLECTION AND MEDITATIONA foot injury that never healed properly ended Marie’s climbing days. In the late 1930s and 1940s her interest in the bush shifted towards the quiet, meditative aspects of the out-of-doors and philosophy. In 1935 she purchased 1.3 hectares of bushland in suburban Cheltenham for £160 and built a simple pre-fabricated fi bro and sandstone house with a wide verandah.

Her travels in China, Burma and Vietnam rekindled her interest in the teachings of Gandhi and then she explored Buddhism. She had always been a pacifi st and named her house 'Ahimsa', an Indian word meaning 'non-violence' and used by Gandhi. She found comfort in the teachings of Buddha. Indeed, although she carried on a busy law practice and continued her various writings, at 'Ahimsa' she tended her organic vegetable garden, looked after her beehives and meditated.

In the 1950s Marie built a meditation hut on her bushland property and called it the 'Hut of Happy Omen'. It was open to anyone who wanted to enjoy the peacefulness of nature and to meditate. In 1970 she gave her property to the National Trust of New South Wales, on the proviso that she lived there until her death.

Sadly, in the peaceful environment of 'Ahimsa', Marie Byles was attacked by a night-time intruder in 1966. She suff ered a fractured skull and jaw, injuries from which she never fully recovered. She died in her beloved home on 21 November 1979 and her ashes were scattered in the adjacent bushland.

MORE ABOUT MARIE BYLES• Filmmaker Gillian Coote produced a dramatised

documentary on the life of Marie Byles in 1985, A Singular Woman.

• The Summit of Her Ambition: The Spirited Life of Marie Byles, Anne McLeod, 2016. www.annemcleod.com.au

• Copies of the fi lm and the book are both held in PLC Sydney Archives.

• 'Ahimsa' is located at 67 Cobran Road, Cheltenahm. The bush land and the meditation sanctuary 'Hut of Happy Omens' are open to the public.

Ms Debby Cramer Archivist

Marie Byles aboard the Norwegian cargo boat SS Eknaren; 1928. Image from SLNSW.

Marie Byles and guide Alf Brustad on the summit of Mount Cook in a blizzard, January 1929. Image from SLNSW.

5 “Climbing the World – Woman Mountaineer – Miss Marie Byles on Holiday”, Sydney Sun, 11 October 1928, p. 55.6 “Woman’s legacy a magical retreat”, Geraldine O’Brien, Sydney Morning Herald, 4 May 1996, p.11.

7 “At the House of Non-Violence”, Helen Frizell, Sydney Morning Herald, as reproduced in The Ex-Students’ News, 1972, p.7-8.8 Op. cit. “Woman’s legacy a magical retreat”.9 “Marie Byles”, Jonathan Solomon, Dictionary of Sydney.

35

SINCE LEAVING SCHOOL I HAVE… Completed two degrees, one in Secondary Mathematics teaching and the other in Computing Education. I have taught for over 25 years in Public Education. Over that time I have been heavily involved in the development of teaching resources for Computing Studies. Recently I was made a life member of the ICT Educators of NSW. For a number of years I managed all of the technology at both Balmain High School and Ryde Secondary College.

I have recently moved to Carlingford High School and I am enjoying the change as I am now in the classroom more teaching what I love - Mathematics and Computing.

I am married to Joe and we have two children, Lucy and Chris. Over the last couple of years we have had the opportunity to travel overseas together and that has been a great bonding experience for everyone. My husband and I believe that travel is an excellent educational opportunity for our children. I think our favourite trip was to Cambodia in 2012 as it was a completely new experience for everyone as neither my husband nor I had travelled there previously.

Both my husband and I loved Drama at school and college and we have passed this on to our children who love to perform.

SOME OF MY FAVOURITE MEMORIES FROM SCHOOL ARE... • Drama Club performances in the

school hall and Saturday rehearsals.

• Playing tennis at lunchtime.• Crusaders and camps with Cassandra

Morphew.• Making friends in my year and

other years through extra-curricular activities.

CURRENT OCCUPATION: Mathematics and Computing Studies teacher at Carlingford High School.

CURRENT CITY OF RESIDENCE: Sydney.

SAMANTHA PENNINGTON (neé Haysom)

CLASS OF 1983

SINCE LEAVING SCHOOL I HAVE… Professionally, after school I completed a double degree, graduating with a Bachelor of Business and a Bachelor of Medical Science. For the past seven years I have been working as an Embryologist for an IVF company. Combining my interest in science with my passion for helping people has proved to be a perfect fit for me.

Personally, I have spent my spare time travelling the world - Europe, America, Canada among others. I was married at the end of 2014 and am expecting my first baby soon. Exciting times.

SOME OF MY FAVOURITE MEMORIES FROM SCHOOL ARE... I look back at school with only fond memories. You spend the whole time wanting to finish school only to graduate and realise how lucky you were to spend every day with your friends. All the opportunities that PLC provided us girls, the experiences, the sports,

the friendships - I feel lucky to have enjoyed my school years as much as I did.

CURRENT OCCUPATION: Embryologist.

CURRENT CITY OF RESIDENCE: Sydney.

KRISTIE BOYLECLASS OF 2004

ALUMNI WHERE ARE THEY NOW?


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SINCE LEAVING SCHOOL I HAVE… After leaving school I completed a B. Commerce/ B. Arts at the University of Sydney majoring in International Business, Human Resources, International Relations and Indonesian. I have always had an interest in languages and international relations and this double degree allowed me to study subjects which I was both interested in and opened doors to many different career paths. During my degrees I undertook two international exchanges to the University of Mataram in Indonesia and the University of North Carolina (Chapel Hill) in the USA. Both exchanges allowed me to travel, and study different subjects than the ones offered at USYD.

After graduating I started in the Management Consulting graduate program at Deloitte, where I was working with clients in the private and public sector to solve strategic people management issues, undertake workforce planning, and implement change management programs.

After two years at Deloitte, I wanted to use my Indonesian so I moved to Canberra to work at the Department of Foreign Affairs and Trade (DFAT). At DFAT I worked in the counter-terrorism team, focusing on our relationship with Indonesia and the threat terrorism poses to the South-East Asian region. During this time, I worked at the Australian Embassy in Jakarta for a short time and continued to study the Indonesian language. This job then opened the door to a job at PricewaterhouseCoopers (PwC) where I am currently working as a Management Consultant in the Defence and National Security sector, helping clients with their strategic planning and implementation of large-scale organisational transformation programs. I have found a job that

ALU

MN

I

TEGAN MILLERCLASS OF 2006INTERNATIONAL EXCHANGE CAPTAIN

combines my passion for international relations and business acumen and hope to work with PwC in Indonesia in the not too distant future!

SOME OF MY FAVOURITE MEMORIES FROM SCHOOL ARE... I can’t choose one but I’ll limit it to three!

1. My exchange to South Africa in Year 10. This was one of my first trips overseas, and it was a massive eye opener in terms of the cultural differences between schooling in Australia and South Africa. I grew up a lot in my eight weeks away, but came away with many great memories and hope to go back to Africa one day!

2. Rowing. Rowing took up a lot of time during my high school years,

but I made so many great friends, and loved going away for regattas and camps… I definitely don’t miss the beep test though!

3. The Year 12 common room. Year 12 can be pretty stressful at times, but I remember having some great laughs in the common room and loved having a place to lounge around (study) during free periods.

CURRENT OCCUPATION: Management Consultant at PricewaterhouseCoopers, working in the Defence and National Security sector.

CURRENT CITY OF RESIDENCE: Canberra.


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Camphora, Issue 3, Winter 2016

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