HEAD MASTER'S BULLETIN | FRIDAY 8 FEBRUARY2019

NEWS & NOTIFICATIONS

From the Head MasterThe NSW school curriculum is currently going through a once-in-a-generation review. While this may seem, onface value, to be the kind of issue that excites particularly nerdy educational theorists, it is actually ofsignificance to all of us.

The school curriculum is the means by which a responsible society upholds the rights of the child to receive ahigh quality, upon agreed educational standards. It should include essential learnings which all students shouldhave the opportunity to access. It should be provided in a flexible and supportive framework to guide teachersand facilitate the commitment of students to their learning. The curriculum taught in NSW schools will have aprofound impact on the formation of our citizens for decades to come. Ultimately, our curriculum is an expressionof what matters to us as a society.

The review process has been public and therefore transparent. The Terms of Reference can be found here. Thetwo peak bodies of the NSW independent school sector – the Association of Independent Schools NSW (AISNSW)and the NSW/ACT Branch of the Association of Heads of Independent Schools of Australia (AHISA) – made a jointsubmission. Trinity staff contributed to this submission, along with educators throughout the independent schoolsector. The following is a brief summary of the points that were made, including some verbatim excerpts.

The submission argues that the necessary consideration prior to determining curriculum should be the purposesof schooling. The review should consider and articulate the purposes of schooling. The purposes of schoolingshould not be politicised and should include long-standing concepts such as educational excellence, the holisticdevelopment of the individual, the needs of the community and social justice. In addition, more contemporaryconcepts relevant to the changing nature of society and its values and contexts, such as what is deemed to berequired knowledge, skills and attributes.

The AISNSW/AHIS submission asserts that the essential knowledge, skills and attributes as the commonentitlement for every learner should include, but not be limited to, the following:

literacy, numeracy and digital literacyphysical activity, health and wellbeingdisciplines such as the arts, humanities and sciences/STEMlanguageslearning to learnAboriginal and Torres Strait Islander perspectivescritical and creative thinkingpersonal attributes

The model of curriculum that our submission argued for was one that includes a core and additional optionalcontent and outcomes. It must be responsive to a variety of models and modes, including an online environment.The curriculum should be designed as a framework, balancing flexibility and support for teachers to allow themmake decisions about what is learnt, how it is learnt, the time required to learn and align assessment practiceswith learning experiences.

A very strong theme in this submission and, I understand, in other submissions, was that NESA requirementsaround mandatory hours, permissible starting dates, fixed assessment requirements and fine-grainedregistration and inspection requirements should be removed or amended to allow schools flexibility. Anassociated recommendation was that the Review should consider alternatives to current regimes of standardised

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testing such as NAPLAN and PISA, which are used to judge the success of schooling generally in the State and tocompare individual schools against each other.

It is crucial that the curriculum is able to meet the needs of every student. The curriculum should challenge highachieving students, support those students with various learning needs, and devise curriculum and pedagogy tomeet the full range of students. There should be opportunities for teachers to devise rigorous, relevant andengaging work for gifted and talented students. The curriculum must maximise academic and socialdevelopment for students with disability and additional learning needs. It must also allow schools to use a rangeof education strategies specific to the students in their schools.

One of the recommendations made by AISNSW/AHISA which has attracted some negative media commentaryhas to do with the credentialing available to students in their senior years of school. We called for greaterflexibility should be offered in the credentialing of the final years of schooling through removing mandatory unitsand hours. The current requirements for the HSC and the calculation of the ATAR should be relaxed and thereshould not be one single pattern of study. Credentials offered by international providers and states of Australia,such as the International Baccalaureate, should be welcomed. The NSW school credential should also considerincluding statements of attainment in courses studied, industry/business-based credentials, micro-credentials,personalised portfolio and community service.

A draft of the Review is expected before the middle of the year, for more feedback prior to finalisation by the endof the year. These are exciting times, particularly for nerdy educational theorists.

Tim BowdenHead Master

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Disabled Parking SpacesA reminder to our parents and carpark users that our Disabled Parking Spaces are reserved for those people inour community who require these spaces and who have obtained the appropriate permit. These spaces are ONLYto be occupied by vehicles that are displaying the Australian Disability Parking Permit as shown below.

Click here to view the Traffic Management Guidelines for our Summer Hill Campus

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Summer Hill Campus | Traffic ManagementSummer Hill Car Park Guidelines

PARENTS PLEASE NOTE: TRAFFIC MANAGEMENT REMINDER

Parents please make sure you Drop off and Pick Up students by moving to the end of the Drop Off and Pick Upbays in the Car Park in peak times. Please also follow the directions of staff on duty. When exiting Jubilee Drive,be mindful of pedestrians crossing the driveway. For more information about Traffic Management please click onthe links below:

Disabled Parking Spaces

A reminder to our parents and carpark users that our Disabled Parking Spaces are reserved for those people inour community who require these spaces and who have obtained the appropriate permit. These spaces are ONLYto be occupied by vehicles that are displaying the Australian Disability Parking Permit as shown below.

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Safety Around School Zones

Parents Please note

Safety tips for drivers around school zones.

You must stop for pedestrians at a pedestrian crossing.Always drop-off or pick-up your child from the allocated parking zone or a suitable and legal parking spot,even if this means walking further away from the school.Never double park.Never park across a pedestrian crossing.Never perform a U-turn in close proximity to the school, or over double lines, or on the pedestriancrossingMake sure all children in the car use the footpath-side door (safety door) when getting in and out of a car.Always ensure children are secured in their appropriate for age child restraint. Preferably seat children inthe back seat of a car for safety. Penalty: Unrestrained child $337 + 3 demerit pointsMake sure the hand brake is applied when the vehicle is stationary.Make sure everything is organised before coming to school so that the drop off is as fast as safely possible.Ensure items in the car are safely in the boot or on the floor

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The Benefits Of Public Transport Usage And Independent Active Travel

There are a number of physical, mental and social benefits associated with independent travel to and fromschool. It is well understood that walking and cycling are most beneficial to students in terms of overall healthand fitness. Dr. Michael Carr-Gregg links these active modes of transport to greater time spent outdoors,which in turn has a significant impact on a child’s mental health and stress levels.

Further, the NSW Schools Physical Activity and Nutrition Survey (2011) stated that childhood obesity hasrisen over the past five years, with less than two thirds of students ages 12-17 meeting the daily exercise

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requirements of one hour per day. A large proportion of this is a result of reduced levels of ‘incidental physicalactivity’. This incidental physical activity has a significant impact on a child’s overall health and fitness. NSWHealth has found that 16% of secondary school students travel to school by car - at Trinity the figure is over30%. Research has found that students who use active or public transport to get to and from school have betterhealth-related fitness. The World Health Organisation, has indicated that ‘walking or using transit twice a daymay contribute more than 30% toward recommended daily physical activity’ (WHO 2011).

Public transport has a number of social and well-being benefits. Students who catch public transport to schoolare more likely to develop confidence and independence as a result of navigating their way to and from school.There are also increased opportunities to socialise with their peers, and most importantly, engagement with thegeneral public is facilitated, preparing students for life outside school. The uptake of public transport in favour ofcars has been seen to reduce road related injuries and congestion in peak times around schools.

The School understands that active travel to school is not feasible for many of our families, with distance beingcited as the major barrier to active travel. We also understand that the boys often have sport, music and otherequipment to carry with them and that given our early school starting times parents often drop students on theirway to work. It may be that students only are able to be involved in independent active travel on certain days orin the afternoons only.

Trinity Grammar School provides a number of independent travel solutions for students. Transport NSW also hasa number of exceptional apps, such as TripView that make even easier for students to safely navigate their wayto and from school. Details are available on the following documents including the potential bus, train and lightrail options for students and how to access them.

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Stephen Heanly | Head of Operations - Summer Hill

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The Trinity AppDear Parents,

Our Trinity App provides features including: News, Sport, Events, Calendar, Contacts, and much more. Yourexperience is tailored to your personal preferences through the subscriptions feature.

What do you have to do?

If you don't already have the Trinity App downloaded on your phone, then please search for Trinity GrammarSchool on the App Store or Google Play to download.

Getting Started

The School has created a comprehensive user guide that outlines all the features of the App. Please click hereto open this guide.

Authentication

The App requires users to authenticate with their Trinity credentials.

If you are a new parent to the School, or have not used your credientials before, it is recommended that youcheck your email Inbox, Junk Mail or Email Spam folders for an email from passwordreset@trinity.nsw.edu.au.

Once downloaded and the App is opened, you are prompted to sign in using your Trinity Grammar School UniqueParent Login Details.

To ensure that your login details are kept secret it is recommended that you secure your phone with a passcode,password, Touch ID or Face ID.

We hope you enjoy the Trinity App!

Stephen Heanly | Head of Operations - Summer Hill

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ACADEMIC

Academic FocusStepping into Academic Expectations

This week Year 10 participated in an Academic Conference for part of their structured timetable. The theme ofthe conference was ‘stepping into the academic expectations of the Senior School’. The theme was exploredthrough three lenses:

ResponsibilityEngagementChallenge

Students learnt about different theories of responsibility, engagement and challenge and were given opportunityto reflect upon their own status in relation to these central aspects of individual learning. ELEVATE Educationworked with the students to promote an approach to study based upon taking up personal responsibility for timemanagement, discipline and skill development. Senior members of our own staff conducted a series of electiveworkshops premised upon discipline-based challenges as well as transdisciplinary skills for academic successsuch as goal-setting, wellbeing and research. Finally, Morrisby Careers Guidance conducted careers testing, theoutcomes of which will be significant as the boys move into the phase of subject selection later in the year.

The timing of this conference is deliberate: with a term of Senior School under their belt, these students havebegun their journey towards a final school credential. When Year 10 is understood as an opportunity to identifypersonal academic strengths as well as academic vulnerabilities, then it is not only about mastering knowledgeand understanding to complete Stage 5 courses, as valuable as that is, but it is also about deliberately steppinginto the kind of learner identity that promotes long term academic success.

Many boys found this a challenging context in which to be. The task of reflecting upon the past, projecting intothe future and identifying changes that need to be made in the present, is often confronting. Most boys did step– often with support – into this challenge. They have taken stock and have shifted course in some keydirections. They have been supported to upskill themselves as independent learners. They have been promptedto imagine future possibilities and adjust their present reality in accordance. We trust that Year 10 are not onlyexcited to be learning in the Senior School, but motivated to take up responsibility for their own engagement anddetermined to be learners who step deliberately into challenge.

Deborah Williams | Academic Dean

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The Arthur Holt LibraryWe Moved All The Books!

During the summer break the Library services team undertook a radical reconfiguration of our collections. Ournon-fiction collection was shifted to the Lounge and Group Study spaces overlooking Oval One and our genre andgeneral fiction collections were shifted to the shelves in the main foyer and quiet study spaces to help facilitatebrowsing.

The new year seven students have been amongst the most prolific borrowers so far and we have been gratifiedby the overwhelmingly positive feedback we have had from staff and students about the change.

Happy Lunar New Year

This Tuesday, 5 February, brought in the Year of the Pig. We prepared a display to help welcome in the New Year,featuring some of our international fiction collection, and non-fiction resources that explore the traditionssurrounding Lunar New Year celebrations.

One traditional New Year saying "Mahn si sing yi" translates as “May 10,000 you do exceed your wishes” whichis a brilliant sentiment with which to embark on a fresh year of teaching and learning. According to AsianAstrology the Year of the Pig is one containing tremendous personal growth and many challenges. Our hope isthat the students bring a voracious (and even piggly) appetite to their reading, and knowledge-seeking in 2019. And that whenever they encounter challenges they ask a librarian for assistance.

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A Call Out For Middle Years Library Champions

Library Champions is back up and running and will be meeting once a week at lunchtime in the Arthur HoltLibrary. Email Miss Mileto (dmileto@trinity.nsw.edu.au) for information.

If your son is an enthusiastic reader or was a library monitor or part of a school executive in primary school, thisis an excellent programme for extending those skills and forming new friendships across the middle years. OurLibrary Champions regularly contribute to the Arthur Holt Library blog, are given opportunities to interviewvisiting authors, gain experience with managing events and are regularly invited to help us choose books for thecollection.

DO YOU KNOW SOMEONE WHO WOULD LIKE TO VOLUNTEER?

We are once again extending the invitation to parents, grandparents and all members of the school communityto donate a few hours a month to helping with the management of our collection and with providing assistancewith special events. Volunteering at Trinity is a great way to develop skills and gain insight into the studentexperience. Those interested should contact our Director of Library Services, Stefanie Gaspari, viasgaspari@trinity.nsw.edu.au

Amy Luchetti | Library Services Specialist

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SPORT

From the SportsmasterSun Safety At Sport

Encouraging our boys to take responsibility for sun safety is an important part of the role of parents and coaches.It is our collective responsibility to help educate them about it. The following is an excerpt from the Trinity CoachInformation Handbook. I would ask that Parents assist in delivering this message also:

Regularly remind boys about, and continue to facilitate time dedicated specifically to:

hydration (drink fluids: regularly, prior to, during and after training/matches)wearing hats and applying sunscreenspending plenty of time in the shade

Boys should continue to bring and apply their own sunscreen regularly and wear their Trinity hat. Sunscreen ismade available in the Sports and Co-curricular Office (Q0.1) and Special Duties Master’s Office for trainingsessions such as cricket, tennis and touch football in the event that boys have not brought their own.

Mitchell Kearsley | Sportsmaster

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TRINITY BASKETBALLYear 7 Trials

It’s an exciting time for the Basketball programme. Last week, the new crop of young Trinitarians was putthrough its paces in the Year 7 Trials, and the coaching staff have their first look at what the future holds forTrinity Basketball. The boys will now turn out for their particular team in their first game against Knox GrammarSchool (7A-J) on Saturday.

I must stress to all the boys and their parents: if your son didn’t gain selection in the team he desired, bepatient, and continue to work on improving his game and have a positive attitude. It is extremely difficult tograde 111 boys into ten teams in only two short sessions. The boys must continue to work hard at training andmake the most of their opportunities in the trial games on the following five Saturdays. There will be constantmovement amongst teams when the coaches feel it is warranted.

CAS Blitz

The Blitz format is an exciting, fast-paced way for our Firsts, Seconds and A Teams to get ready for the secondhalf of the CAS season. Each school plays four half-games against all CAS Schools except the School they meet inround six.

1sts Blitz @ Knox

Trinity showed plenty of improvement in different areas of each of their four games at the Blitz. With only sevenplayers available for the last two games, and the addition of James Andrews (9La) to bolster numbers, it wasalways going to be tough going for this young group. A close one-point loss to St Aloysius’ (18-19) in the openinggame was followed by another tight game against Waverley (16-22), and then a good victory over Cranbrook(30-20), where the Greens’ offence began to click. A tired group finished the Blitz with a double-digit loss toBarker (21-32). Rebounding is an area Trinity will have to improve in the back half of the season, but after astrong showing at the Trinity Challenge and some good signs at the Blitz, the next five CAS games with 3 of themat home things look promising for the start of 2019.

2nds Blitz @ Barker

In the final preparations before the second round commences, the Seconds had a good hit out at the annual CASBlitz at the Hornsby Brick Pit. The first game went right down to the wire, leading to a narrow, four-point loss toSt. Aloysius’ (19-23). This was then followed by another close defeat at the hands of Cranbrook (12-16) in atough defensive battle. After two physically demanding and fiercely contested games, the Greens struggled tofind the basket, suffering a large loss to Knox (3-23). The last game of the day was a nail-biter that waseventually decided in overtime, with Trinity just falling short to Waverley (23-25).

Year 9A Blitz @ St. Aloysius’

Trinity came out of the holiday gates well at the Blitz, with a convincing win over Waverley (24-11). Another solidperformance against St. Aloysius’ (21-7), with strong defence the high point. The games that followed flowed andthe scoreboard ticked over at a good pace against Barker (42-14) and Cranbrook (41-18), with the totals of bothgames above 40 points.

It was clear that some of the boys had been working on their game over the break, particularly Cristian Farr(Mu) nailing a number of long range 3s. James Oeser (La) was a great addition to the team and impressed withhis strength in the paint. Our defensive focus and communication dropped a little in the last two games, butoverall an impressive clean sweep had the boys pumped for the second half of the CAS season.

Year 8A Blitz @ Cranbrook

It was a very strong and positive performance from the Trinity team to start the New Year. In the first game ofthe Blitz against Cranbrook, Kyle Tran (WH) created several fast break opportunities through his strongrebounding and great passing. The Greens ended up beating Cranbrook by 9 points (26-17). In the Barker match,Samuel Payne (WJ) was very impressive through his defensive intensity, with the game finish all tied up (20-20). St Aloysius’ started strongly in the third game to pull away to a large lead. Zethan Zaiter (Ta) did not give

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up and through his determination had multiple steals that led to easy layups, as Trinity looked to make a runbefore falling short by 9 points (24-33). The last game against Waverley was by far the 8As’ best performance.This was truly a great team win (24-8), with Oliver Smith (Ar) the catalyst through his leadership and energy asTrinity finished the day on a positive note.

Ben Morrissey | MIC Basketball

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CO-CURRICULAR

Cub and Scout NewsThe Benefits of Scouts?

Scouting is all about education for life. Our dynamic, challenging and adventurous programme equips youngpeople with life skills such as team work and leadership, and gives them the tools to develop into strong, resilientadults and valuable members of the community.

Life-long self development and learning

Over the past century, more than a billion young people have been “learning by doing” through the globalScouting movement.

Instead of learning in a formal way, our members have been getting their hands dirty, independently solvingproblems and learning from their mistakes. We emphasise active learning for young people through adventureand challenge.

At Scouts, children learn life skills such as independent thinking, leadership and problem solving skills, socialinteraction and responsibility. They experience weekly physically and intellectually challenging activities in theScout hall, outdoor activities such as bushwalking and water sports, and large-scale events such as Jamborees,where Scouts from around Australia and the World come together.

If you have been involved with Scouts in the past, you will find that some activities have changed and are moremodern. However, the essence of Scouting remains on having fun, outdoor adventure and a strong sense ofcommunity.

A family affair

Scouting is an ideal activity for the whole family. Sons and daughters can be involved and parents areencouraged to join in with activities and become helpers, supporters or Leaders. Scouting can be an amazingexperience for parents. Join your child’s Scout Group on outdoor activities, family camps and outings – and learnnew skills like abseiling and canoeing.

A sense of belonging

Scouting can help you gain a strong sense of belonging to your local community, and through your activeinvolvement, you make a direct and worthwhile contribution. Also, you will enjoy a wider social life and anestablished peer network with other parents, carers and adults involved with Scouting in your area. It creates anextended family.

The Trinity Scout Group is currently running programmes for all students from 8 years up to 11 years (Cubs); 11years up to 14 years (Scouts); and 15 years up to 17 years (Venturers). The Group meets in the “OldGymnasium” at Summer Hill Campus on Tuesday evenings during term from 6pm to 8pm. Adult helpers are alsowelcome. Scouts Australia (NSW) is an accredited provider under the NSW Government Active Kids Rebatescheme.

Membership enquiries:

David Snowsill (Smokey): 0403 091 468Group email: 3rd.summer.hill@TrinityScouts.com

For more information on Scouts, please see www.nsw.scouts.com.au/for-parents/welcome-to-scouts/

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USA NASA/CASE Space School December 2019Dear Parents,

I am pleased to announce Trinity Grammar School is seeking student interest for a December 2019 CASE(California Association for STEAM Education) Space School International Study Programme. Through ourpartnerships, students have the unique opportunity to join this once in a lifetime, STEAM-based experience atNASA in the USA.

Recognising the challenges facing young students today, the change of pace in society over the next 30 yearswill outpace the change we have experienced in the past five thousand years. Seventy five percent of thefastest-growing occupations in Australia will require STEAM-related skills and an expected 50% of current jobswill disappear.

By empowering students through this unique STEAM programme, they will master the STEAM-related skill set toprepare them for their future. Students become more focussed and inquisitive to pursue the subject they areinterested in through the unique access to NASA facilities, inspiring guest speakers and training programmes,while learning a foundation of personal and leadership skills to apply through their school years and beyond.

This programme is designed to develop leaders for the next generation, and aims to inspire an ongoing interestin STEAM, empowering and preparing our students for the fastest-growing and most sought-after occupations ofthe 21st century.

This is a fantastic opportunity to learn beyond the classroom in the most inspiring environment. There is a shortinformation session about this international study programme to be held on Tuesday 12th March in theLatham Theatre, Trinity Grammar School, where parents and students can learn about the possibleopportunity to travel and learn.

Please click on the following links for some preliminary information regarding the proposed December 2019 CASEJunior Space School (Years 7, 8, 9) and the CASE Senior Space School (Years 10, 11, 12) Tours. In addition, youmay use the second link to register your interest in attending either the Junior or Senior Information Evenings.

CASE Space School Expeditionhttp://www.actura.com.au/trinity/

Ed Habkouk | Dean of Mathematics

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Green BugleAs we welcome back all the boys from our summer break, we also welcome some new members into the Unit.Meriden School, with 129 new cadets, will be joining the Trinity Grammar School Army Cadet Unit. This will allowMeriden cadets to experience the camps and unique opportunities that the Unit provides. The Unit has gonestraight into drill and preparation for the Annual Field Training at the end of this term (10-15 April).

The girls from Meriden have commenced their training and have recently gone on an overnight Bivouac. TheBivouac saw Meriden cadets split into six groups, with each led by a Year 11 senior girl. Cadets learned how toerect a personal shelter, how to prepare a ration pack, the principles of camouflage and concealment, movementby day and night, basic navigation skills and how to administer first aid treatment.

The SUO (Senior Cadet Under Officer), OPSO (Operations Officer), ADJ (Adjutant), RSM (Regimental SergeantMajor), RQ (Regimental Quartermaster) and two of our COY (Company) commanders assisted with the lessonsand instruction. The OPSO, James Bednaic, said, “What amazed me first and foremost was the initiative, theteamwork, and the overall camaraderie that the Meriden Cadets showed, in what were at some points, verychallenging situations. But the resolve and the persistence shown by all cadets is something that should benoted, and I am certainly looking forward to the immensely positive impact I foresee the Meriden students havingon the Unit.”

This week - the Recruit and the Trained Cadets both participated in drill movements and demonstrated disciplinein doing so. This is continuing from last year, and by now all cadets should have a standard of drill which isacceptable, and to the cadets’ credit, the year is off to a great start.

Wednesday’s drill standard was pleasing and has raised the bar in comparison to last term. The challenge will beto continue this through each week - improving skills and knowledge to become better cadets.

This week, HQ was very busy organising new gear in preparation for AFT. Medical gave lessons on basic first aidand developed further skills in medical practices. Signals conducted basic lessons in communication using thePhonetic Alphabet, so that radio communication on AFT is smooth in operation.

To conclude the week’s Cadet parade, the Commanding Officer, CAPT Richard Bishop, introduced the Meridenstaff and students to the Unit. The addition of the Meriden Cadets to the School’s Army Cadet Unit is a significantand poignant moment in the history of both Schools. The potential for good to come out of the partnership withMeriden is great, and we look forward to realising that potential.

ResilienceExcelSupportPurpose EncouragementCourageTeaching

SGT Zac Robb (10St) and CPL Lachlan Dock (10Ta)

For information on the Co-Curricular Absentee Policy please click here

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EVENTS

Exhibition launch with lion dance performance!Exhibition launch this Saturday with a lion dance performance to celebrate the LunarNew Year!

To usher in the Lunar New Year, Delmar Gallery is presenting a special exhibition of Chinese Pop Art 1992 –2007.

Join us for the launch of Gaudy Art from the Hughes Collection this Saturday 9 February 3-5pm. A lion danceperformance in the courtyard at 3.30pm will be followed by an opening address by Dr Geoff Raby. Lightrefreshments will be served.

Dr Raby first travelled to China in 1985 as an economic analyst with the Australian Government. He served asAustralian Ambassador to China from 2007 – 2011, is an avid collector of Chinese contemporary art and a long-term Beijing resident. He was also a close friend of the late art dealer, Ray Hughes.

The works on display were collected by Ray Hughes and his son, Evan, from the artists’ Beijing and Chonqingstudios in the late 1990s and early 2000s. Hughes was well-known for championing contemporary Chinese art,which he found interesting because of the immense social, economic and political changes that China wasundergoing. He was curious to see how artists were responding to these changes.

This exhibition focusses on a wry, kitsch offshoot of the Chinese Political Pop movement, Gaudy Art. Coined by aprominent Chinese art critic in 1996, “gaudy” is translated from the Mandarin term “yansu” – “yan” meaninggarishly coloured and “su” meaning vulgar. Using high key colours and imagery from popular culture, the Gaudyartists parodied the emerging consumer culture and pervasive ‘get rich quick’ mentality of the 1990s.

The artists represented in the exhibition are internationally renowned, and their works are in major public andprivate collections in China and abroad. Works using traditional Chinese art techniques such as lacquer, woodcarving and silk embroidery are included, as well as painting, sculpture, photography and drawing.

On Saturday 2 March, Evan Hughes will be in conversation in the gallery with John McDonald,Sydney Morning Herald art critic.

Thanks to the Inner West Council for their generous sponsorship of the lion dance performance.

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Feng Zhengjie, “Romantic Trip” 1999, oil on canvas, 158.5 x 196.5cm

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Luo Brothers, “Welcome! Welcome!” 2003 – 2007, painted wood and lacquer, 65 x 55cm

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Chang Xugong, “Untitled” 2000, machine embroidered silk, 100 x 80cm

Delmar Gallery | Victoria St gate, Summer Hill campus

Open Wed – Sun 12-5pm

Free admission

Exhibition dates: 6 February – 3 March

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Year 7 Peer Support CampThe first week of school for Year 7 students was reshaped this year to include an induction day and three-daycamp, the latter taking place at the Myuna Bay Sport and Recreation Centre. The experience of the staff andreports from students and parents indicate that the camp was very successful in meeting its aims, those being toease the boys into the Middle School and establish the important relationships that strengthen our communityand assist with the boys’ learning and development. It was pleasing to see the boys approach the activities witha positive mindset and attempt all challenges. It is my hope that they grew as individuals and as a cohortthrough the experience. I sincerely thank the following staff for their fine efforts in preparing for and/or deliveringthe programme; Mr David Galluzzo, the Middle School Housemasters, Mr Andrew Payne, Ms Sally Mae, Mrs AnnieEllis, Mr Andreas Mickler, Mrs Katie Brooks, Ms Cara Chillari, Ms Tarni Bene, Mrs Cecilia Bertoia and Mr MarkOttaway. I also acknowledge the work of the Year 11 Peer Support Leaders who conducted their duties andlessons with great thought, empathy and energy. A report from one of our Leaders, Harry Goldsmith (11La), ispublished below.

John Allen | Master of the Middle School

With the new scheduling to the Year 7 camp, both the Peer Support Leaders and Middle School Housemastersgathered on No. 1 oval at 7am to assist the new Year 7 cohort’s introduction to their Trinity experience. From aPeer Support Leader’s perspective, it was very encouraging to see many nervous and enthusiastic new facesready to face a number of challenges and character building activities throughout the three days.

Although the long bus ride threatened to jeopardise the Year 7s’ eager attitude, it was exciting to see newrelationships being developed through conversations on the bus. This certainly foreshadowed their buoyancytowards each activity. With challenges such as kayaking, giant swing, high ropes, archery and rock climbing, thefocus was on individual accountability. It was great to view the Year 7s working together, whether it was carryingthe kayaks as a group or directing their fellow House mate up the tricky rock climbing wall. My fellow PeerSupport Leaders and I could see the camaraderie developing in such a short period of time which is a testimonyto the students’ positive attitude. A highlight for me was to see a boy face his fear of heights in the daring giantswing, but what was most rewarding was to see the whole group encourage and support him through his fears.The maturity displayed by the 30 boys was something that both myself and my fellow Peer Supporters and theteachers were immensely proud of.

The challenge course was by far the most teamwork-orientated activity. With a number of obstacles that the Year7s were confronted with, there was a unique twist as they all had to be harnessed together. This forced the boysnot only to display their physical strength, but also their communication and collaborative skills in a bid tocomplete the course in the quickest time.

On the camp, the Peer Support Leaders were allocated two 45-minute time slots with the main objectives beinggetting to know our own House group and for the boys to start establishing stable and healthy relationships witheach other. This was achieved through “ice- breakers,” reflection, and other fun and engaging activities. Fromthese sessions we saw friendships form and develop significantly. From all reports, the boys were well behaved,respectful and engaging throughout both of the sessions despite the distractingly hot weather which didn’t seemto faze the year 7s.

On behalf of myself and the other 30 Peer Support Leaders, we would like to thank and congratulate the Year 7boys on a wonderful camp and on their consistent and excellent effort throughout all activities. We hope thatthis camp forms the foundation for the year 7 boys to grow on their newly formed relationships progressingthrough their future years at Trinity.

Harry Goldsmith (11La)

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COMMUNITY

Trinity Prayer Group | Summer Hill CampusParents and friends are most welcome to come and pray for our boys and the School on Tuesdays | 8.30am -9.30am.

The Prayer Mornings are run on a rotational basis, on alternate weeks, at the Preparatory School campus and theSummer Hill School campus.

Junior, Middle and Senior Schools Summer Hill – held in the Head Master’s Residence (Prospect Road - entrancevia Head Master’s garden), on the even weeks of term (Weeks 2, 4, 6, 8...)

Dates For 2019

Term 1: 19 February (begin Week 4); 5, 19 March and 2 April

Term 2: 7, 21 May and 4, 18 June

Term 3: 30 July; 13, 27 August and 10, 24 September

Term 4: 22 October; 5, 19 November and 3 December

Come and join us for a time of encouragement, community-building and to sincerely bring the needs of theSchool community before our gracious God.

Contacts:

Greg Webster | Senior Chaplain, Summer Hillemail gwebster@trinity.nsw.edu.au

Margaret Chu (Summer Hill) mobile 0433 124 523

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School Cafeteria | Online OrderingCASHLESS SYSTEM

Parents are now able to make online School Cafeteria orders up to 9am. Senior and Middle School Students(Years 7-12) may also use their Student ID Card to purchase items over the Cafeteria counter. Parents set up aFlexischools account online (click here for more details) and pre-load their account with funds. Studentscan make purchases at the Cafeteria/Canteen by swiping their card at the cash register. Parents can view theirson’s purchases online and can set a daily spending limit on their son’s card.

WHAT DOES IT COST?“Walk up” Cafeteria purchases and Student ID Card payments do not incur a fee. Online orders for the Cafeteria incur a 29c service fee per order. Credit Card and PayPal payments will incur a credit card surcharge of 15c + 1%. EFT Bank Transfers are free but funds may take up to 2 days to appear in your son’s Student ID Card(longer for some smaller banks).

If you have any questions, Flexischools provide a help desk on 1300 361 769, or you can contact them viatheir website.

Please click here to view the NEW Summer Hill Cafeteria/Canteen Price List.

Brad Wirth | Director of Campus Administration

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CAREERS @ TRINITYEveryone at Trinity can play role to in helping your son decide what course of study or work to pursue when hefinishes school.

At Trinity, it is our privilege to be able to join parents in providing guidance and to advise your sons as theybegin to contemplate what their lives might look like once they leave school.

Information is readily available to anyone with access to the internet – the challenge is to understand what it isthat you are looking at, and what steps to take to do something with that information. This describes the role ofthe Careers Programme at Trinity very well.

Year 10 Academic Conference – Morrisby Careers Testing Session

During the Year 10 Academic Conference this week, students took part in some ‘testing’ to give them someinformation to help them make decisions about what types of study and work they might be suited to when theyfinish school.

This information will be shared with students and parents in the weeks following the Conference. Housemasterswill then make individual appointments with the boys, to sit with them and discuss how best to understand andapply the results.

Year 10 Life Skills Programme – Careers Sessions

In Week 3, I will start working with Year 10 boys during their Life Skills sessions to start them thinkingpurposefully about their time after they finish school.

The sessions will be highly interactive. Participation in the four sessions and will enable boys to

describe the purpose of the Careers Programme at Trinityidentify key personnel who can assist them with careers questionsanswer questions about different study areas of interest to themreflect on opportunities for skill development that occur at schoolbegin to source relevant course and career information independently.

Please ask your sons about the things discussed during the sessions, to keep the conversation going at home.

Thank you for your kind welcome to this role – I have already been visited by many students, and spoken toparents on the phone. Your enquiries are always welcome, so please don’t hesitate to be in contact.

Susan Draysey | Careers and Student Pathways Advisor

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