SUSTAINABILITY deveLopINg The whoLe chILdpRepARINg FoR LIFe

issue n0 1/1 2015

Focus on Arden

Pg.8

PreParing for life

Careers education, academic grounding, co-curricular

and service opportunities all prepare Arden graduates for life.

Pg.12

DeVeloPing THe WHole CHilD

Helping students maximise personal strengths, engage in learning and feel hopeful

about their futures is the key to their personal

development.

Front Cover Photo: Year 1 students Georgia Ballard and

Felicity Gray (rear) enjoy dancing to ‘Singing in the Rain’ at

Grandparents’ Day.

Inside Front Cover Photo: Enthusiastic participation demonstrated

by Cooper Alley (Year 7), Anastasia Bialous (at front, Year 1), William

Armstrong (Year 5), Claudia Durham (Year 1), Elizabeth Rowntree (Year 5) and

Riley Samuels (Year 7).

Staff ProfilePg.6

rebeCCa HallHead of Christian Studies

and Coordinator of Pastoral Care (Secondary)

discusses her role and how she plans to make a positive difference.

JuniorPg.16

Pre-SCHool neWS

Sustainability Pg.16

PriMarY SCHool neWS

Change Pg.17

Camps Pg.18

Sport and Music Pg.19

Grandparents’ Day Pg.19

2contents

SecondaryPg.20

MiDDle SCHool neWS

Persisting in a world of quick fixes Pg.20

Senior SCHool neWS

Service – A core value in action Pg.21

Girls’ Night In and Boys’ Bash Pg.22

HSC students excel Pg.23

Creative thinking thrives Pg.24

History comes alive Pg.25

Cultural exchange student experience Pg.26

Camp benefits Pg.27

Sports stars excel Pg.28

AlumniPg.31

aiDan fiSHer reMeMberSAidan Fisher shares his Arden

memories and career news.

CommunityPg.30

P&f nurTureS blue ZoneP&F’s role is much more than

fundraising and includes building community within the school.

3friends of arden

July31ST

Kindergarten – Year 6 Athletics Carnival

8am – 2:30pmDunbar Park, Marsfield

comINg Up

September2Nd

Year 6 Transition Day8:30am – 3.15pmEpping Campus

16ThYear 12 Valedictory Dinner

6:30pm for 7pm startThe Epping Club

18ThPre-School Athletics morning

9am-12pmRuddock Park, Westleigh

August7Th

Visual Arts Showcase Opening Night

6pm – 8pmCambridge Senior Study Centre

13Th – 14Th

Readers’ FestivalGuest speakers at both

campuses

20ThPrimary Proms

7pm – 9pmColin May CentreBeecroft Campus

21STMusic Ensembles

Showcase Evening7:30pm

Colin May CentreBeecroft Campus

29ThArden Spring Fair

8am – 3pm Beecroft Campus

We look forward to welcoming members of our Alumni and community back to Arden to participate in this fun family day. Contact ardenpandf@gmail.com for more information or visit www.arden.nsw.edu.au for the latest news.

www.arden.nsw.edu.au

SPRING FAIR

Arden Spring FAirSaturday 29th August

8am to 3pm39-43 Wongala Crescent, Beecroft

Rides from 9am, face painting, tombola, show bags, craft, vintage wares, books, clothes, plants,

cakes, jams, Devonshire Tea café and entertainment.

A Fun FAmily dAy out!

FAIR eNTeRTAINmeNT INcLUdeS:• Arden Secondary Stage

Band• Arden Secondary Jazz

Ensemble• Arden Primary Vocal

Ensemble• Arden Secondary

Dance Groups - Junior Jazz, Senior Jazz and Contemporary

• Arden Secondary Drama Performance

• Arden’s Tessa Marsden – Year 10 – Vocalist

• Action Dance Group• Beecroft Public School

Senior Concert Band• Beecroft Public School

Stage Band• Carlingford School of

Dance• Dance Studio Pirouette• Eliza Jane’s School of

Dance

With MC – Ewan Campbell

SpRINg FAIR ShowcASeS gIFTS FRom The heARTThe P&F are delighted to be organising the Arden Fair, which promises to be an exciting community event. Mrs Katie Devine, Fair Coordinator, said: “With a partnership of traditional themes and dynamic new ideas, the Arden Fair will be an event for all to enjoy. There will be a wondrous assortment of homemade gourmet foods and cakes, handcrafted products, plants and food stalls.”

With such an amazing Fair to prepare, we need as much help as possible. So please contact us to advise how you can assist. There are many items which need

to be prepared prior to the Fair and of course we will need many helpers on the day to assist with our enticing array of stalls.

5friends of arden

When did you commence at Arden and what roles have you covered? I started as a Casual English teacher in 2006, became Head of Christian Studies in 2008 and Year Coordinator in 2012 (currently Year 10 Coordinator). In 2013 I became Strengths Coach (Secondary). In 2015 this morphed into the newly created role of Coordinator of Pastoral Care (Secondary).

What attracted you to your current role?The School was looking for someone to oversee the Year Coordinators and drive the pastoral care curriculum. My appointment came about as I was already the Strengths Coach and Strengths and Habits of Mind are key components of the Pastoral Care Program.

What is your career background?My 21 years of teaching has included teaching positions at Regents Park Christian School, Sutherland Christian School and London schools and English Tutoring before commencing at Arden.

STaff Profile

ReBeccA hALLHeaD of CHriSTian STuDieS anD CoorDinaTor of PaSToral Care (SeConDarY)STReNgThS: ReLAToR-AchIeveR- LeARNeR-ReSpoNSIBILITY-BeLIeF

Why do you think this role is important in a school?I love my role! In a society where there are many competing voices, having the opportunity to help students to learn to think critically is important. As teenagers start working out who they are it is exciting to be part of that important process. My desire is to see confident and courageous young adults. I want our students to be the best they can be and to use their God given potential. My desire is to see students become resilient and confident and to achieve this within a Christian framework.

What does your role involve? Assisting the Year 7 – 12 Year Coordinators to develop a Pastoral Care curriculum which is aligned to Arden’s mission and values. My role is to help the staff in their role of developing the whole person, to work as a team with the Year Coordinators and provide good quality and relevant pastoral material that reflects and supports our Christian ethos. Some content is pre-determined (eg Strengths, Habits of Mind, and digital citizenship), while other content is developed according to what we believe will meet an individual cohorts’ needs. Popular topics include Strengths training, resilience, anti-bullying and cyber awareness, stress management, study skills, time management and general wellbeing. I also continue to deliver the Strengths model in the Secondary School by conducting Strengths interviews with both staff and students and developing Strengths based material for them.

I love helping students work through their

challenges and learn to be

discerning, critical thinkers and

decision makers.

Rebecca Hall

6friends of arden

SoCial reSearCHer, HugH MaCkaY, noTeS THe folloWing: Young PeoPle Will keeP THeir oPTionS oPen, WaiT a long TiMe, boTH To geT MarrieD anD To TrY for PregnanCY; HaVe exPeCTaTionS TYPiCallY HigHer THan THeir ParenTS; anD noT juST WanT SaTiSfYing Work, buT SaTiSfYing anD fun WorkPlaCeS.

Our schools must equip students in ways that will enable them to flourish, through providing quality education for each and every student. In every initiative, endeavour and decision our schools must seek to be concerned with improving the educational experience of our students: to become men and women of conviction and integrity, so that they will enrich the communities in which they will live and work. Each student should be well known in a school community, well cared for in a respectful environment and well taught through purposeful learning:

understanding what it is to be both a collaborative and an independent learner; a critical thinker; a strategic planner; an effective listener; a communicator and a creative problem solver; to develop confidence, resilience, respect for self and others. A student who has a spirit of kindness, generosity, tolerance, empathy, integrity and a sense of service to others is a young person who will defeat the cult of celebrity and “me”. The advice of the ancient Greek philosopher, Socrates, is still relevant: “I cannot teach anybody anything. I can only make them think… education is the kindling of a flame not the filling of a vessel.”

We want our students at Arden to be people who learn to live generously and happily in their world with strong values and strong roots like the sensible person in the Gospels who built his house on the rock to withstand all that the elements could hurl at it: Matthew 7:25. Luke 6:48 – “With these

good foundations a young person will have direction in life and be able to accommodate change and season.”

Finally, it is with both some sadness and a sense of excitement for the future of our school communications, that I bring you this final printed edition of Friends of Arden. As the School’s communications continue to evolve online, I look forward to staying in touch in new and exciting ways and trust I can count on your continued support of the School as parents, alumni and friends of Arden.

Mr Graham Anderson Principal

principal’s welcome 7

Welcome7

in a WorlD THaT iS faST PaCeD anD eVer CHanging, THe iMPorTanCe of CarefullY anD effeCTiVelY PreParing STuDenTS So THaT THeY DeVeloP boTH aCaDeMiC anD life SkillS CannoT be unDereSTiMaTeD.

Arden pursues this goal in a variety of ways. The Gallup Strengths program helps each student to identify, nurture and utilise their individual strengths and to use this knowledge to maximise their academic success and enhance their social interactions. Leadership opportunities abound throughout the school, with students learning how to

be service-minded leaders making a difference in their realm of opportunity. Students are encouraged to develop a heart for service, be global citizens and step outside their comfort zone through the Duke of Edinburgh’s Award program, Cambodia and Vietnam Mission and Social Justice Group, to name a few. Of course there is the strong academic grounding provided by professional, passionate, dedicated teachers who teach not only their individual subjects, but importantly strive to embed in their students a love of learning - an important attitude throughout life’s journey. Often these subject specialists

can and do also ignite a passion in students for a career in their specific subject area.

A practical, valuable way in which Arden prepares students for life is through its tailored careers education program. Offered from Year 9 - Year 12, the program includes a suite of offerings: careers profiling, careers lessons, experiential learning (including a work experience placement), excursions and seminars, networking with external providers and developing employability skills (such as preparing a resume and having a mock job interview). The

PREPARiNg STUDENTS FOR liFE

8focus on arden

Luke Counsell enjoys work experience at Gladesville Veterinary Hospital.

Adam Houssenloge at Stanton Architects.

program aims to prepare students not only for the HSC, but also for their post-school transition. Students are encouraged to explore options such as university or private providers, TAFE, industry cadetships, apprenticeships and/or traineeships, international exchange and gap programs.

The formal leadership and careers journey begins in Year 9 when students undertake two important camp experiences, the aim being to help them develop qualities and skills such as compassion, team work, being open to risk taking and embracing personal challenges. Mr Matthew Mallison, Head of Middle School shared: “Through our Outdoor Education program all Year 9 students are given the opportunity to complete the four components of the Bronze Duke of Edinburgh’s Award – to take a risk by developing a new skill, focus on others through community service, be involved in a sport and take up the challenge of outdoor expeditions.” The second opportunity is the three day City Experience. “Students learn about how their city is relevant to their academic subjects as well as being involved and building awareness of the struggles of the poor and homeless. They work with mission groups and charities as well as having opportunities for workplace visits aligned with their elective subjects at school”, Mr Mallison said.

In Year 10, all students participate in the Morrisby Report Career Profiling. “The use of the Morrisby Report enables a unique insight to know each student, who they are, what they are passionate about and what they are good at in a meaningful and structured way”, Mrs Beverley Paskin, Careers Adviser, explained.

She added: “The report helps students to understand their abilities, interests, preferred learning and working style and personality and how this relates to subject selection, study, courses, transition planning, professions and occupations. A parent information evening provides essential detail about the report and suggestions to assist students navigate the possibilities.”

Work experience placement is popular with Year 10 students. According to Mrs Paskin: “Work experience is an integral part to the career development of the students and provides important experiential learning in this key skill area.” Additionally, students are offered subject selection counselling, a one day orientation program at Macquarie University and the Employability Skills Training Day. The latter involves mock job interviews with parent and industry expert volunteers and sessions on recruitment, financial literacy and a coffee school experience. Some of the advice 2014 participants discovered included: “You have to sell yourself and have the right research when going for a job” (Angela Ling), “You need to ask questions and expect the unexpected” (Dylan Croft) and “You need a good handshake” (Nicholas Lawrence). 

 In Year 11 an excursion to a local careers and tertiary expo is offered as part of the process of teaching students how to use careers information. Year 12 offerings include visits from university, college, cadet and vocational representatives and an excursion to a city-wide careers and tertiary expo.

9friends of arden

The Year 12 Future Directions Student and Parent Evening provides an excellent forum for families to consider post-school options and the transition process. A panel representing the stakeholders typically involved in a student’s transition from school discuss hypothetical school leaving scenarios and suggest helpful perspectives and strategies.

Importantly, an individual post-school planning interview with the Careers Adviser is offered to each Year 12 student. Mrs Paskin shared: “The counselling offered shows students and families that they matter and that we want to care for each student as an individual, helping them to achieve their full potential so that they can pursue their desired careers and other life goals.”

AT A gLANce: cAReeRS SemINAR oveRvIewCareer education seminars are included as part of Arden’s pastoral care program.

•The program is integrated into the school’s pastoral care timing with sessions given to Year 10 – Year 12.

•It builds on earlier Gallup Strengths profiling which focuses on student hope, engagement and wellbeing.

•Students know their innate Strengths and they extend this knowledge into the areas of ability, personality, interest and potential careers.

•Year 10 topics include self-awareness for careers, portfolio building, resume writing, personal presentation for job interviews, work experience preparation and subject selection for Senior School.

•Year 11 topics include preparing applications, credentials and articulation in the Australian Qualifications Framework, how to find tertiary courses, various methods of entering tertiary courses and scholarship information.

•Year 12 topics include applying to the Universities Admissions Centre, applying for private tertiary providers, applying for employment and alternative entry schemes, scholarships, cadetships, early entry and gap programs.

Mrs Beverley Paskin provides careers advice to Katie Rijke (Year 12).

Arden takes seriously its purpose to prepare

students for opportunities in the world beyond

school. The whole school supports the career

education that is implicit in subject areas,

co-curricular and school service as well as the

specific career education programs offered.

Mrs Beverley Paskin, Careers Adviser

10focus on arden

woRk TASTeR BRoAdeNS hoRIzoNSArden’s structured Year 10 Work Experience program provides students with the opportunity to swap their classrooms for a work destination for one week, helping them to appraise their suitability for fields of work or further study. Mrs Paskin commented: “Students find work experience positive and affirming, with many gaining the confidence to start a part time job soon afterwards. One of the aims of the program is for students to see that lessons of the school classroom are useful in the working world. The placement also helps students to have a career direction which can provide the motivation to set and achieve educational goals.”

The real test is the student’s reaction. Maja Pavic (Year 10, 2015) shared: “Thank you so much for the amazing opportunity of doing work experience at North Parramatta Physiotherapy. I learned a lot and this has definitely made me determined to reach my dream of becoming a physio, specialising in dance.” While Katherine Low (Year 10, 2014) said: “I definitely found work experience worthwhile. I learned a lot about interior design including how to draft and the different materials used. My supervisors at Art of Kitchens were extremely friendly and made me feel comfortable and I was able to utilise my drawing skills. Overall I was challenged in my workplace and gained heaps of helpful insights to aid me in my future career and job decisions.”

Sarah Kneebone at Fifteen Hundred Financial.

Tiana Wang (Year 10) restoring an artwork by Grace Cossington Smith. With her are Rhonda Davis, Head Curator at the Macquarie University Art Gallery (left) and Mrs Elizabeth Owen, Arden’s Head of Visual Arts (right).

Arden’s commitment to prepare students effectively for life was summed up well by Mr Simon Przydacz, Head of Senior School when he commented: “Arden’s Vision and Mission statements are deliberately focused on preparing all our current students to become graduates who are confident, capable and influential global citizens. Well known, well cared for and well taught students are prepared physically, emotionally, socially and academically for life after Arden.”

On the placement, students discover that employability

skills such as communication,

teamwork, problem solving, initiative,

organisation, resourcefulness and responsibility can be

just as valuable as academic ability.

Mrs Beverley Paskin, Careers Adviser

11friends of arden

DEVElOPiNg ThE WhOlE ChilD

greaT SCHoolS aDDreSS STuDenTS’ MulTifaCeTeD neeDS.

The demands of the 21st Century require a complex approach to education to fully prepare students for life, further study, career and citizenship. Great schools address students’ multifaceted needs. They aim to develop the whole child by ensuring each student is safe, respected, supported, engaged and challenged. Great schools discover student talents, value the uniqueness of each child, and nurture students to be the best that they can be: not just academically. Bringing this vision to reality is central

Pictured (at front) are Year 11 students Liam Quinn, Nicholas Lawrence and Alexandra Gore.

12focus on arden

“We continue to find ways to best engage our students’

hearts and minds.”

Miss Tiali Fraser, Director of Teaching

and Learning (Primary)

to Arden’s commitment to the holistic development of each child and of developing and preparing students for the challenges and opportunities that lie ahead. Miss Tiali Fraser, Director of Teaching and Learning (Primary) explained that “Arden draws on best practice research to establish approaches to teaching and learning and student care that nurtures each child to reach their potential, cultivates positive attitudes and habits to lifelong learning and develops the skills, knowledge, courage and compassion to positively contribute to their community”. Mrs Rebecca Hall, Head of Christian Studies

and Coordinator of Pastoral Care (Secondary), explained it well when she said: “Teaching is so much more than imparting content – it is helping to shape lives and teach values. Shaping lives involves teaching children not just to be good students but also good people…We want our students to be the best they can be and to use their God given potential to serve others”.

Key to developing the whole person is the School’s focus on Habits of Mind and Strengths. These are key components of the academic and pastoral care systems used throughout the School. The foundations begin in the Junior School. From Kindergarten, students are encouraged to exhibit Habits of Mind such as striving for accuracy, taking responsible risks, thinking flexibly, and questioning and problem posing. As Miss Fraser, explained: “It is through developing an awareness of, and ability to implement, these key dispositions that students will be best prepared to solve problems and act creatively, insightfully and critically when confronted with a new learning experience in and out of the classroom.” She continued: “It is our intention that we continue to find ways to best engage our students’ hearts and minds, to challenge their current beliefs and understanding, discover their passions and talents and encourage them to think compassionately about the people and environment around them.”

In addition to this, the Strengths program is introduced in Year 5 and is offered to all students from Year 5 – Year 12 through Arden’s four year partnership with research organisation Gallup. Each student completes a survey developed

by Gallup that identifies their natural talents or ‘Strengths’. Strengths are the way that people naturally think, feel and behave which combined with time, knowledge and skills will help individuals understand their unique perspective on the world and guide individuals to use what they are naturally good at to achieve success in school and in life. “We want our students to better understand themselves so that they can positively impact the world in which they live” said Arden’s Head of Middle School, Mr Matthew Mallison. The Strengths program also targets the abilities and needs of each year group and considers Strengths in relation to different topics including academic resilience (Year 8), character building (Year 9), careers (Year 10), leadership (Year 11) and life (Year 12).

Arden takes the physical, emotional and spiritual health and wellbeing of its students very seriously. The School participates in Gallup’s annual Student Poll© (GSP), to look beyond academic measures and examines the levels of hope, engagement and wellbeing in Years 5 to 12. Graded responses are sought for questions and statements such as, ‘I can find lots of ways around any problem’; ‘I feel safe in this school’; ‘My teachers make me feel my schoolwork is important’; and ‘Were you treated with respect all day yesterday?’ Miss Fraser says “The questionnaire gives a broader view of individual personalities and helps the school develop strategies to support student wellbeing and educational outcomes. It enables us to ensure our students are well known, well cared for and well taught through a specific focus on student hope, wellbeing and

13friends of arden

The ImpAcT oF STReNghTSjunior SCHool PerSPeCTiVe – Mr DaViD WaTkinS

“The saying ‘Play to your strengths’ suggests that people should look at what they have in order to use it to their advantage and help achieve a winning outcome. In the Junior School this points to encouraging everyone to understand what they really enjoy doing. This started by the staff and children being encouraged to put a drop into someone’s ‘bucket’ – give another person a compliment about something which is special about that person. This process then started to alert that person to the things they might naturally do well – their Strengths. The Year 5 – Year 6 students complete the Strengths survey each year and are provided with their Strengths. I become excited when children tell me proudly that they have “Relating’, ‘Competing’, ‘Organiser’ etc. in their top three Strengths. The students are proud of their Strengths and have a sense of worth and appreciation of themselves as being uniquely special.”

SeConDarY SCHool PerSPeCTiVe - MrS rebeCCa Hall

•Throughidentifyingtheuniquecombination of Strengths in our students in each year group, we have developed sessions in our Pastoral Care program and within the curriculum to help students consider how they will use their Strengths not just for academic success but also for working with and serving others. Some of the areas we have focused on initially include identifying and understanding their Strengths, setting goals using their Strengths and understanding and appreciating the Strengths of others.

•StudentsareusingthelanguageofStrengths – eg “I’m Relating” – this helps define and explain who they are.

•AsaYearCoordinatorIhaveusedStrengths in student behaviour management and to help resolve friendship issues. When the students start to understand how and why other people think and behave, and the fact that people will behave differently to them because of their different Strengths, it can change their perspective (and choices) about the situations they face. Encouraging students to put themselves in someone else’s shoes in light of this can be really exciting.

•Teachersareengagingstudentsbybeing aware of and tapping into their Strengths to build and keep their interest in class.

•ExtensivetrainingwithPrefectshashelped them to work better as a team as they have understood each other’s Strengths and been able to utilise these to maximum benefit.

Kindergarten students Ewan Slade-Smith and Lily Isenegger.

engagement. Tracking results, analysing trends and reflecting on student responses to the questionnaire items allow staff and the leadership team to focus our efforts where it matters and evaluate the effectiveness of initiatives we have implemented to support students in these areas.”

The GSP is an online census of a school community that reports on the Hope, Engagement and Wellbeing of its students. Gallup research knows that these factors are of the highest importance in creating stronger academic outcomes, improving student retention and helping students develop themselves for the future. Arden is able to track results for each year group over a number of years. “As a school we find this a useful tool in helping to assess what may be happening for each year group, it enables us to know the things that may be of concern to them and identify specific areas that we as a staff can improve to make their experience of school more engaging and to develop a sense of hope and wellbeing in them, both in the classroom and in pastoral care sessions”, Mrs Hall said. She continued: “To date we have not been surprised by the results which have revealed some very pleasing statistics, particularly in the areas of hope and wellbeing, demonstrating that our students are resilient and are developing strategies to continue building their resilience and levels of hope and engagement.”

Developing the whole child is a huge responsibility. Through the school’s carefully planned and targeted pastoral care system, Arden believes it is equipping students for life by encouraging them to have a healthy mindset, hope and providing tools to use to achieve their goals. Mr Graham Anderson, Principal, summarised Arden’s approach to developing the whole child effectively when he commented: “We are committed to creating an environment where students and teachers get to do what they do best every day, are engaged in their work, feel good about their lives and are hopeful for their futures. This is because the most important aspect of education is giving students hope that they can succeed in life.”

14focus on arden

The most important aspect

of education is giving students

hope that they can succeed in life.

Mr Graham Anderson, Principal

AT A gLANce: The gALLUp hope, eNgAgemeNT ANd weLLBeINg SURveY•Arden was the first school (in

Australia) to pilot the Gallup Student Poll©.

•The Poll aims to measure Hope (ideas and energy for the future), Engagement (involvement and enthusiasm for school) and Wellbeing (how we think about our experiences) in students in Years 5 – 12. US data shows that these three items are predictors of success and align with academic outcomes.

•The survey enables schools to identify things such as whether students feel that they can pursue their goals; find multiple ways to solve a problem; feel safe at school; feel they are being recognised for good work; believe the school is building and developing their Strengths, are treated with respect, learned something new and have friends and families that they can turn to in times of need.

•The Poll seeks to empower schools and provide a holistic and local understanding of student development beyond external academic benchmarking. Mr Graham Anderson, explained: “As Principal of Arden, I went in search of a more holistic measure to help strategically guide Arden forward. By asking questions about students’ hope, engagement and wellbeing, the Gallup Student Poll© focuses on aspects of an education that aren’t currently being measured; things that people would describe as the ‘ultimate outcome of an education’. By fulfilling their basic needs, and concentrating on behavioural outcomes necessary to improve the engagement of students, Gallup’s research shows that we are also directly impacting students’ academic success.”

•Gallup not only provides the Poll results. “Once results are out they help us determine tangible actions that become significant inputs into our planning for curricular, co-curricular and pastoral programs”, said Mr Anderson.

Year 1 students Matthew Gibbons and Elizabeth Kwok.

15friends of arden

one of THe beauTieS of CHilDren iS THaT THeY See our enVironMenT WiTH a SenSe of WonDer. THiS ProViDeS an exCellenT oPPorTuniTY To TeaCH THeM abouT HoW THeY Can PoSiTiVelY inTeraCT WiTH THe enVironMenT anD DeVeloP reSPeCT, a ProaCTiVe aPProaCH anD SenSe of reSPonSibiliTY ToWarDS ProTeCTing our WorlD.

At Arden Pre-School we are helping our children learn about sustainability. We explain that sustainability means looking after our natural environment so that we have it forever. We teach that even though children may be small, they can still make a positive difference by working together.

Recycling is one way we teach the children about sustainability. We began with introducing paper recycling and recycling containers

at our morning tea and lunch tables. The children developed knowledge about where the recycled items go – paper and card to the paper recycle factory, plastics to the plastics factory and originally food scraps just to a compost area as well as Mrs Clark’s chooks.

Next we decided to introduce a worm farm to extend the composting concept. Many children were fascinated by the worms they had found in the gardens, so this was a

good way to build upon their natural curiosity. The children helped us set up the worm farm and researched what worms eat.

The children also help care for two vegetable gardens. They love watering the plants and seeing the growth of vegetables. They also enjoy using produce from our gardens in Pre-School cooking experiences. Additionally, we have planted gardens around our playground using cuttings.

Currently we are in the process of obtaining a compost bin to add to our recycling program and are investigating installing a water tank to help the children develop knowledge

about water conservation.

Sustainability is embedded in our Pre-School daily routine – children bringing in things from home to use in craft, recycling morning tea and lunch wrappings and scraps. We share stories with the children that help them to develop their understanding and prompt them to think about what they can do to look after our environment. Gardening – both creating gardens and maintaining them – is another way we do this. Through experiences such as these we hope to provide the children with an ownership, love and respect of our environment.

Mrs Linda Bialous Pre-School Director

SUSTAINABILITY AT pRe-SchooLJericho Alley and Lauren

Verrall enjoy working in the Pre-School vegetable patch.

Junior School News16

CHange

17friends of arden

THe ConCePT of ‘CHange’ CreaTeS DifferenT reaCTionS in PeoPle. SoMe PeoPle SeeM To fear anD reSiST CHange WHile oTHer PeoPle MaY aPPear To THriVe on CHange. i See CHange aS a neCeSSarY ParT of groWTH anD DeVeloPMenT, YeT SoMeTHing WHiCH neeDS To be WiSelY ConSiDereD before PuTTing inTo PlaCe.

Having been Head of the Junior School for over five years now and knowing that this is likely to be the last hard copy of the Friends of Arden, I feel it is a good time to reflect on a particular change in the Junior School which occurred at the start of that time.

In Term 4, 2009 when I became the part-time Head (that’s a story in itself ), I recall that after the first week four teachers informed me that they would be leaving at the end of the year - not perhaps the ideal start to a Headship! One of the departing staff

happened to be the Director of Curriculum. That situation created the opportunity for change. It was decided that the incoming replacement would move from focusing on administration to focusing on Teaching and Learning. Miss Tiali Fraser accepted the role and the Junior School has been different ever since.

Since Miss Fraser joined the teaching team, the skill, knowledge and confidence of the teaching staff have all flourished. Miss Fraser has helped our teaching staff to instrument responsible

change which in turn has further enhanced the learning outcomes of the children. Not change for change sake, but change to help achieve an even better outcome for the students and for further enhancement of our staff.

I entered the school saying our decisions would be child-centred and adult friendly – I thank God for blessing that change and helping to grow those blessings into our future as a learning community.

Mr David Watkins Head of Junior School

Mr DaViD WaTkinS Head of Junior School

Mr David Watkins with Georgia Spicer (Year 3).

YeAR 5 cAmpour TriP To baTHurST.Year 5 stayed in Bathurst from 18th – 20th March. We went to many places, including the Blue Mountains Scenic Railway and the Rock and Fossil Museum in Bathurst. My favourite place was the Bathurst Goldfields Centre. We went into a pretend underground mine and went gold panning in ponds. It was extremely fun. We learned the difference between fool’s gold and real gold, and how you find both. We also learned about a man who faked his own gold findings. At least we didn’t need to stay in old

bug-filled houses like the diggers used to in the gold rushes way back in the 1850’s. It was my first ever camp and I loved it. I can’t wait until the next one.

Jarrod Irwin 5C

YeAR 4 cAmpYear 4 CaMP WaS a blaST for all of uS. We enjoyed many activities such as pole climb, BMX bike riding, pool games, bush walks, low ropes, archery, night games and cru groups.

On the first day of camp we were introduced to the leaders and played new games such as hot seat. We were put into groups and were soon doing outdoor activities. The second day was very hot and we did our activities as well as some fun games in the afternoon heat.

After the games we went for a swim and were refreshed. That night we had a big night of fun and played games such as pacman, murder winks and much more. On the morning of the third day some of us were exhausted from tiring games and late nights. We did one more activity, packed our bags and went home. We finally got back to school after three days of camp. The food was delicious, and we all had fun.

Sara Gangell and Charlotte Slade-Smith (Year 4)

Year 5 students enjoyed their visit to Bathurst Goldfields Centre (left) and Cox’s Lookout, Mount York (right).

junior news primary school 18

Year 4 Camp exposed students to a wide range of fun team building activities.

The Year 6 Camp pushed students beyond their comfort zones.

YeAR 6 cAmpWHaT a fanTaSTiC THree DaYS! On Day 1 the leaders challenged us to push beyond our boundaries: leaning backwards off a 10 metre tower, with rope of only 100 twines for support, or climbing a vertical wall relying solely on our own strength. It didn’t matter whether we abseiled to the bottom, or climbed to the top, we were all outside our comfort zone and achieved something amazing. 

Day 2 saw us working within teams to solve challenges in Survivor, battle on the log roll or enjoy the thrill of sailing across the beautiful Lake Macquarie. A second evening of entertainment provided by the amazing Crusaders leaders saw us flop into bed, exhausted - almost! However, games of air hockey, ping pong and excellent food kept us energised throughout the camp.

Day 3 involved a rather messy, ice-cream demonstration by

the leaders, a game of Stratego and another lovely lunch. Camp was an amazing experience and we were pushed beyond our comfort zones. Most importantly, we strengthened old friendships and developed new friendships too.

Mr Philip Trethewey Year 6 Camp Coordinator

pRImARY SpoRTThe Primary Swimming Carnival started the sporting year, with Ryde Aquatic Centre a sea of colour and cheering as each student competed in at least three events to gain House points for the highly contested House Trophy – this year it went to Birnam House in a very tight competition. 32 students then represented Arden at the IPSHA Swimming Carnival with Regan Garufi (Year 2), Euan Liney (Year 6) and Anna Friend-Ngui (Year 6) all making the IPSHA team to

compete at NSWCIS where they were all finalists in their events.

In Cross Country 36 students competed at IPSHA, with Nicholas Woodhouse (Year 3) placing 8th in his race to make the IPSHA Team which will compete at CIS in June.

There were a number of Year 6 students who trialled for various IPSHA and CIS Teams across Term 1. Congratulations to Mia Kellett (Year 6) who will represent NSWCIS at the Primary Schools Sports Association Softball Championships.

Ms Eliza Monaghan PE Teacher and Sports Coordinator

mUSIcAL momeNTS

arDen’S junior MuSiC grouPS are buSY PreParing for PerforManCeS laTer in THe Year.

For the singers options include the Primary Vocal Ensemble, Arden Singers and Year 2 Choir. For the instrument players, Guitar Ensemble, String Ensemble, and the Stage Three Percussion Ensemble are all available.

The School actively organises a myriad of performance opportunities for the various groups as this experience helps to hone the students’ musical skills and gives them an opportunity to showcase their hard work and talents. Opportunities during the year may include Primary Proms, IPSHA Performing Arts Festival, Arden Fair, Thanksgiving Services, Remembrance Services, RSCM Music Festival, school assemblies, Senior Citizen performances, Lower Primary Christmas Concert and end of year presentations, and Presentation Night. A highlight for the Year 2 Choir is their annual performance at Grandparents’ Day. They always delight the grandparents and other special guests with their lovely singing, enthusiasm and smiling faces.

With comments such as: “I wish Choir could be on every day!” by Zara Tobia (Year 3), clearly Arden’s music programme is appealing to students, which is encouraging for us as educators.

Mrs Elisabeth James Coordinator Music – Junior School

So IT IS gRANdpAReNTS’ dAYgranDParenTS’ DaY WaS on a SunnY THurSDaY Morning anD We Were all exCiTeD To be able To Sing, DanCe anD SPeak in fronT of our granDParenTS anD frienDS. While we were performing I looked at our audience and realised that all the grandparents were smiling and some were even crying. I understood why and I was happy to see that they were enjoying our performance. Then some of the girls in Years 1 - 2 danced to Singing in the Rain. It was a slow and relaxing song, and they danced beautifully.

After the show we took our grandparents to our classroom and we made a picture of our hands. The grandparents had to

trace and cut out their hand and we did ours and then glued it onto a piece of cardboard paper that said “Grandparents’ Day 2015”. Lower Primary had a fantastic Grandparents’ Day. I hope our special guests enjoyed it as well.

Regan Garufi (Year 2)

Year 1 students helped provide a feast of musical entertainment at Grandparents’ Day.  Pictured are Year 1 students  (left to right):  Lincoln Kellett, Daniel Cooper and Emily Fairbairn, with Ronan Pattie (at rear).

Carnival fun. Front (left to right): Guy Robinson (Year 5), Matthew Nancarrow (Year 5) and Thomas Olsson (Year 3).  Back: Alexander Gibson (Year 4) and Christopher Jones (Year 5).

Bella Isenegger (Year 2) enjoys a ‘hands-on’ moment with her grandparents.

19friends of arden

peRSISTINg IN A woRLd oF ‘qUIck FIxeS’

Secondary Swimming Carnival.

Mr MaTTHeW MalliSon Head of Middle School

Middle School News

aS our WorlD beCoMeS More Mobile, TeCH-SaVVY, PreSSuriSeD anD ViSible THe PaCe of life SeeMS To be CHanging aT an eVer inCreaSing raTe.

This is highlighted by my own recollection of growing up with four channels on the black and white TV and remembering when microwave ovens first became available as a teenager! What a different world it is now and it seems that the next new development is ‘old news’ and thrown on the scrap heap as it is superseded after only a few years (who would admit they still are satisfied with their iPhone3?).

In this somewhat chaotic world of change it seems

that society is looking for the quick fix to what we face each day. We want information at our fingertips, immediate answers and fast access 24-7. Whether it is the 7-day diet, sporting supplements to accelerate performance, the ‘crash course’ to learn that new skill or cramming before an exam. Have we lost the ability to work towards a goal with sustained effort and patience, knowing that to excel at many things it may take many years of practice? Malcolm Gladwell in his book Outliers refers to the ‘10,000 hour rule’ – that to truly excel at something we need to work at it for 10,000 hours. The downside of elite athletes or musicians who are being put on a pedestal in the media as role models is

that we only see their success, not their 1000’s of hours of practice throughout their life that have led them towards their goal. One of the Habits of Mind we focused on last term was Persisting. In this fast-tracked world we need to purposefully provide students with learning experiences that require extended effort, concentration and application that occur over time. They need to be prepared to persist through to completion, remain focused for the task, look for ways to reach their goals when they get stuck and not give up along the way.

Mr Matthew Mallison Head of Middle School

20

Secondary News

SeRvIce– A coRe vALUe IN AcTIoNMaHaTMa ganDHi HaS been quoTeD aS SaYing “THe beST WaY To finD YourSelf iS To loSe YourSelf in THe SerViCe of oTHerS.”

One of Arden’s Core Values, ‘Service’, is part of the daily routine at the Secondary School. Each year at the Prefect Retreat, our newest leaders spend time reflecting on, and exploring, the concept of servant leadership as they begin to frame their individual leadership styles and their collective goals for their tenure. Planning for this is important; however, the question is; what does this look like in practice? There are numerous examples to draw from that highlight this service leadership in action, yet it is the underpinning core value which drives them all.

There are very few events

at Secondary School that are not supported by our student-led Tech Crew. Overseen by Mr Mark Sinclair, Tech Crew also deliver a critical service to the efficient running of Chapel and Assembly on a weekly basis. Over the past few years, a big part of the technical and AV work of this group has been the additional and deliberate succession planning. The group is made up of students in Year 7 – Year 12, and it is the senior students who work, train and support the younger students; very closely at first. However, as the year progresses, the younger students are enabled more autonomy in the running

of the equipment, as well as the set-up and pack up. This increases the collective skill set across the School and enables more efficient support of our School events.

Girls’ Night In and Boys’ Bash are two events that involve Year 12 students working with, and modelling service to, the younger students, with a particular focus on Year 11; preparing them for their role in running the event the following year. Our Year 12 students who previously went on the Mission Tour form a crucial part of the fundraising support network and advice based on experience to the Year 11’s preparing for the trip and associated events and initiatives. When you ask our Year 11 students what they

remember about Year 7, invariably they talk about their Peer Support Leaders. This program not only assists Year 7 students with their integration to Secondary School, it also has an unquestionable early impact on their understanding of the value of service within the culture of Arden.

These are just a few ways in which our senior students ‘lose themselves’ on a regular and ongoing basis in the service of each other; developing their own key skills, values and attitudes, whilst building a leadership and servant culture at Arden.

Mr Simon Przydacz Head of Senior School

Arden’s dedicated Tech Crew. Photo courtesy of Advanced Life Photography.

Mr SiMon PrZYDaCZ Head of Senior School

Senior School News

21friends of arden

gIRL poweR RAISeS cANceR FUNdS

arDen’S annual girlS’ nigHT in SuCCeSSfullY raiSeD oVer $3,000 for THe CanCer CounCil Pink ribbon funD. Hosted by the Year 12 girls, the event included a professional photo booth, temporary henna tattoos, nail painting, ping pong, dancing and a video games room. Senior girls gave an encouraging speech about how to handle the challenges of high school. It was so lovely to see the girls supporting the cause and developing their friendships as well as growing in their confidence.As organisers, we learnt the importance of thoroughly planning events and how useful it is to have someone to help with the inevitable last minute problems. We were educated about the helpful work of the Pink Ribbon Fund and developed our confidence in approaching external organisations and coordinating activities.Christine Annis-Brown Female School Captain

They provided great advice and

reminded girls that they have a huge

network of support available to them when they need it.

Katherine Low, Year 11

BoYS’ BASh BUILdS AwAReNeSS ANd SUppoRT on friDaY 27TH MarCH, THe annual boYS’ baSH funDraiSing eVenT WaS HelD, WiTH THe SPeaker being MarC liVingSTone.

Boys’ Bash aims to raise awareness about depression and anxiety, encouraging those affected to seek support for recovery and build resilience. Thank you to all the boys for attending and supporting the Prefects and beyondblue. What a great night, with $3,800 raised for beyondblue!

Ryan Atkins Male School Captain

STUdeNT SpoTLIghT: ARdeN STUdeNT’S TeAm ReAcheS RoBoTIcS woRLd chAmpIoNShIpSJaye Heimlich (Year 7) competed in an international robotics competition in Hawaii against 36 other teams from seven different countries. Her team from Sydney placed second overall, qualifying them for the World Championships in St. Louis, US in late April. At the World Championships Jaye’s team won both the robot game and the overall award for their division, qualifying them for the Grand Final of the World Championships. Although not winning a prize in the Grand Final, the team certainly impressed and they have received a NASA sponsorship and automatic entry to next year’s World Championships.

Arden students enjoy their annual Girls’ Night In. Front row: (left to right): Kate Patterson, Kate Nicholls and Christine Annis-Brown. Back row (left to right): Elise Downing (between Kate and Kate), Sophie Maxwell, Rebecca Opacic and Lucy Egan.

Boys’ Bash Fun.

Jaye Heimlich at the World Championships with one of the judges.

22secondary news

ParenTS SaY

Frank and Cosimina Nesci - “Luke has been at Arden since he was in Kindergarten. The consistent team work between the teachers and students and the belief from the teachers that each student can achieve their personal best definitely contributed to his results.”

STuDenTS SaY

Alexandra Neale - “Arden has taught me not only in academic areas, but has guided me in my faith, given me confidence in my abilities, and allowed me to flourish in a loving and caring community.”

STUdeNT SpoTLIghT: BRIghT cAReeR pATh AwAITS STUNTmANRiley Suter (Year 10) has already enjoyed work experience most people just dream about, including being a stuntman for the recent Mad Max movie. Riley explained: “My main role was being a War Pup on top of the War Rig. We did three months’ worth of shooting for only 10 minutes of screen time. I was in Africa for nine months in total and I had about seven different characters in the movie.” Riley plans to become a stuntman and then a stunt coordinator. “This means that I currently have to train 4 - 6 days a week in martial arts, gymnastics, motorcross, parkour/tricking and stunt gym training”, Riley said. When asked what appeals to him about stunt work, Riley shared: “I like the thrill of trying new things that other people think are crazy and I really enjoy the film set environment. I love training with other stunt people too.”

The Class of 2014. Photos courtesy of Sally McKay Photography.

Mad Max stuntman Riley Suter as his Warboys character.

hSc STUdeNTS exceLarDen iS ProuD of our 2014 Year 12 STuDenTS anD THeir HigHer SCHool CerTifiCaTe reSulTS.

The School’s ATAR scores were outstanding, providing students with access to a wide range of courses. Please visit Arden’s web site to view the HSC results flyer. Highlights included:

• 55% of students achieved an ATAR of higher than 80.

• 29% of students achieved an ATAR of higher than 90.

• Arden Dux, Kate Ferreira, achieved the top ATAR with 99.35, placing her in the top 0.65% of the State.

• 46% of students recognised in the Distinguished Achievers List.

• Depth, strength and consistency of the students’ results shown by fact that 91% students attained either a Band 5, Band 6, or equivalent award in at least one of the examinations completed.

• Arden ranked 61st top school overall in NSW.

• Arden ranked 6th school out of the Independent Co-educational Schools.

• Two students were recognised on the All Rounders list by achieving a Band 6/E4 in all their courses: Kate Ferreira and Alexandra Neale.

• Kate Ferreira achieved 4th in the State in PDHPE.

• Luke Nesci achieved 10th in the State in Business Studies.

• James Dodd had his 2014 Industrial Technology project selected for inclusion in InTech 2015. Four other Arden students were also nominated: Henry Benn, Joshua Collis-Bird, Samuel Dodds and Thomas Lim.

23friends of arden

THeaTreSPorTS ConTinueS To flouriSH aS abouT 90 STuDenTS in Year 7 – Year 12 PlaY WiTH CreaTiVe THinking anD iMProViSe in THe Safe, fun WorlD of DraMa, unDer THe guiDanCe of Mr eWan CaMPbell anD brenDan aTkinS (aluMni 2012).

Performance nights endlessly entertain the Arden community and teams vie for the opportunity to represent Arden in the ImproAustralia Schools Challenge. Students recognise that creative thinking and life skills learned reach far beyond the afternoons of fun. Georgia Lavercombe (Year 10) commented: “Theatresports helps you to think flexibly, creatively.” Jessica Seale (Year 10) shared: “Theatresports provides us with a space to freely express and develop our ideas without fear of ridicule. When an audience claps they are applauding who we are and how we express our own creativity.”

Congratulations to both the Senior Theatresports team who won their heat (a tie) and to the Intermediate Theatresports team (who came first in their heat) at the ImproAustralia Schools Challenge. Both proceeded to the semi-finals with the Senior Team then progressing to the Grand Finals and achieving equal third place.

Ms Samantha McGowan Head of Drama

cReATIve ThINkINg ThRIveS

Members of Arden’s Senior and Intermediate Theatresports teams.

STUdeNT SpoTLIghT: voIce oF YoUTh wINNeRRebekah Bradshaw (Year 12) won the Regional Final of the Rostrum ‘Voice of Youth’ competition and was runner-up at the State Final in June. When asked what she enjoys about public speaking, Rebekah shared: “I really enjoy both aspects of public speaking - the writing part and the delivery of the speech.  The speech writing is a very intellectual and creative challenge and I love looking at the topic and trying to find a unique approach to it.  Delivering the speech gives me a real buzz.  I like to memorise the speech, which makes it even more of a challenge, but also more of an achievement.  I also like to speak about things that I’m really passionate about. I just like doing public speaking because I find it really exhilarating.”

Rebekah Bradshaw delivering her speech at a recent Arden school assembly.

I love Theatresports because it helps

build self-confidence and is a good way

to learn how to think on your feet, which can assist

in everyday life. It helps with teamwork and to form strong, lifelong friendships.

Tessa Marsden, Year 10

24secondary news

The study of History at Arden is more than just a focus upon the people, places or events of the past. It is the active engagement with individual and collective experience. Indeed, by stimulating curiosity and encouraging debate, History promotes the ability to research and critically analyse data, understand and empathise with alternative perspectives and communicate persuasively with reasoned evidence. It is no surprise that these generic skills are what students remember and value long after facts and dates have been forgotten. Why should a student study History? Ultimately, because it tells not only the story of who we are, but points to all we might become. History is our context; our triumph and our despair, our pride and our shame. History is our action and our thinking. History is what makes us human.

With the implementation of the Australian Curriculum in Kindergarten – Year 10, students now undertake a continuum of learning in History that starts in Lower Primary and develops as a mandatory component throughout schooling until options are offered in Years 11 and 12.

In Year 7, students bridge the ancient, medieval and modern eras whilst Year 9 and 10 allow for deeper investigations into the making of the modern world since the Industrial Revolution. Whilst Year 9 Elective History provides students with scope to pursue more self-directed areas of inquiry like family history, conspiracies and myth, it is Senior Ancient and Modern History that gives maturation to key skills, attitudes and behaviours in subject specific areas.

Mr Rodney Henderson Head of HSIE

Left and below: Year 7 History students enjoying their Ancient Egypt History Incursion.

STUdeNTS SAY•“I enjoy History because

it sheds an interesting light on the past while also providing meaning to the present. Through studying History I have learnt many valuable skills, such as source referencing and in-depth research, that will stand me in good stead for future tertiary studies in this area.”  Hannah Bradshaw, Year 12

•“History is more than just finding out the facts. It’s about the societies and personalities involved and how they impacted the course of society and culture today. History gives you a greater insight into the current issues and politics of today. It enhances your perspective of the world and allows you to think critically.” Chris Lawn, Year 12

hISToRY comeS ALIve

25friends of arden

rebekaH braDSHaW (Year 12) WaS a reCiPienT of a SouTHern CroSS CulTural exCHange (SCCe) SCHolarSHiP anD exPerienCeD a TaSTe of nanTeS, franCe froM laTe noVeMber, 2014 – januarY, 2015.

Rebekah enhanced her language skills for the HSC via immersion in all things French, while gaining many valuable life insights.

When asked whether she would recommend the experience to others, Rebekah said: “Going on exchange helped me to become more independent and resilient and gave me a broader perspective on the world. It’s a great opportunity to get out of the little bubble of your own existence and challenge the way you see the world. I think the personal connections made on exchange are very important and are often what is missed when seeing the world as a tourist. In the end you discover that despite our differences we are still all human beings. I would definitely recommend this trip to other students but would advise them to come into it with an open mind and a willingness to learn and adapt. It’s definitely not a holiday but the rewards far outweigh the challenges!”

Her parents also spoke positively, with Mrs Catherine Bradshaw, sharing: “I was very proud to hear how she managed interesting situations while negotiating her way around different cultures, personalities and worldviews. It has affirmed her love of travel, languages, people and culture.”

SchoLARShIp cULTURAL exchANge STUdeNT geTS A TASTe oF FRANce

STUdeNTS SAY – ReBekAh’S exchANge hIghLIghTS•Developing increased

independence.

•Meeting so many great and varied people from all over the world. I made some life-long friends, including my host brother.

•Learning about the French culture and mentality - I feel like I understand them and what makes them tick. All the people I met were very generous and interesting.

•Going to school in another country was a challenge but enjoyable. It’s extremely empowering to be able to participate in class in another language and I learnt a lot.

•I loved Nante - it was such a unique and vibrant place with a fascinating history and a great “vibe”.

•Experiencing life in another culture made me appreciate my own culture and how lucky I am to live in Australia.

STUdeNT SpoTLIghT: goLd dUke oF edINBURgh’S AwARd AchIeved Siobhan Kelly (Year 12) completed her Gold Award before she finished Year 11 last year. She will be formally awarded and presented by the NSW Governor later this year. When asked what she has learnt from the experience, Siobhan said: “Teamwork is essential.” She continued: “I would recommend other students aim for the Gold Award because it is intently rewarded and my best high school memories have come from it. I have made loads of friends and learnt some great skills.” Her parents; Bruce and Denise Kelly; agreed: “The program has helped Siobhan in many ways. She is a very well-rounded young woman, with a healthy respect for herself and others less fortunate.  She has learned the value of team work, of pushing yourself, of never saying “I can’t do that”, of not being a “Princess”, about roughing it, appreciating the different skills and values of others when forming a team to achieve an outcome and of the spirit of camaraderie within the group.”

Rebekah Bradshaw.

Completing the Gold Duke of Edinburgh’s Award while in Year 11 was a major achievement for Siobhan Kelly.

26secondary news

mUSIc woRkShopS ANd cAmpS STRIke A choRd wITh STUdeNTS

Secondary musicians have deepened their musical knowledge, repertoire, and expertise this semester at the Jazz Ensemble Workshop Day in March and Secondary Music Camp in April. Mrs Philippa Wood, Coordinator of Co-Curricular Music shared: “Students stretched and challenged their musical skills in an encouraging and enthusiastic environment.”

STUdeNT hIghLIghTSSeConDarY MuSiC CaMP•“I was amazed at the talent of some of

the performers, and the comedy of the others at the student concert night. The teachers did an ‘amazing’ act which I’m sure all will remember for a long time to come!”

•“The meal times - because of the great quality food and the time it gave us to connect with our ensemble members away from music. This helped everyone to gain a greater and more personal understanding of the people we play with, creating a real sense of camaraderie.”

jaZZ WorkSHoP•“Every musician was able to play more

musically by the end of the day, as we were strongly assisted by amazing ex-students who came to help. We learnt more about improvising; to use key signatures and written chords but also just to listen to our own playing and learn from these experiences. I gained heaps of confidence in my jazz playing and I am really excited for the music Jazz Ensemble will produce this year.” Lauren McAlpine, Year 9

YeAR 5 TASTe hIgh SchooLAs part of our Transition Program to high school, Year 5 students visit the Secondary Campus during Term 1 for their Taster Day where they get to experience what it is like to be a high school student. Besides learning about History, Chemistry, Technology and PE, the objective is for each student to walk away with great smiles and their fears allayed of what is ahead of them in the years to come.

The real test of a taster day is the student reaction. Judging by Keoni Walmsley’s reaction, the day was a great success. Keoni commented: “Wow. The Taster Day was awesome. We did so much stuff that I love, especially cooking. The gym had so much equipment. I absolutely loved the ICT lesson where we got to do

green screen and learn how to do 3D printing. Even better, we got to do some history about mummies and we got to wrap Ben with toilet paper. At the end, we got to eat the lollies we used as the mummy’s organs. I loved Taster Day and I’m really looking forward to high school!”

Mr Matthew Mallison Head of Middle School

Arden’s budding musicians enjoy the Jazz Ensemble Workshop and Secondary Music Camp.

Taster Day fun – the mummy experience.

YeAR 7 cAmpProViDeS HigH leVel CHallengeS Year 7 Camp was lots of fun. We did challenging activities like the flying fox, rock climbing, archery, and abseiling. The scariest but the most fun was the Giant Swing.

We also had talks from the School Counsellors and then Mrs Hall about Strengths. We had a Games Night playing exciting games such as ‘bang’, newspaper hockey and another game where you sit on top of someone and stack people up and up. We also went to the beach and dived over and under the waves for ages. We all had a great time making new friends and getting to know each other.

Elise Downing (Year 7)

YeAR 8 cAmpenTHralS

From the moment we arrived at Deer Park it was non-stop action packed fun. Half of the year group participated in the out trip expedition, while the other half participated in activities back at base camp. Hiking, Canoeing, Dragon Boating, Pool Rafting were just a few of the popular activities on offer. “I loved the dragon boating, as we had to work as a team to paddle in time. We had lots of fun”, said Sophie Liney. We also started to build a legacy of memories using the new Sky Web activity, with Ellen Cole-Clarke commenting: “I enjoyed the challenge of the sky web. It tested my abilities and made me a stronger person physically and mentally.” Overall everyone had a great time challenging themselves.

Mr Kris Simak Year 8 Camp Coordinator

27friends of arden

SwImmINg•ThisyearourSwimming

Carnival was won by Sherwood House. Again the carnival was a great mix of competitive swimming and enthusiastic House spirit.

•50 students then competed at the HZSA Carnival. Our All Age girls’ relay placed 2nd at both HZSA

and AICES. They then represented at the NSWCIS Carnival, achieving 8th place.

•Both Elise Webb (Year 12) and Justin McLean (Year 10) represented at NSWCIS as individuals, with Justin placing 1st and 2nd in his breaststroke events. Justin

then placed 3rd at All Schools Swimming Carnival in 100m and 6th in 50m breaststroke and will now swim at the Pacific Games in Adelaide in November. Elise Webb had a huge swimming program at CIS and placed 6th in most of her events.

SpoRTS STARS exceL

SpoRTS STARSScARLeTT pRowSe (YeAR 7)ANd oLIvIA cASoN (YeAR 12) Two students were nominated as finalists for the “Young Achiever Sports Award for 2014” for the NewsLocal newspapers. Scarlett Prowse was nominated for the Hornsby Advocate award, while Olivia Cason was nominated for the North Shore Times award. Both nominations were in recognition of their achievements in athletics. Whilst they did not win

their category, both girls were honoured for their commitment, dedication and achievements in sport. Both girls also received a 2014 NSWCIS Medallion for Athletics for their success.

mATThew JIgALIN (YeAR 12)has been selected in the U19 NSW State Volleyball Team and will compete in the Nationals in late September.

Mrs Jenny Lee Head of Sport

Justin McLean proudly wears his 1st and 2nd place breaststroke medals at NSWCIS.

Sherwood House spirit on display at Arden’s Secondary Swimming Carnival.

Photo TBA Caption please

28secondary news

cRoSS coUNTRYBirnam House won our Cross Country Carnival. The carnival was organised by the Year 10 PASS class as part of an assessment task. These students developed and showcased excellent organisational and leadership skills, under the guidance of Mrs Dunn.

Then 65 students represented at the HZSA Carnival. Arden was recognised as equal first 2015 Champion Girls School, a fantastic result. Arden was placed 3rd overall in the HZSA.

chAmpIoNShIp dAYS Championship Days are a great way for students to be involved in one day sporting events in a wide variety of sports and to compete with the Hills Zone Schools. They also provide our senior students with an opportunity to develop their leadership skills as they coach younger teams. Sports played during the year include Hockey, Year 7 AFL/OzTag, Tennis, Basketball, Rugby, Open Girls Football, Year 8/9 AFL, and Open Volleyball. Some highlights include:

•hockeY - Hockey is a strong sport at Arden, with the girls becoming the Champion HZSA team while the boys were Runner-ups. Twelve of our Open’s Hockey players and eight of our U16’s girls were selected in the HZSA representative teams. Grace Craig (Year 11) was then selected for the AICES team.

•TeNNIS – This semester we entered a Senior Boys Tennis team. It was strong competition and the boys played to an excellent standard. In Term 4 we hope to give our Middle School students an opportunity to compete in a junior competition.

•BASkeTBALL – Basketball is very strong at Arden. Our Senior Teams were placed 3rd in the HZSA.

•RUgBY 7’S - The 14’s team played brilliantly and was placed 2nd on the day. Five of our 18’s and 16’s players were selected into the HZSA Rugby teams.

SUmmeR SpoRTS hIghLIghTS

Arden was 2nd in the Hills Zone for the most successful Summer Sport School. This is awarded on a combination of placing in all summer sports, championship days and the major carnivals. The Senior Girls Basketball team are especially congratulated for being runner-up in their competition.

Arden’s Cross Country Carnival.

Arden’s 18’s Rugby 7’s Team.

Arden’s Open Girls’ Hockey Champions.

Senior Girls’ Basketball Team.

29friends of arden

SoMeTiMeS PeoPle THink of THe P&f aS a funDraiSing boDY. THiS iS True – iT iS one of our ManY roleS WiTHin THe SCHool CoMMuniTY anD enableS uS To ProViDe a range of exTra reSourCeS anD SuPPorT PrograMS like neW HoriZonS or THe green PlanTern DeVeloPMenT aT ePPing.

But P&F has another important function; to build community within the school. In his book, The Blue Zones, Dan Buettner and a team of experts studied longevity worldwide and discovered five Blue Zones or areas with the highest concentration of octogenarians and above. The team interviewed elders in

these places and studied their lifestyles and habits, which led to the discovery of linking factors between these zones. Community, volunteering, friendship, purpose and faith all featured as key elements.

We have all of these elements at Arden. Our very own Blue Zone! As a collective parent body we are charged with nurturing our Blue Zone so that it may outlast us and perpetuate. So when P&F can provide an opportunity for laughter and friendship, faith, and purpose, plus have a chance to do some fundraising, we know we are on a winner!

It was very exciting to see record numbers for The Great Outdoors Trivia Night on

30th May. Representation from parents across the entire school body from Pre-School - Year 12 made the event a very successful coming together of our community. Now we turn our attention to the next major event of 2015, the upcoming Spring Fair on 29th August. The Fair is a wonderful avenue for participation (big or small), working together and showcasing our collegiality to the wider community. I encourage you to get involved in life at Arden in whatever way suits you best and continue to be kind to one another.

Mrs Melissa Sargent P&F President

p&F NURTUReS BLUe zoNeThe P&F Trivia Night showcased Arden’s very own Blue Zone.

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Community News

Aidan Fisher was presented as Ryde’s 2014 Young Volunteer of the Year by Mayor of Ryde, Roy Maggio.

aluMni Profile

AIdAN FISheRWhen did you attend Arden?

I attended Arden from Year 7 to Year 12 (in 2011).

What are your favourite memories of Arden?

I have about a million wonderful memories of Arden, and it’s difficult to pick just a couple of favourites. I feel that Arden helped nourish my passion for public speaking and some of my best memories come from giving speeches during the weekly assembly. Dressing up as Darth Vader for my last Athletics Carnival and having a PlayStation competition

on the projector screens in Cambridge are definitely some other favourites; and I can never forget the Duke of Edinburgh’s Award journeys which were always eventful.

I certainly think Arden helped me develop a passion to help and empower others. Whilst at Arden I served a number of terms on the Student Representative Council and feel that the skills I learnt in this role greatly helped in life outside high school. The teachers I had throughout my studies were also a great encouragement and supported me in striving to reach my goals.

I certainly think Arden helped me develop a

passion to help and empower

others.

What have you done since leaving school?

I’m undertaking a combined International Studies/Law degree at Macquarie University where I’m currently completing my fourth year. I’ve travelled, mainly to the US and Switzerland. I’ve also become quite heavily involved with volunteer work around the City of Ryde and have coordinated a series of events as the current Chairman of the Ryde Youth Council. I was recognised as Ryde’s 2014 Young Volunteer of the Year, Northwest Sydney’s 2014 Student Volunteer of the Year and Ryde’s 2015 Young Citizen of the Year for my commitment and service to the community.

I’ve been involved with the Ryde Youth Council for about three years and have organised the inaugural Model United Nations, Granny Smith Festival, Ryde Apprenticeship and Traineeship Expo, Mayor’s Winter Sleepout, National Youth Week and the inaugural Youth Empowerment Summit. The summit addressed important youth issues such as mental health, substance abuse and bullying, with the aim of empowering young people with the necessary skills to make change in their local communities.

I work at Coles as head of the community engagement team and was recognised as Regional Community Hero in 2014. I also tutor International Studies at Macquarie University.

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Alumni News31

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