2019 TERM 2 NO 3

Wednesday 29 May 2019

FROM THE DEPUTY HEAD CONTENT FROM THE DEPUTY HEAD > I was asked recently whether team sport was compulsory at Frensham. My response was no, it’s just that everyone plays! BOARDING >

I think most parents in our community understand the wide-ranging health and TEACHING & LEARNING > fitness benefits associated with playing team sport. But what is less STUDIES > commonly talked about are the immense mental, emotional and social benefits that playing a team sport can bring to a teenage girl. DRAMA >

There is now a growing body of research focusing on these benefits and they ENGLISH > highlight many advantages that your daughter will enjoy by being involved in HSIE > team sports. The research would suggest that it doesn’t really matter what sport they play or their starting skill level. It’s the mental, emotional and JAMIESON PROGRAMME > social skills, and lessons that they will gain by playing any type of team LANGUAGES > sport that is important. MATHEMATICS > The last four weeks of Term 2 include the Birthday Weekend, the June Long Weekend (Queen’s Birthday) and the final Closed Weekend. All girls are MUSIC > looking forward to the start of the Hockey and Netball seasons, with team SCIENCE > selections for most girls beginning during the last three weeks of term, and major selections scheduled for the Saturday afternoon or Sunday of the last AGRICULTURE & LIVESTOCK Closed Weekend. TEAMS >

PDHPE > Year 10 students will spend the last week of Term 2 participating in the Work Experience programme. Before leaving for Work Experience they will be SPECIAL PROJECTS > involved in a Careers Testing programme. SPORT > The Term 2 Sports Dinner, which is normally held in the last week of term, will EQUESTRIAN > be held on the Tuesday night of the second last week (18 June) so that Year 10 can attend. VISUAL ARTS / DESIGN & TECHNOLOGY > With the Year 11 Parent Weekend scheduled for 10-11 August, Year 11 students will soon begin preparations for this event which is also the weekend of the Year 10 Senior Studies Seminars.

Mr Geoff Marsh Deputy Head of Frensham Deputy Head of Frensham Schools

BOARDING

The Friday Night fun continues, from fast and physical activities including Mario Kart in the Parker Gymnasium, to a general knowledge quiz in the form of a Kahoot in the Dining Room (just ask the girls what this is), covering topics such as Music Trivia, TV shows and classic Disney themes and bringing great entertainment and enjoyment! The Year 12 students work hard to plan and oversee these events which are a weekly highlight for many girls.

Equally valuable are the carefully considered Weekend Activities as part of the Weekend Programme for the junior

boarders. Last weekend on Sunday, after participating in the Salvation Army’s Red Shield Doorknock Appeal, Years 7-9 were entertained at Bowral Cinema with an engaging viewing of the newest release of Aladdin.

Travel Long Weekend and End of Term travel bookings are now closed. [Please note that we are unable to accept any requests for changes to travel.]

Weekend Planner Below is our weekend schedule for the next three weeks to assist with planning visits to the school or Exeats for your daughter. Should changes need to be made, we will communicate this in advance via email to the girls.

Week 5 Saturday 1 and Sunday 2 June: School Birthday Celebrations - see separate programme

Week 6 Queen’s Birthday Long Weekend

Week 7 Sunday 15 2.00pm-5.30pm Wollongong Trip Years 7 to 9

Mrs Tanya Vaughan, Director of Boarding Ms Amanda Graham, Deputy Head of Boarding

TEACHING & LEARNING

Last Thursday, Australian author Melina Marchetta visited Frensham and worked with Year 9 students and members of Pen & Ink in two workshops. Melina is best known as the author of the multi-award winning novel, Looking for Alibrandi, which was studied by Year 9 students as part of their wide-reading programme in English in Term 2. Saving Francesca and On the Jellicoe Road have also been enjoyed by many of the students.

Melina has twice been awarded the CBCA Children's Book of the Year Award: Older Readers, in 1993 and 2004. For Jellicoe Road she won the 2009 Michael L. Printz Award from the American Library Association, recognising the year's best book for young adults. In 2000, Looking For Alibrandi was released as a feature film, adapted by Melina, winning an Australian Film Institute Award, an Independent Film Award for best screenplay, as well as the Premier’s Literary Award and the Film Critics Circle of Australia Award. Melina's work has been translated into 18 languages and published in 20 countries. Her latest work, The Place on Dalhousie was released in April this year.

In the one-hour session with Melina, Year 9 students learned about the craft of writing and the countless hours Melina spends coming up with realistic storylines and settings, ‘getting inside her characters’ heads’, editing and rewriting. She also revealed that she has had to accept that 80% of a day’s writing may end up ‘cut’ by her editor. The students were inspired by her personal story of hard work, resilience and persistence to continue doing what she loves and is passionate about – despite the fact that there were no overnight successes in her writing journey.

On Thursday evening, over 20 of our best young writers from Years 9-12, members of Pen & Ink, spent two hours developing their creative writing skills under Melina Marchetta's guidance. Through a variety of short writing exercises and with explicit strategies for success suggested by Melina, students scribbled away creating vivid characters, interesting plot lines and settings and ‘dialogue that matters’ – all of which they will continue to work on over the next few weeks and in the next evening meeting. All agreed that having Melina’s input and expertise as a published and highly successful author, truly inspired them to continue doing what they love doing – writing!

Pictured below – left: Melina Marchetta with Heads of Pen & Ink, Harper Northam and Imogen Senior; right: with Year 9 Pen & Ink members, Yusra Chalak and Isolde Cochet.

: : 2 : :

Ms Kate Chauncy, Director of Teaching & Learning, P-12 and Coordinator of Gifted & Talented Programmes

STUDIES

Years 11 and 12 students are currently undertaking Term 2 assessments across their various courses. For these students, the raw marks achieved in assessments completed to date will be available to parents via their Schoolbox page. Information as to how this can be accessed and interpreted will be available within the coming weeks.

Year 11 reports were sent last week and contain comments from subject teachers on academic progress to date, as well as details about co-curricular and wider School involvement. Additionally, interim RoSA (Record of School Achievement) grades were attached, based on the NESA (NSW Education Standards Authority) standards used at the end of the year for state-wide grading of student achievement in each course.

Next term, Year 10 students will begin considering their subject choices for 2019. Most important in determining subject choices is an understanding of their passions and strengths. This process will be supported by a comprehensive Careers Testing programme conducted prior to the end of term.

Ms Janene van Gogh, Director of Studies – in Residence

DRAMA

At the beginning of Term 2, Year 12 Drama students participated in a workshop conducted by Jena Prince as an introduction to the final unit of work, Group Performance. Jena is a theatre director and performer who is experienced in a technique of devising called Viewpoints. The students found the workshop particularly useful as a way of exploring their ideas with a new range of tools to help them in the play-building process.

‘I thoroughly enjoyed the workshop as I learnt how to consider my spatial awareness in terms of my surroundings, audience, and other members on stage. We also learnt how to effectively create obscure and spontaneous shapes with our bodies through the use of negative space and different angles. I absolutely loved it!’ – Lillian Ives

‘The workshop was extremely productive and assisted our group in constructing different ways to work together and generate ideas for our GP.’ – Ella Pernice

On Thursday 30 May, the Birthday Play, Noël Coward’s outrageous comedy Present Laughter, will be performed on the Clubbe Hall stage. A comedic high note of this backstage comedy features a hilariously self-obsessed actor named Garry Essendine. Juggling his considerable talent and ego, Garry—the theatre’s favourite leading man—finds himself caught between fawning ingénues, crazed playwrights, secret trysts, and unexpected twists. Written in 1939, Present Laughter is the last of Coward’s five great comedies and the last in which he wrote a central character for himself. There is a strong psychological sub-text in this play – not least how difficult love is!

: : 3 : : The School performance of the Play is on Saturday 1 June. (Current students and families.)

Congratulations to the cast and crew on the success of the Play, directed by Mrs Sally Hannah, with assistance of Ms Fiona Shannon.

Mrs Sally Hannah, Head of Drama

ENGLISH

2019 will be the first HSC examination of the latest NESA Stage 6 English syllabus. Although the primary focus on language and literature in the study of English is unchanged, the new syllabus has placed additional emphasis on some different skills. An important skill that receives a lot of attention in the new curriculum is student writing, beginning with the Common Module, Reading to Write, for Advanced and Standard English students at the beginning of Preliminary Year 11.

Traditionally, HSC English students have been assessed in all courses on their ability to write analytically (in a critical evaluation of texts) or creatively (in an imaginative composition). More recently, there has been greater emphasis on reflective writing in addition to the traditional forms. Reflective writing in the NESA syllabus involves the student undertaking a critical appraisal of her own writing and choices as author of that writing. In reflecting on her own analytical or imaginative composition, she may be required to identify and comment on choices of structure and form, and language devices used to convey her ideas. The student’s reflective writing acknowledges the process of making those choices, how she was influenced or inspired by her classroom study of English texts and independent reading, challenges faced and problems resolved. Reflective writing provides students with an opportunity to explore the process of producing a high-quality piece of writing, and gives teachers and examiners insight into the students’ purpose and intention in their compositions. The University of Sydney sums it up in this way:

Reflective practice is more than thinking about the nuts and bolts of … [learning], it involves evaluating the processes of … learning, and questioning why we do something rather than how. Importantly it involves learning from this process and initiating change when and where required. https://sydney.edu.au/education_social_work/groupwork/docs/Reflection.pdf

In the latest HSC syllabus, NESA has mandated discursive writing as an additional style of writing for students. The syllabus defines discursive writing as:

Texts whose primary focus is to explore an idea or variety of topics. These texts involve the discussion of an idea(s) or opinion(s) without the direct intention of persuading the reader, listener or viewer to adopt any single point of view. Discursive texts can be humorous or serious in tone and can have a formal or informal register.

Features of a piece of discursive writing under the NESA definition include:  Its focus is to explore an idea  It is not written with the intention of persuading the reader  It is not arguing a single point of view  It displays wide ranging but idiosyncratic knowledge  It is light in tone with a semi-formal register

Frensham Standard and Advanced students are currently honing their writing skills, with a focus on discursive writing, in their study of Module C, The Craft of Writing.

Ms Jennie Mickle, Director of English

HSIE (HUMAN SOCIETY AND ITS ENVIRONMENT)

Model United Nations Assembly (MUNA) – Rotary Southern Highlands, Saturday, 25 May 2019 Frensham had a very successful day at MUNA last weekend. Mrs Webb, together with Year 10 students, Grace Amos and Sophia Pernice representing Hungary, and Madeleine Mulligan, Caitlin Quinn and Georgia Shakeshaft, representing Sweden, travelled to the Council, Moss Vale to participate in a series of mock UN General Assembly

: : 4 : : debates. By engaging in the MUNA experience, the students were challenged to consider how nations work cooperatively to resolve issues of global importance, including those relating to domestic violence against women, human rights and climate change. The breadth of knowledge required to represent each country effectively was extensive, and the girls are commended for the research undertaken in preparation for the event, and their high level of engagement in the diplomatic debating process. The team representing Sweden was awarded the prestigious UN Peace Prize and now qualifies for Nationals which will be held at Old Parliament House in Canberra on 16-18 August.

Left (L-R): Madeleine Mulligan, Georgia Shakeshaft, Grace Amos, Sophia Pernice and Caitlin Quinn representing Frensham at MUNA; Right: Caitlin Quinn, Georgia Shakeshaft and Madeleine Mulligan awarded the UN Peace Prize.

Dr Stephen Clarke, Head of HSIE

JAMIESON PROGRAMME

Year 7: Students are comparing the 1938 map drawn by Miss Bryant to a map of today to look at changes in the Frensham environment, as well as taking history walks to see special places in Frensham’s past.

Year 8: Students have commenced a rotating Farm Management roster. As part of the Jamieson Programme, students are rostered for an afternoon to help at the farm or the ag plots. Some of the tasks they carry out include hosing and sweeping out sheds, taking rubbish out to the bins and feeding the animals.

Year 9: Students will begin their unit of work on Financial Literacy and Ethical Consumerism. They will form groups to design an ethical product or service and create a script that they will then role-play as an advertisement for an audience.

In the Cambridge IGCSE interdisciplinary course, Global Perspectives, all of Year 9 undertake a Team Project component where they research a particular global issue or debate and create an outcome that will help raise awareness of the issue. In the past, students have come up with a range of interesting outcomes including the creation of a website, a series of provocative paintings, a film clip or advertisement, a poster or a play. Students then write a 1500-word reflective paper on their role in the group process and what they have learned about working as part of a team.

Year 10: Students are examining the issue of dress codes in AS English General. They are considering the ways in which a dress code can exclude, using examples from sport, religion and schools to further their understanding of the issues.

Mrs Merrilee Harris, Head of Jamieson Programme

: : 5 : : LANGUAGES

FRENCH In the Senior French classrooms there has been a strong focus on speaking skills over the past few weeks and this will continue to be an important area of emphasis as we head into the assessment period. There are many things the girls can do to enhance this vital skill such as: . read out loud, working on correct pronunciation and intonation; . listen to the French news, podcasts and French music, learning the words and meaning of songs and singing them out loud; and . respond to typical questions, speaking out loud in French in the shower or in front of the mirror.

All this speaking to an imaginary audience may feel a bit strange at first but will certainly help to alleviate any sense of performance stress that can come with speaking in a foreign language.

Students in Years 9-10 have been learning the passé composé. Their knowledge of this past tense opens new avenues of expression, so that girls can talk about their world more fully, as well as write creatively about past events.

Girls in Years 7-8 have been expanding their knowledge of vocabulary and grammatical structures to speak about themselves and their world. Year 7 has been learning their numbers to 60 and how to talk about their family. The Year 8 girls have been learning how to ask for directions and speak about their towns, as well as how to shop for themselves and buy gifts for others.

LATIN On Thursday evening of 23 May, Years 11 and 12 Latin students attended the annual Senior Latin Dinner hosted by the Classical Latin Teachers’ Association at Newington College, Stanmore. This is a very popular excursion for Latin students, giving them the opportunity to meet with other students who study Latin and Classical Greek in a festive environment. Dressed appropriately for this high Roman occasion in togas, gladiatorial attire, or in one case as a three-headed dog, the students feasted on a Greek banquet including such delicacies as baratas and taramasalata. Classical Trivial Pursuit was the highlight of the evening and the impeccably dressed Frensham team finished the competition in third place.

L-R: Annabella Damiani (Year 11), Jacqueline Wilkins (Year 12), a gladiator from another school, Bardie Thompson (Year 12), Mia Horsfall (Year 11), Sarah Manwaring (Year 11)

Mrs Kerry Lennon, Director of Languages

MATHEMATICS

Michael Launay (2018 It all adds up: The story of Mathematics and people) suggests numbers and counting began in Sumeria around 4000 BC. With so many people, livestock, crops, and artisan goods located in the same place, cities needed a way to organise and keep track of it all as it was used up, added to, or traded.

Numbers (represented by marks on clay tablets) were invented to keep track. But, if you are keeping track of your wealth with marks made on a clay tablet, what’s to stop you from making your own clay tablet and stamping in 50 marks and trading those 50 marks on a clay tablet for grain? The Sumerians needed an official method of keeping track, and an official group of people who kept track. A select few were allowed to enter this group. They essentially became the world’s first accountants.

: : 6 : : Now, our mathematicians in Year 11 are working on a Mathematical Investigation which involves ‘differentiation from first principles’ and includes use of technology (graphing tools) to justify results. Year 12 students are tackling their last few topics before the HSC Trial examinations early next term. Both Years 11 and 12 will have a study programme in place for the holiday period, to consolidate their knowledge, and in Year 12’s case, practice skills for the Trial examinations.

Our Years 7-10 Junior mathematicians are working on the Mathematics Challenge problems with guidance from teachers and handing in solutions weekly.

Maths Club is on again in Week 7 for any interested students from Years 7-12 – a valuable experience where collaboration and innovation are rewarded.

Ms Joanne Allison, Head of Mathematics

MUSIC

Designed to feature our co-curricular Music Ensembles, the Year 8 Service and Concert began with the String Quartet playing the processional. Then, for the anthem, the Senior and Junior Choirs combined to perform Howard Goodall's much- loved setting of Psalm 23 (from The Vicar of Dibley); and in the concert that followed, the Kennedy Strings, Jazz Band, Flute Group and Percussion Ensemble all presented pieces. The final item featured all of Year 8 performing a traditional African piece with singing, drums, xylophones and percussion.

Just this week, the Madrigals travelled to Chatswood where they competed in the two sections of Sydney Eisteddfod. They placed 1st in the Female Choirs section and 2nd in the Vocal Ensemble section and are now looking forward to showcasing a portion of their repertoire on the Birthday Weekend.

Mr Michael Spencer, Head of Music

SCIENCE

The last fortnight has seen a number of Incursions and Excursions for Science students.

As part of their study of Module 8–Non-infectious Diseases and Disorders, Year 12 Biology students have been studying the eye and technologies that can be used to fix eye problems. In Week 4, they were visited by Dr Peter Macken, an Ophthalmologist, who shared with them his knowledge about eye problems that can occur and how they can be fixed. Dr Macken showed some great photos and happily answered the students’ questions. Girls were fascinated by the intraocular lens and eye surgery equipment he brought to show them.

: : 7 : : Left: Dr Macken demonstrating eye surgery equipment, watched by Attica Darling, Noni Brittain and Alice Bowman; right (L-R): Maggie McKittrick, Attica Darling, Georgie Tooth, Gina Macken, Noni Brittain, Dr Peter Macken, Alice Bowman, Georgia Kelleher, Kora Fripp, Amelia Hickson, India Shead, Emily Williams, Georgina Guilfoyle with Alexandra Hill and Annabelle Hickson (front)

Years 7 and 8 had an exciting visit from Off the Planet who brought a large inflatable planetarium for the girls to climb inside and view the stars that were projected on the ceiling. They looked at the constellations in the northern hemisphere and how they change in the southern hemisphere. They also saw where the Emu in the sky would be. In July this year, it is the 50th Anniversary of the Apollo 11 mission and girls saw pictures of the astronauts on the mission and a demonstration of how the lunar module landed on the moon.

Pictured: Year 8 Science students with Peter Bush from Off the Planet

Year 11 and 12 Chemistry students toured the BlueScope Steel Port Kembla Steelworks on Friday 24 May. The tour, conducted by a metallurgist, included an introduction to the chemistry of steelmaking beginning with the raw materials of iron ore, metallurgical coal and limestone and ending with hot-rolled coil for market. The pathway from raw materials to finished steel products is quite complex, involving many industrial chemical processes. Highlights of the tour were seeing hot iron being tapped from the blast furnace at 2,200°C and iron being made into steel via a Basic Oxygen Steelmaking (BOS) process which sees pure oxygen blown into liquid iron causing a rigorous exothermic reaction liberating explosions of gas and intense heat to produce steel. We followed the liquid steel to the slab caster and then finally the hot roll mills. This was a great opportunity for girls to see the application of subject content in a real-world application, opening their eyes to employment opportunities in Science and Engineering.

Mrs Alison Andrew, Head of Science

AGRICULTURE & LIVESTOCK TEAMS

The final results for the 2019 Show Cattle Team season have arrived.

The Junior Steer Competition, sponsored by Elders Cleary McDowall Livestock, Moss Vale, is a cumulative point score from shows in the South Coast and Tablelands Group in which Frensham competed at five. The event involves the competitors showing the same steer at each Show. They are judged on the steer, the parader and their knowledge of the beef industry, and on the preparation of their steer, and are asked questions by the Judge during each event. There are several schools that enter the Junior Steer Competition at each show. Frensham is always competitive in this competition as the students have prepared their own steer during Term 4 and Term 1, involving breaking it in to lead, grooming,

: : 8 : : formulating its feed ration and monitoring its weight gain each week. The students are aware of the end market specifications for their steer and make adjustments to the feed ration in order to achieve their goal.

The results for this season were close, with only one point between first and second:  1st: Pip Ireson leading ‘Nollsie’ (Angus) – 91 points  2nd: Nowra High School – 90 points  3rd: Xanthe Hart leading ‘Tex’ (Highland) – 78 points

Congratulations to Pip and Xanthe and to the other students in the competition who also performed very well.

ECM Livestock, Moss Vale Junior Steer Competition winners, 1st – Pip Ireson and 3rd – Xanthe Hart

Ms Leonie Mutch, Coordinator of Agriculture

PDHPE (PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION)

Senior PDHPE involves students learning about, and practising ways of maintaining, active, healthy lifestyles and improving their health status. It is also concerned with social and scientific understandings about movement which lead to enhanced movement potential and appreciation of movement in their lives. The syllabus also focuses on a social view of health where the principles of diversity, social justice and supportive environments are fundamental aspects. The examination of individual, family and community values and beliefs and the sociocultural and physical environments in which we live, provides an explanation for health status and sustainable solutions for better health.

Year 11 PDHPE students have completed the core modules which include health, body systems and biomechanics. They have commenced a First Aid module that will culminate in an opportunity to gain a First Aid qualification early in Term 3. Year 12 PDHPE students are currently examining the Australian Institute of Health and Welfare’s report Australia’s Health 2018. This report requires them to examine and critique the use of epidemiology in measuring health status. Specifically, they will use tables and graphs to analyse current trends in life expectancy and major causes of morbidity and mortality for the general population.

Ms Janene van Gogh, Head of PDHPE

SPECIAL PROJECTS

Engineering Girl’s Talk 2019 On Monday 13 May, students from Years 9-12 were given the opportunity to attend an Engineering Girl’s Talk evening which was presented by Engineering Australia and featuring female engineers from various engineering disciplines. Female engineers work on an endless array of projects: NASA space suits, cutting-edge electronics, structures, aeroplanes, machinery, space – literally anything you can think of. They shared information on projects they’ve worked on, what their day-to-day engineering life entails, where their career has taken them and what inspired them to choose engineering as a profession.

Students were invited to ask a panel of engineers questions about technology and engineering courses available, workplaces and project management. The panel members were: . Timothy McCarthy, Professor of Engineering, . Claudia Novati, Civil Engineer EA . Jocelyn Do, Young Engineers Australia . Monika Jacimovice, Civil Engineers Australia Illawarra . Greg Ewing, General Manager, Engineers Australia

: : 9 : :

The Engineering Girl’s Talk gave students valuable information about what engineers do and insights into engineering as a possible career.

Ms Wendy Rowan, Director of Special Projects

SPORT

Cross Country On Friday 17 May, Frensham hosted the annual IGSSA Cross Country carnival. A great day was had by all and Frensham had 45 runners competing across six age divisions. Congratulations to Amelia Carpenter (Year 8) and Annabelle Ranken (Year 10) who qualified to represent IGSSA at the NSW Combined Independent Schools Cross Country Championships on Thursday 13 June at Eastern Creek Raceway, Sydney.

Athletics Training for Athletics will commence in Week 6B. All girls are welcome to attend the following sessions this term: . Wednesday and Friday mornings, 6.15am-7.15am – running, throwing and jumping . Tuesday and Thursday afternoons, 4.00pm-5.00pm – jumping

This is in preparation for next term’s Friday night carnivals and the IGSSA carnival to be held on Thursday 29 August.

Ms Erin Gray, Head of Sport

EQUESTRIAN

Equestrian is always that little bit trickier in Winter – chilly mornings cleaning out stables, putting on extra rugs and rushing home after school in time to ride before the light goes… if you can bear the cold. Despite the challenges that Winter in the Southern Highlands brings, Frensham riders are not daunted and still manage to do it all!

Following are the Equestrian team highlights from the month of May: . Sunday 12 May, Albury-Wodonga Horse Trials – Maya Basson (Year 9) won the highest placed Junior Eventer. . Sunday 19 May, Sydney Showjumping Club competition day – Alexandra Cunningham (Year 11) placed 1st in Junior 90cm and 9th in Junior 100cm. Anna Rickwood (Year 10) placed 3rd in Junior 85-95cm. . Sunday 19 May, Megan Syme, Chloe Cowley and Lilly Treweeke (Year 7) attended a Zone Pony Camp at Bong Bong Racecourse. Many riders who attended completed in a wide variety of disciplines and activities such as Dressage, Jumping, Horse Ball, Carriage Driving, Mounted Games and Horsemanship.

‘It was the best to be riding your horse with people who share the same passion as you.’ – Chloe Cowley (Year 7)

Megan Syme (Year 8) has been selected in the squad for the NSW State Junior Mounted Games. Of the 15 riders currently in the squad, only five will make the final team who will be chosen in August to compete at Nationals in October. Mounted Games consists of competing individually or in groups in events that require the rider to pick something up, place something down, vault on and off the horse, bend through poles, change over a variety of items and knock things over.

Miss Harriet Hooke, Equestrian Coordinator

VISUAL ARTS / DESIGN & TECHNOLOGY

Five Year 11 Visual Arts students have been offered places in the 2019 HSC Intensive Studio Practice courses run by the National Art School (NAS) in Sydney. The selection process is conducted solely by the NAS based on applications that include reproduced images of students’ artworks, a short statement and a listing of 1st to 3rd preferences for courses Applications were prepared with the assistance of Mrs Spencer and Mr Alldis.

: : 10 : : Five students have been offered places – all in Printmaking. They are: Frances Alldis, Charlotte Dulhunty, Miriam Hopkins, Sophie Lyne and Mairi Menzies.

The girls will undertake the following workshops: . Module 1: Tuesday 15 July-Friday 18 July, Studio Workshop – students complete Stage One of their specific discipline . Module 2-3: Monday 30 September-Friday 4 October, Studio Workshop – students complete Stage Two of their specific discipline/Assessment, Critique and Exhibition

Students will undertake a variety of tasks related to their specific discipline. At the end of Modules 1 & 2, art-making tasks will be assessed by tutors in the studio. The final body of work will be assessed by NAS Faculty members. The HSC Intensive Studio Practice course will appear on the HSC certificate as a one-unit course with a mark, but will not contribute to the student’s ATAR. Congratulations to the girls on their selection for these courses, places in which are highly sought after by students across the State.

Mrs Trudi Spencer, Teacher of Visual Arts and Design

: : 11 : :