Jigsaw Semester 1 2011 - International Grammar School

Volume 14
Semester 1 2011
International Grammar School Magazine
Inside…
Indigenous Art @IGS supports scholarships Meet the Principal Meet student
leaders Mia Sharma on world science stage Cross country caper Cybersmarts
Choirs for Reconciliation Beyond the HSC New Study Centre European experience
PTF forums Theatresports Good causes Tributes Arts Fest Wild World

Contents
Contents‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚ii
Meet the Principal‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚1
Indigenous art show‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚2
Mia Sharma‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚4
IGS runners across the line‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚4
Meet our student leaders‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚5
European experience‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚6
IGS heads into cyber smart space‚‚‚‚7
Harmonies for Reconciliation‚‚‚‚‚‚‚‚‚‚‚‚‚7
The HSC and beyond‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚8
New study centre‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚9
For a good cause‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚10
Theatresports‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚11
Thought leadership forums‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚11
Tributes to friends past‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚12
Arts Fest‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚‚13
Cover: The Indigenous Art @IGS exhibition drew
wonder and support with proceeds going towards
the IGS Indigenous Scholarship Fund. Miah Walker
admires Tarisse King’s painting Pink Salts. Also
featured, Hairstring by Eunice Napanangka Jack,
Ikuntji Art Centre (detail).
Back cover: Some of the artefacts provided by
Tali Gallery for the Indigenous Art@IGS exhibition
4–8 Kelly Street, Ultimo NSW 2007
Phone: 61 2 9219 6700
Fax: 61 2 9211 2474
www.igssyd.nsw.edu.au
ABN 74 002 807 525
CRICOS Provider Code: 02281C
Jigsaw is a regular publication produced
by International Grammar School.
Editor: Rosemary Pryor
Meet the Principal
Year 11’s Natasha O’Farrell
donned her journalist’s cap
last month to conduct an
interview with new IGS
Principal, Michael Maniska
NO’F: What drew you to IGS?
MM: IGS is a school I’ve had on my
radar for a long time—particularly
because it has a really strong
commitment to diversity. When I went
to school I was one of five non-Anglo
Saxon students in my whole school.
I loved that fact that IGS has a strong
emphasis on languages. I had the
feeling that I would be able to relate to
and really embrace the views and
perspectives of this school. In the past
I’d taught in very traditional private
schools and then more recently I was
the principal of a government
school—I like the fact that IGS seems
to sit really nicely in the middle.
NO’F: How did your passion for
languages come about?
MM: Like a lot of migrant children
I went to school and learnt in a
language that was different from the
one I went home and spoke to my
family. And like a lot of migrant children
I was used to moving between
languages and two ways of thinking.
I learnt French and German at school
and I found I had a real aptitude.
This was partly because I had the
experience of going between two
languages and had enough
understanding to determine that each
language had its own system. So
when I was in Year 7 and started
studying French and German, my
passion grew from the fact that in
studying these languages for the first
time, I understood how to approach
them and had an ear for them.
NO’F: Why didn’t you study
(your native language) Greek?
MM: That’s a good question. In those
days the only languages offered in
schools (especially a fairly Anglo one
like mine) were French, German and
Latin—so my native Greek wasn’t
offered.
I liked Latin—and my sister actually
won the Sydney University Latin
competition—but I thought to myself,
hang on, I need to study a language
I can speak! So I pursued French.
One of the things I really like about
IGS is that teachers speak to you in
the language you’re studying all the
time. My French teacher was an
amazing teacher who had a great
knowledge of grammar but she
couldn’t speak French which was the
case with lot of language teachers in
those days.
I also studied Italian at university and if
I had the time now—which
unfortunately my job won’t allow at
present—I’d really love to study
Spanish.
NO’F: What do you like about IGS?
MM: Oh, lots of things. I find the
students are articulate and they’re
always willing to express an opinion
and I really like the fact the student
body has an angle—they’re students
who are willing to share and explore
ideas. I’ve had some amazing
conversations with students and
I think that’s just fantastic!
Students aren’t marginalised in this
school. Everyone’s welcome whether
you’ve got black hair, blond hair or
blue hair, you’re equally part of the
school community and that’s really
important to me. It’s a relaxed school
community that knows how to have a
good time, to have fun.
The location is great, the school is in
a very stimulating part of Sydney and
I love the downtown setting—I don’t
know if you’ve seen the film called
Fame where everyone runs out of the
dance studio? Well, the school
reminds me of that. I love the fact that
students have good relationships with
teachers and that they can and do, sit
in cafes and talk about things. There’s
a very mature interaction.
NO’F: Are you excited about our
Arts Fest (30 May)?
MM: I’m looking forward to Arts Fest
day—I don’t know what to expect but
I have been watching rehearsals in
Room 222 after school and I’m really
“…in this school
it doesn’t really
matter what
you’re good at—
you’ve got the
ability to shine”.
excited to see what students are
going to perform. I’m also really
looking forward to International Day
next semester.
NO’F: I read your philosophy
about learning. Would you be able
to explain to me how that works?
MM: One of the things that really
struck me about my own learning
experience was that I was a
successful learner because I’d learnt
how to assimilate to expectations of
my learning which were presented
in fairly traditional and uninteresting
ways.
I’ve come to understand how the
IGS community embraces learning!
I think that the time for just mastering
content has passed. In its stead
we are embracing the learning
experience and understanding the
world differently. What we really need
to do is prepare tomorrow’s leaders,
who are students in schools such
as IGS.
To give you a good example, I was
very strong in French at school but
I was also quite good in Maths. My
language achievement was never
celebrated because it wasn’t valued
by the school whereas Maths was.
What I love about IGS and what really
underpins the philosophy—is that I
see students who are celebrated for
everything from the arts, languages,
thinking hyperbolically, maths and
sciences—it strikes me that in this
school it doesn’t really matter what
you’re good at—you’ve got the ability
to shine.
This is certainly integral to my belief
about learning.
NO’F: You mentioned you’d study
Spanish if you had more spare
time. Are there any other interests
you follow?
MM: Well, aside from travel which is
a necessary side effect of my passion
for different cultures, I’m interested in
commercial aviation itself. I’m now
running a lunchtime club in aviation.
ii
1

Art show paints bright future
for Indigenous students
Our Indigenous Art@IGS exhibition
fundraiser held at the school from
16–18 June in conjunction with Tali
Gallery amazed the school and wider
community with its range of bold, rich
and innovative paintings and artefacts.
The show sold over 20 significant
pieces.
“IGS already has 10 Indigenous
students enrolled under the Indigenous
Scholarships program, however,
sustaining and expanding the program
requires a dedicated fund,” Principal
Michael Maniska explained.
In opening the exhibition, Her
Excellency Professor Marie Bashir AC
CVO, Governor of NSW, applauded
IGS for providing an education which
truly embraces diversity from the early
years through to Year 12.
Emerging young independent artists’
works included those of Sarrita King
and Chris Edwards who attended the
show over the weekend. Several
young students watched in complete
awe as Sarrita painted.
IGS Board Chair David Baker echoed
the thoughts of everyone when he
referred to the spectacular range of art
on display—and the rich culture that
the works represent.
Exhibition goers’ remarks included “it’s
really cool” and “I’ve never seen so
many beautiful paintings in one room”.
A Zoomobile featuring native wildlife
and stories also visited.
Thank you to the PTF and school
bands who helped on the second
night of the exhibition and a special
thank you to IGS staff Dharma
Murugiah and David Hamper who
organised the event.
Several works were also available for
sale online at IGS’s new events
website: www.igsevents.com.au
up until 20 July.
Direct donations can also be made to
IGS’s Indigenous Scholarship Fund.
Contact admin@igssyd.nsw.edu.au
for a form.
top: Porter Sisters Collaboration ‘Country’,
Tjarlirli Art Centre, WA (detail)
3

Mia Sharma takes IGS science
to the international stage
The Science Teachers Association of
NSW invited IGS science teacher Mia
Sharma to attend the annual
International Science and Engineering
Fair in the United States. A convention
with over 2,000 participants from
around the world, the May event
showcased the best scientific
investigations students had
conducted over the past year and
had a number of teacher workshops
to discuss science teaching.
Mia was invited to present a
workshop on the IGS’s innovative
science program. She gave an
interesting presentation about
‘contextualised and differentiated
learning’ and how to construct a
framework that teachers could use
internationally to improve teaching.
“I was awestruck by the level of
student achievement from other
countries,” Mia said,”one student had
cultured algae on a mesh that could
be placed over the exhaust pipe of a
car. The algae would remove most of
the damaging carbon emissions from
the exhaust fumes and convert them
into oxygen”.
clockwise from top:
At the Science Center; Mia mixes it with
US Nobel Laureate J.Michael Bishop MD;
Ready to present.
IGS runners
across the line
IGS may be an urban school but we
know how to go Cross Country. A total
of 33 junior and senior runners
reached the Combined Independent
Schools (state) level. Individual senior
runners in the top 15 in their age group
at the CDSSA carnival included Gabriel
Wahl, Kip O’Rourke, Dominic Cox,
Ella Spear, Connor Denton, Caitlin
Bickerton and Jeremy Horniblow.
Nobel Laureates
blow things into
proportion
A highlight of the convention was the
session given by four Nobel
Laureates—they revealed how they
became involved in science (usually
by blowing things up in their
garages)* and suggested ideas to
help engage students in science.
Since returning home, Mia and IGS’s
science department have started to
contact local universities to see if our
students can work in real laboratories
on short projects.
“It just makes science so much more
interesting and fun if you can do real
research that helps people,” Mia said.
A short blog written by one of Mia’s workshop
participants is available at http://societyforscience.
typepad.com/
*Ed: Don’t try this at home
Top 10 at ASISSA in their age group
included Sebastian Robitschko, Izaak
Haupt, Timothy Pritchard, Evan Filo,
Elise Brennan, Layla Riley, Phoenix
Levy Bell, Stephanie Potter, Isabella
Clifton, Charlotte Howden, April
Brennan, Freja Andersson, Molly
McGrath, Isobel Kanaley, Lara Di Qual,
Erin Doyle, Imogen Brent and
Frances Howe.
Left: IGS junior runners Hannah Kroeger and
Isobel Kanaley across the line.
Meet our student leaders
Jigsaw caught up with head girl Charlotte Kitchin
and head boy Lewis Evans to find out what student
leadership is about.
How long have you been at IGS?
CK: I started IGS in year 7 so this is
my sixth year here.
LE: I have been at IGS as long as I
can remember. I started in preschool
going twice a week when the school
was still at the Surry Hills campus.
How did you come to be head
girl/boy?
LE: From the leaders that were
selected last year by students and
teachers, I believe that the Principal
then selected head girl and boy…
CK: Yes, that’s right. Beyond the
technical side of it though, I think I
became a leader through keen
participation within the school—
I think my enthusiasm was palpable!
What do you think your role
brings to the school?
CK: Ordinarily, I would say that the
head girl should represent the student
voice. However, at IGS the relationship
between all students and teachers is
strong and doesn’t usually need a
school captain to fill in the gaps.
LE: I think my role as head boy and
the role of the other leaders gives a
sort of intimacy between the staff and
students in the school. I try to be a
role model more than anything else.
What does being head girl/boy
mean for you personally?
LE: It is quite an honour. After 15 odd
years at the school it really felt
rewarding to be given the badge.
Being head boy has definitely been a
learning experience.
‘Never doubt
yourself;
IGS is full of
surprises’
CK: I’ve already learned a lot about
leadership—that being a leader
means stepping up when necessary
but also knowing when to step back
and listen. Thus far, it has been an
incredibly rewarding and humbling
experience.
Would you recommend younger
students aspire to the role?
CK: Definitely. It motivated me to get
involved at school and gave me a
really defined goal throughout my
senior high schooling.
LE: Yes, I definitely would too.
Throughout high school it was never
really something that I aspired to
openly. My advice is to never doubt
yourself, IGS is full of surprises.
What are your interests at
school—after academic,
of course…?
LE: I have a great passion for visual
arts—painting and drawing are some
of my pastimes. Sport also plays a
huge role in my life, especially this
year playing soccer a few days a
week has been a great mental and
physical release.
CK: I play netball outside of school
as well as coaching a team of
11-year-olds. I play piano (after a
long line of other instruments
including drums). Even though
I recently stopped lessons I still
enjoy playing in my spare time.
What for the future? More study,
special plans?
CK: My general plan is to take a gap
year for work and travel. I’d then like
to go to either Sydney or Melbourne
Uni to study resource economics or
environmental economics.
LE: More study is the immediate
plan. Next year I also hope to do
casual work as an aftercare
teacher—I may as well completely
fulfil my role as an IGS tragic!
4
5

Students savour the
European experience
IGS heads into
cyber smart space
Harmonies for
Reconciliation
And Europe comes
to IGS
The first group of European Exchange
students arrived at IGS in June. From
Val Bonne, France, the exchange students
are pictured below being welcomed by
the Principal Michael Maniska, Director of
Languages Rosalba de Genua and IGS
host students.
At the end of last year, a group
of 17 students embarked on an
experience of a lifetime to Italy,
France and Germany as part of
IGS’s annual exchange program.
As always, the students returned with
wonderful stories, enhanced language
skills and a great desire to return to
their host country one day soon. Here
are some thoughts that were shared
by our students while on exchange…
Already, after how many days—
trois?—I have learnt so much in terms
of language, definitely food, different
people and culture. I really like it here
but the cold at times is a bit hard to
bear. My exchange family is just
perfect. So welcoming, pleasant,
patient and eager to make this the
best experience possible for me.
I have also made lots of friends in the
Lycée. The classes are a bit tiring
because they last for a long time. One
thing that strikes me is the different
atmosphere inside the classrooms; in
most classes the teachers are so
engaging and funny that everybody is
interested and they do their work, but
in a some others they and their
teachers really seem to care…
Yesterday we went to Bolzano and
Merano near Austria to see Otzi the
Ice Man and the churches and old
buildings and especially to taste the
food at the markets including strudel
and strauben. Generally it's been
fun with snow ball fights against the
Italians and visiting both Rovereto
and Trento. I have been speaking the
language and understanding it, but it
is difficult often with me concentrating
mainly on listening and not
responding but I am really trying
to respond.
Ella Cutler, Germany
I attended a New Year’s Eve party in
Trieste and it was breath-taking,
between the good food, loud music,
spontaneous musical like dance
routines—and the fireworks just
outside the door—it was a night
well spent.
Willem de Gouw, Italia
The Australian Communications and
Media Authority (ACMA) first presented
at a Parent Teacher Forum (see
page 11) in April on the topic of
cyber safety—a concern for parents
in this age of Internet access and
social networking.
An ACMA project team then revisited
the school in May to ‘showcase’ an
interactive tutorial for students on
cyber safety. IGS students from Years
5 and 6 helped ACMA test run the
online activity.
ACMA’s Senior Education Adviser
Philip Knight told Jigsaw it’s all about
“getting the balance right between the
great learning potential of the Web
and staying safe from cyber bullying
or other negatives that can come from
accessing the Internet”.
A small delegation from the Hong
Kong Education Bureau accompanied
the team, keen to see the ACMA
Cybersmart Hero activity in action.
Youth Advisory
Gathering
representatives
In follow-up to IGS’s involvement in
the cyber safety forum, Year 9’s
Madeleine Goodsir and Year 8’s Luke
West were invited by the Minister for
Broadband and Communications
Stephen Conroy to Canberra for a
Youth Advisory gathering in May as
part of the official launch of National
Cyber Security Awareness Week.
Their mothers also took part in the
consultation.
clockwise from top left:
L-R: Philip Knight (ACMA) and Hong Kong
delegates Pearl Chan and Cynthia Chan
with Michael Maniska (IGS); the IGS choir
viewing the art after they’d sung for their
supper; cyber safe kids
As part of Reconciliation Week in
May, IGS was invited by the NSW
Reconciliation Council to perform at the
award ceremony for the Reconciliation
Art Challenge. Thirty singers, selected
from the Years 3–4 Choir and 5–6 Choirs
and the Senior Vocal Ensemble,
performed Paul Jarman’s work
Dreaming in the Sky, conducted by
Amandine Petit. The choir sang
beautifully in the atmospheric venue,
the atrium of the Australian Museum.
The ceremony also featured
performances by Indigenous dance
troup Descendance and they invited
our choir on to the stage to join in with
a traditional emu dance from north
Queensland.
The choir performed again at the
school’s Ensemble Concert in the
Hall in June.
I had a wonderful weekend, one
Saturday there were the
demonstrations in town and I had my
first look at La Place de Comedie. It is
so pretty! I love the buildings and their
architecture—I feel like I'm in a totally
different world, living in the 18th
century or something like that.
Caitlin Bickerton, en France
6
7

The journey to the
HSC and beyond
Students from IGS’s Year 12, 2010 came to a special assembly
this year to impart words of wisdom to this year’s Year 12. This is
what two of them had to say about getting ready for the HSC…
Now studying Economics and
Law at Sydney University, James
Covic found his HSC year both
challenging and enjoyable.
From my experience there are three
key ‘secrets’ to success in the HSC:
Selection, Pace and Reality.
Selection is about choosing subjects
that work to your strengths, that you
enjoy but that also perform well in the
HSC ranking and scaling. Ms Baker
and other teachers can help you
consider your options. Selecting
subjects purely based on scaling is
not helpful as they are likely to be
more difficult… pick subjects that
cater to your strengths and that you
actually enjoy!
Pace is about getting through the
year steadily. Think of it as a
marathon—be strong and steady,
one assignment foot in front of the
other! Using past papers and talking
to your teachers can help you to
gauge how to study for different
subjects. For example, memorising
formulas for maths is essential but
memorising a pre-prepared essay for
English is not, rather, you should
understand the prescribed texts and
practise essay writing skills. Allot
sufficient time for breaks and outings.
Keep it steady—work hard, play light
and exercise regularly to keep
mentally and physically strong.
Reality is about setting goals and
keeping an eye on the finish line.
Remind yourself that it is an intensive
but short year and at the end of it
you'll have a long holiday. Also have a
firm Plan B, and C, so that if you don't
get into the course of your first
choice, there is always another
option.
Remember, the HSC is not a ‘be all
and end all’. It makes the next step
easier if you get it right but there are
many ways of getting to where you
want to be. In the meantime, enjoy
the final year of high school with your
friends and teachers around you, it is
a good year! Best of luck.
James Covic lives in residence
at St Andrews College
8
Eirinn Hayes, who is now
studying International and
Global Studies at Sydney
University, offered these tips…
Be prepared to put in work—adopt
a good worth ethic from the very
beginning, not post-trials.
_
Be resilient—it’s almost certain
you’re going to get marks you’re
disappointed with. It’s important to
identify weaknesses and address
them so you can avoid them next
time. This is the only way you can
improve.
_
Facebook is a problem for
everyone. It’s a trap. If you can’t
exercise self-restraint, deactivate
your account during trials or during
STUVAC/HSC. As hard as it was, it
was by far the best decision I made
last year.
_
Set realistic goals in terms of what
you’re going to get done.
It’s easy to get stressed; especially
when you’re worrying about how
many essays others say they are
writing each week. Concentrate on
what you need to do. Most of the
time, they’re exaggerating anyway.
_
Don’t be extreme—take regular
breaks; have days off; don’t isolate
yourself.
_
Exchange essays. I found other
people’s essays were better than
notes. Most of what I wrote in the
final exams was the culmination of
shared essays. As well as reducing
your workload (to a certain extent),
it boosts IGS’ rank against the rest
of NSW.
New study centre gears
up for the 2011 crew
Year 12 has a new study centre
on Level 1, Kelly Street building.
The study centre, which is
located in the space that was
formerly occupied by the
Primary Library (which is now in
the new Kerrie Murphy Building)
has been reconfigured to include
IT access and furniture
conducive to students’ needs.
“We’re delighted to be able to
provide Year 12 students with their
own, dedicated learning space,”
IGS Principal Michael Maniska said.
“The Year 12 study centre is a
learning environment for both
individual study and group work. The
opening of the centre is pivotal in the
school’s commitment to a culture of
teaching and learning at IGS”.
Jigsaw dropped in to the
study centre one day in May…
It’s helped me study, it’s a
good space, it’s isolated
but easy to get to (from
the rest of the building)
Jake Hobart
‘I always like to
come here when I
have study
periods’.
Emily Hogg
We see some other
students that we
don’t always see in
class, it’s another
way of meeting up.
I study well here, I
can spend up to
three hours at a
time Jessica Guida
It’s much better than the
library—it’s quieter! It’s
somewhere to go first
thing in the morning and
you can always get
access to a computer.
Andreas Richter
9
The Centre brings
radiance to my
day—having
somewhere
designated to go.
Isabella del Grande
clockwise from top:
Sprung… studying!
Emily Hogg, Jessica Guida,
Isabella del Grande; Assistant
Principal Anthony Dennehy chats
with Andreas Richter; Jake Hobart
pictured with Michael Punch
This is such an improvement
as a study space for the
seniors—the previous study
place was also a locker room!
The students can interact but
can also do their work
without feeling interrupted
with others coming and
going.
Mr Anthony Dennehy, Assistant
Principal —Senior School

For a good cause…
This year has witnessed far too
many natural disasters and other
needs around the world. The IGS
community has rallied to help.
IGS students raised over $1,000 for
the Queensland flood relief fund and
$2,000 for earthquake victims in
Christchurch and Japan.
In return for their donation, primary
students were given paper cranes
made by the Japanese parents
and staff.
In Japan, traditionally paper
cranes symbolise luck, prosperity
and happiness. It is hoped that the
giving of the cranes helped the
children reflect on how lucky we
are and that they contributed
something to the rebuilding
process in both countries.
Year 12’s Jessica Guida devised the
‘One’ project which aims to give each
student in the high school the
opportunity to support the work of a
specific organisation in our
community. The Houses selected the
following: Gura, Salvation Army;
Bamal, RSPCA; Baado, WWF; and
Kuyal, Wall of Hands.
Along with his IGS friends, Year 10’s
Stathi Weir ran a cake shop and other
ventures to raise money for Leandro
Santos (Barata). A talented dancer
with a Brazilian dance group, Leandro
came to Australia late last year with a
Brazilian dance group to perform.
However, a tragic accident at Bondi
Beach in December last year left him
a paraplegic. Stathi saw Leandro’s
story on Bondi Rescue earlier this
year and was so moved by it that he
wanted to do something to help.
Thought leadership
forums prove popular
Three PTF thought leadership forums
were held in the first semester and a
third is planned for September.
The forums have been very popular
with over 130 attending the first forum
in March on ‘cyber safety’.
The presentation explored how to
avoid the pitfalls of the cyber world
whilst enjoying the benefits. A group of
Year 8, 9 and 10 students worked with
ACMA on the cyber safety
presentation:- they included Malika
Berney, Eloise Brkic, Siena Grippi,
Madeleine Goodsir, Rachel Delaney,
Nathan Ventura, Oscar Read, Noah
Armesto, Miro Astore, Dion Dovas,
Millie Malfroy and Luke West.
ACMA has developed a
children’s cyber safety website
(www.cybersmart.gov.au) providing an
online helpline to provide a quick and
easy way for children to report online
incidents that cause
them concern.
In the May forum, UTS’s Professor
Rosemary Ross Johnston posed the
question: ‘What would make the
National Curriculum truly national?’ She
shared with the IGS parents and staff
the concept of ‘deep literacy’, and
argued that, ideally, this notion should
underpin the national curriculum.
The June forum on ‘Rethinking
Homework’ asked the question:
What evidence is there that homework
results in more effective learning?
Associate Professor Richard Walker
from Sydney University spoke to over
70 parents and teachers about the
complex issues surrounding
homework—the role of the parents,
the expectations, the benefits.
A final forum in the series
(15 September) discusses
‘Enhancing Learning through
Technology’ with UTS’s
Dr Mathew Kearney.
Alive
Theatre at full throttle
SHIREEN KHALIL
THEY are young, talented and
full of energy, but most of all
they know how to act.
With these traits, it’s no
wonder Ultimo’s International
Grammar School has
progressed to the qualifying
round in the 2011 NSW
Theatresports Schools
Challenge.
The group of six recently
played their way to win the
Inner West Cup, an independent
competition hosted by
Newington College, in the lead
up to the Challenge. Team
member Madeleine Stedman
described it as a fun yet very
challenging experience.
‘‘The Shakespeare piece is
one of the more difficult parts of
the game, essentially an open
scene, it must be performed
using the themes and character
types typical of Shakespeare,’’
Madeleine said.
The Senior Team had just five
seconds to make decisions. The
reflexes required can match
those of any other team sport.
Not only did they manage to
include a witch, a quest, a
mystical element, a
Shakespearean insult and a
journey, Madeleine said it had a
happy ending, which is more
than you can say for many of
Shakespeare’s plays.
‘‘When you’ve been
practising you get to know each
other so well you can second
guess their next move.’’
Waterside Dining
Theatresports
spotlight on
IGS teams
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Tuesday - $13 Chicken Schnitzel
Wednesday - $13 Pasta
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We will make
Theatresports may involve more your life easi
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• Shuttle service in local ar
treading than running of the boards
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those of any other team sport. For your convenience contact us at service@amrmotors.com.au
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Monday-Friday 7am-5.30pm
Theatresports teams compete by
creating coherent and often amusing
scenes, usually on a given topic and
always ‘on the spot’.
30 INNER WEST COURIER, Tuesday, May 31, 2011
She also said it’s a great way
to build confidence in acting.
‘‘Having a background with
improvisation really teaches
you how to get out of trouble on
stage and have the confidence to
continue with the show.’’
The next heatwill be held on
June 6 at the team’s school in
Ultimo, with the finals held in
July at The Enmore Theatre.
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In May the IGS Intermediate and
Senior Theatresports teams played
their way to win the Inner West Cup,
an independent competition hosted
by Newington College.
The Senior team then went on to win
their first heat to progress through to
the next qualifying round for June
finals in this year’s NSW Theatresports
Schools Challenge but sadly they
weren’t able to nudge the tough
competitors for a spot in the grand
final. Still, a gallant effort and great
result all round!
1346006A
innerwestcourie
Ultimo
students
Christian
Lambert,
Pip Goold,
Maddy
Stedman,
Jack
Colquhoun,
Harry
McGee and
James
Mitchel are
through to
the next
qualifying
round.
Picture: PHIL
BLATCH ~PP448175
WHAT IS IT?
■ Theatresports is
rapidly gaining
popularity with schools
across NSW.
■ Teams compete by
creating coherent, and
often amusing, scenes on
different topics and
always on the spot.
Sta
ste
AUSTR
2009 win
Camper
Stan Wa
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ideas fo
Loud in
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shootin
album.
weeks a
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‘‘The
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aspect o
He re
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clockwise from top:
IGS Drama teacher Rita Morabito and Theatresport tutor
Cale Bain with the Inner West Cup winners IGS; in action;
Article appearing in Inner West Courier, 31 May
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Tributes to friends past
GAVIN CLOSE, who spent
several years as the RTA’s
school crossing supervisor
in Kelly Street, sadly passed
away in April. IGS students
Olivia Borgese and Freya
de Wilde-Barr attended his
funeral and wrote the
following tribute.
We had the great honour of attending
the funeral service for Gavin Close.
Gavin was a much loved and
respected member of the IGS
community and we were humbled
and privileged to be included in the
ceremony marking his passing and a
celebration of his life.
We joined a large group of his family
and friends and recounted his
cheeky, toothy grin, his sparkling eyes
and the joy that he brought to all
around him.
We shared stories with Gavin’s wife,
Phyllis and his children and told them
of our gratitude to have known such a
wonderful person.
A funeral reminds us of the fragility
of life and encourages us to live well
and to live with love and respect—
to take advantage of every minute
we have with the people we love.
Thank you Gavin for always being
there, we love and miss you.
Arts Fest May 2011
This years theme: Wild World
And last, but not least, the IGS
Arts Fest 2011 rocked as usual.
Photos by Tjarani Barton-Vaofanua
VALERIO DE SIMONI was a
former student who loved
adventure and had a great social
conscience.
Valerio set out last year with fellow
former student Jamie Kenyon on a
world-first global challenge to drive
from Istanbul to Sydney on ATV Quad
bikes, covering over three continents
in 12 months. Their aim: to raise
$100,000 for Oxfam. Tragically, Valerio
lost his life in an accident in Malawi in
March. On a brief visit home, Jamie
came to IGS and was applauded by
students for his desire to return to
Malawi to complete the challenge,
as a tribute to Valerio.
Past student RAJ KHALSA also
tragically died this year in a road
accident.
Maths teacher Jagdish Raniga said of
Raj: “I do not remember seeing Raj
on any one day without a smile on his
face. He was a good soccer player,
good at many sports”.
Former school friend Dario Menendez
wrote (from Madagascar): “Raj tried a
couple of careers but settled on
being a cook which he really enjoyed.
He became a family man and was an
amazing father to his young daughter
Jasmine”.
IGS has organised the planting of two
trees and plaques in the memory of
Valerio and Raj on the Level 4 garden
area of the Kelly Street building.
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