Term 2 Newsletter 2025

Principal

Principal’s Report
Reflecting on Progress, Partnerships, and Purpose

Dear Parents, Carers and members of the school community,

As we reach the midpoint of the academic year, I take this opportunity to acknowledge and commend the collective efforts of our students, staff, and families in fostering a culture of learning, connection, and growth throughout Term 2.

The term commenced with our Year 7 ‘Meet the Teacher’ Afternoon Tea, an invaluable opportunity to strengthen partnerships between home and school. Positive relationships with families are foundational to student success, particularly during the critical transition to high school. It has been encouraging to observe our Year 7 cohort settling in with confidence, resilience, and a growing sense of belonging within our learning community.

The term has been rich with curriculum-aligned, co-curricular experiences that have deepened student learning. Year 10 students had the opportunity to attend a live performance of Macbeth at the Seymour Centre—an engaging and immersive way to support their study of Shakespeare’s text. These authentic learning experiences are integral in enhancing critical thinking, cultural understanding, and literary appreciation.

In Year 7, students engaged in an agricultural field excursion to a working farm in Camden. This experiential learning opportunity supported curriculum outcomes in both TAS and Science, fostering curiosity and real-world understanding of food production, sustainability, and rural industry.

Despite the unfortunate cancellation of our whole-school Athletics Carnival due to inclement weather, a modified, participants-only carnival proceeded successfully at Sylvania Athletics Track. I extend sincere appreciation to the PDHPE faculty for their professionalism and adaptability in ensuring that students could still demonstrate athleticism, school spirit, and personal bests in a supportive environment.

Looking ahead, our Year 10 cohort has begun preparing for the transition into Stage 6. Through engagement with the Curriculum Expo at Georges River College Oatley Senior Campus, and participation in taster lessons, students are actively considering their senior subject pathways. These structured opportunities support informed decision-making and empower students to align their future studies with personal interests, academic strengths, and post-school aspirations.

Semester 1 academic reports have now been distributed. These reports provide a comprehensive overview of each student’s achievement, engagement, and areas for growth. I encourage all families to engage in reflective dialogue with their children—acknowledging progress, addressing challenges, and setting focused goals for the remainder of the year. Reports are not endpoints, but tools for continuous improvement and self-directed learning.

It is with great pleasure that we welcome Mrs Nielsen to our executive leadership team as Deputy Principal. Mrs Nielsen brings a wealth of educational leadership experience and a demonstrated commitment to student wellbeing and academic excellence. She will be working closely with Years 8 and 10, and we look forward to the positive contributions she will bring to our school community.

We wish to advise families that NAPLAN results for students in Years 7 and 9 will be published and distributed early in Term 3. These assessments provide a national snapshot of student achievement in reading, writing, spelling, grammar and punctuation, and numeracy, and serve as one of several diagnostic tools used to support student learning and growth.

At the school level, NAPLAN data is analysed in detail to identify patterns of achievement and areas requiring further development, both at an individual and cohort level. This data is integral to informing school improvement planning, refining teaching practice, and designing targeted interventions and enrichment programs. Faculties use the data to evaluate curriculum delivery and differentiate instruction to meet diverse learner needs.

For students, NAPLAN provides a benchmark against national minimum standards and allows them to reflect on their progress in key foundational skills. It is important, however, to emphasise that NAPLAN is only one measure of achievement. It should be considered alongside classroom-based assessments, teacher observations, and student work samples to build a comprehensive picture of a learner’s capabilities.

Parents and carers are encouraged to review their child’s results with them once released. Should you wish to discuss your child’s performance or strategies to support their learning, we welcome you to contact the school on 9580 3141 to arrange an appointment with relevant teaching or wellbeing staff.

By working together to understand and respond to data meaningfully, we continue to foster a school culture focused on evidence-informed practice and continuous improvement for every student.

As we approach the upcoming Term 2 holiday break, I encourage students to maintain a balanced approach to their time away from formal learning. While rest and recreation are essential, the break also offers a valuable opportunity for students to engage in independent reading, revise key concepts, and reflect on their learning journey. Maintaining healthy routines, connecting with family and community, and pursuing creative or physical activities are all recommended to support wellbeing and readiness for Term 3.

A reminder to all families that our Parent-Teacher Interview Evening will take place on Thursday, Week 1 of Term 3 – July 24. This event is a critical point of contact between home and school, facilitating personalised conversations around student progress, achievement, and learning strategies. Families are encouraged to schedule appointments through the online booking platform to ensure meaningful engagement with teaching staff.

In closing, I share a quote that reinforces our shared belief in the transformative power of education:

“Education is not preparation for life; education is life itself.” – John Dewey

Thank you for your ongoing support and engagement in our school community. We look forward to continuing to work together to support every student’s success in the second half of the year.

Warm regards,
Noeline Ross
Principal

Anzac Day Ceremony

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Deputy Principals

I would like to extend my heartfelt thanks to students, staff, parents, and caregivers for the incredibly warm welcome I’ve received since joining the school. It has been a privilege to step into a community so rich in diversity, pride, and a shared commitment to student success. From my very first day, I have witnessed a genuine sense of care, respect, and enthusiasm — all of which speak volumes about the values that underpin our school.

Education is one of the most powerful tools we can offer our young people. It is not just about academic achievement but about building character, critical thinking, and resilience. At GRC Penshurst, we are dedicated to helping every student discover their potential, develop their strengths, and prepare for a future full of opportunity. This journey is a partnership between school, home, and the wider community — and I am excited to be part of that collaborative effort.

Regular attendance at school is essential for your child to achieve their personal best and maximise future opportunities. NSW public schools work in partnership with parents to encourage and support consistent attendance. Research shows that students who attend school more than 95% of the time experience a stronger sense of belonging and achieve higher levels of academic success than those who attend less regularly.

One of the simplest — yet most visible — ways students can show their pride and commitment to learning is by wearing the full school uniform each day. Our uniform represents more than just clothing; it symbolises belonging, equality, and respect. It allows students to feel part of something greater than themselves and sets a tone of professionalism and high expectations. We kindly ask parents to ensure that their child wears the correct school uniform. Hooded jumpers are not an acceptable part of the GRC Penshurst uniform.

Just as importantly, we encourage all students to strive to do their best — not only academically, but in all aspects of school life. Whether in the classroom, on the sports field, in the arts, or through leadership opportunities, giving their best effort builds confidence, develops persistence, and helps students take ownership of their learning. It also reinforces the important life lesson that hard work and commitment lead to growth and success.

As Deputy Principal, I look forward to working closely with families, teachers, and students to uphold high standards and provide the best possible environment for learning and personal development. I welcome open communication and look forward to engaging with our community as we work together toward the shared goal of student success.

Thank you once again for your warm welcome. I feel incredibly honoured to be part of the GRC Penshurst community.

Warm regards,
Victoria Nielsen
Deputy Principal (Years 8 and 10)

As we wrap up Term 2, I want to take a moment to reflect on our achievements and share some important reminders for our school community.

Firstly, I had the pleasure of reviewing the Year 7 and Year 9 reports this semester. It is truly inspiring to see the success our students have experienced and to reflect on their learning goals moving forward. Their hard work and dedication are commendable, and I encourage all students to continue striving for excellence.

I would like to congratulate our Social Justice Team, who successfully collected non-perishable food items from our school community to donate to the Salvation Army. The outstanding and heartwarming response from everyone involved showcases the generosity and spirit of our school.

We have also celebrated many sporting achievements this term, including the Zone Cross Country and Athletics Carnival. I am particularly proud of our Under 15s Netball Knockout Team, who made it to the third round, demonstrating remarkable teamwork and determination, even in a nail-biting finish that took them into extra time!

I would also like to remind everyone about the importance of wearing our school uniform with pride. Adhering to the uniform policy not only fosters a sense of belonging but also reflects our commitment to our school community.

As we approach the upcoming break, I encourage everyone to enjoy a restful holiday and stay warm. I look forward to welcoming fresh faces back in Term 3 and continuing our journey of learning and growth together.

Wishing you all a wonderful break!

Warm regards,

Mrs Erin Iskander
Deputy Principal (Years 7 and 9)

Key Dates for Term 3

English

It is once again time to celebrate and reflect on the remarkable learning and achievements of our students. This term has been rewarding for both staff and students alike. The English faculty has remained dedicated to prioritising student needs, employing explicit teaching methods that include learning intentions and co-constructed success criteria. Through effective feedback and high-quality learning opportunities, they are committed to enriching and maximising the educational experiences of all students. As the Head Teacher of English, it has been gratifying to witness our students deeply engaged in their studies, while our dedicated English staff continues to inspire a love for language and literature, ultimately enhancing learning outcomes for all learners. 

Stage 4, Year 7

Year 7 students have recently completed an engaging unit on the Fantasy genre, which aimed to deepen their understanding of how narrative conventions and elements of fantasy contribute to the creation and interpretation of meaning. As a highlight of this unit, each student had the opportunity to confidently present a speech to their peers about their selected fantasy text, discussing and analysing how it aligns with the elements of the genre. This experience not only enhanced their public speaking abilities but also fostered self-confidence and equipped them with essential skills for their future careers and life.

Year 7 students have now begun an exciting journey into the world of poetry. Recently, they have been exploring a diverse selection of poems, engaging in deconstruction and analysis. They will also enhance their skills in composing their own poetic works in the upcoming term. This unit not only introduces students to a rich variety of language features and poetic forms but also fosters an appreciation for the purpose and joy that poetry can evoke.

Stage 4, Year 8

Through the exploration of a performed dramatic text, Year 8 students had the exciting opportunity to craft their own monologues inspired by characters from the play studied in class. This journey from initial ideas to action and ultimately to performance instilled in students the importance of practice and perseverance. As a result, they have developed greater confidence in their creative abilities.

Currently, Year 8 students are immersing themselves into the rich tapestry of Australian poetry. They are enthusiastically deconstructing and analysing a diverse range of poems, gaining valuable insights into how Australian poets skilfully convey meaning using figurative language and sound devices. This exploration not only deepens their appreciation for the art of poetry but also enhances their understanding of the unique cultural narratives that shape our literary landscape.

Stage 5, Year 9

Year 9 students demonstrated their macro skills through activities centred on a unit of work on Adolescence. This unit not only allowed students to explore the complexities of growing up and the various challenges faced during this pivotal stage of life, but also encouraged them to consider how these are depicted in literature. We eagerly anticipated their speeches, where they would articulate their insights on adolescent issues, drawing from the issues explored in their class and related texts. This opportunity also enabled our students to reflect on their writing and speaking processes, fostering a deeper understanding of how communicate their ideas effectively.

Recently, the students have begun studying Poetry: People and Places. In this unit, they are examining a diverse range of poets who capture the essence of human experiences and locations through their work. Students are learning to appreciate how poets employ various language and poetic techniques to convey emotions and shape meaning. This exploration encourages critical thinking as students analyse the relationship between the poet’s intent and the reader's interpretation.

Next term, Year 9 students will continue with their poetry studies by drafting and composing their own original poem. This creative process will allow them to experiment with different poetic forms and styles, giving them the freedom to express their unique perspectives on people and places that resonate with them.

Stage 5, Year 10

Our Year 10 students have been critically engaging in texts. Impressive is the positive mindset of our Year 10 students, who have shown exceptional engagement in studying a unit of work on the Representations of Justice. Within this unit, students were given the opportunity to explore characters and themes on their class text, compose and reflect upon their understanding of the complex issues that can affect the course of justice, through the composition of an engaging multimodal text and accompanying reflective presentation. The students reflected on their work by analysing the choices made, and by identifying and discussing their areas of strength and areas for improvement. By reflecting, the students are focusing on the process of learning and what they can do to improve their skills.

Co-curricular experiences are made possible through the dedicated efforts of the English faculty, who meticulously seek out the finest productions to enhance our students’ learning. While organising and planning these experiences requires significant time and effort, the English Faculty understands their immense value in enriching education and fostering the development of socially mature individuals. Early in the term, the Year 10 cohort had the opportunity to witness a captivating interpretation of William Shakespeare’s tragedy, Macbeth, at the Seymour Centre and I thank Ms Mulic for her efforts in organising the excursion. This engaging and expertly executed theatre production featured a commendable cast and crew, leaving a lasting impression on our students. Currently, they are immersed in studying Shakespeare’s tragic play, Macbeth, exploring themes such as unchecked ambition, the significance of honour and loyalty in society, and the complexities of betrayal, all while examining how meaning is conveyed through imagery and various dramatic and linguistic techniques. The exploration of this dramatic unit will continue next term, further deepening their understanding of Shakespeare’s work.

National Minimum Standards

Year 10 students have begun working towards achieving the National Minimum Standards (NMS) in Literacy. To meet the HSC minimum standard, students need to achieve Level 3 or 4 in short online numeracy, reading and writing tests. Year 10 students have begun working towards achieving the National Minimum Standards (NMS) in Literacy, Reading and thus far, many of our students reached the minimum standard for that domain. Next term, the students will be tested on Writing, in which they are given 45minutes to respond to writing prompts. 

Year 9 Drama Elective

Another aspect of the curriculum which makes an enormous contribution to the individual’s creation of self is Drama. Year 9 Drama Elective students have been gaining further confidence in communicating their own ideas in dramatic forms this semester. Students researched, prepared, and presented individual performances in which they utilised Stanislavski’s set of given circumstances to establish character roles. This dramatic performance further developed students’ knowledge, understanding and skills through appreciating the meaning and function of drama and theatre. The students have recently begun a unit on Political and Protest Theatre and this will be continued next term.

Premier’s Debating Challenge

Beyond the classroom, the Premier’s Debating Challenge for 2025 commenced this term and each team has been enthusiastically focusing on developing their skills in debating. It takes a lot of commitment from teachers to make extra-curricular competitions like this to work, and I thank them for giving our students the opportunity to develop their public speaking skills. All our debating teams have completed the first round of the challenge and will continue debating next term. Thus far, I congratulate our Year 10 debating team for winning their first round of the challenge. Education, Media and Technology, Sport, and Politics are the topics of the challenge. I wish all the teams and their coaches all the best in the forthcoming debating challenges.

Premier’s Reading Challenge

Throughout the term break, and since it is the perfect time to rug up and read during the midst of Winter, students are encouraged to read quality literature daily, and to continue to participate in the Premier’s Reading Challenge by updating their online reading record on the student site. Research suggests that reading widely improves literacy and learning outcomes. Students can use a broader vocabulary and it helps with understanding the nuances of language. It improves one’s knowledge of the world, enhances communication skills and can help to reduce stress levels. Hence, reading matters.

“Empower yourself: read a book.”  

Visit the NSW Premier’s Reading Challenge website to search through the booklists for good quality reading. Another option is to find titles of quality books in the Australian Children’s Book Council website.

I wish all staff and students at GRC Penshurst Campus a restful and safe mid-year break. In addition, and on behalf of our school community, I wish Ms Reid all the best on the upcoming arrival of her newborn child.

Mrs Sender
Head Teacher English 

Mathematics

This term has been both productive and rewarding for the Mathematics faculty at GRC Penshurst Girls. We are pleased to share some of the exciting developments and achievements from Term 2.

Welcome to Our New Staff

We are delighted to officially welcome two new permanent members to our Mathematics team: Mr A. Zhang and Ms C. Zamora. Their passion and expertise have already made a positive impact on our students’ learning experience.

Student Achievement

We commend all students for their hard work this term, and extend special thanks to our dedicated Mathematics staff for supporting students in achieving their best. Students have now completed their second assessment task for the year, with many demonstrating commendable progress and results.

We are especially proud to recognise students who achieved a perfect score in their assessment:

• Year 7: Amber B., Ziggy B., Christina C., Sheyda K. E., Michelle L., Anna M., Skyla P., and Emily T.
• Year 8: Emilie H., Annabelle L., Stella L., and Hayley W.
• Year 9 (Core): Avni B., Kate L., Mouli S., and Isabelle W.
• Year 10 (Core): Stephanie H., Mira J., and Anastacia V.
• Year 10 (Advanced): Celine H., Stephanie H., Anastacia V., and Rebecca Yu.

Congratulations to all these students for their outstanding performance!

Curriculum Overview

Here is a summary of the topics covered in Term 2:

• Year 7: Measurement, Angle Relationships, and Geometry
• Year 8: Algebraic Techniques, Indices, and Equations and Inequalities
• Year 9: Linear Relationships and Measurement
• Year 10: Probability and Statistics
• Year 10 (Advanced): Quadratic Expressions and Equations

Upcoming Assessments in Term 3

Assessment dates for Term 3 are as follows:

• Year 7: Week 4
• Year 8: Week 3
• Year 9: Week 6
• Year 10: Week 2

Assessment notifications have already been distributed to students in Years 7, 8, and 10. Students are encouraged to revise consistently throughout the term and avoid last-minute preparation. Useful resources include their textbooks, theory books, grid books, and Cambridge Go online platform.

Years 9 and 10 students are permitted to bring a handwritten A4 reference sheet to the exam. This tool not only supports revision but also boosts students' confidence during the assessment. Parents are encouraged to assist their children in preparing this resource during the upcoming term break.

Homework and Online Support

Parents are encouraged to ask their daughters the following:

• Are they having difficulties with homework or revision?
• Have they accessed Cambridge Go to watch tutorial videos?
• Have they attempted the Walkthroughs and Quizzes?

These online features are specifically designed to assist students in understanding content, completing homework, and preparing for assessments.

Year 10 Subject Selection for Stage 6

Year 10 students are currently selecting their courses for Stage 6. There are three Mathematics pathways offered in Year 11:

• Mathematics Standard
• Mathematics Advanced
• Mathematics Extension 1

As a guideline:

• Students studying Core content and passing all assessments may consider Mathematics Standard.
• Students successfully undertaking Advanced topics may opt for either Mathematics Advanced or Standard, depending on interest and academic goals.
• Students with consistently exceptional results in Advanced topics are encouraged to consider Mathematics Extension 1.

All Year 10 students have received teacher recommendations based on their academic performance. Students are advised to discuss their options with their Mathematics teacher to ensure their selection aligns with both ability and future aspirations.

Year 10 Numeracy Minimum Standard

We are pleased to report that 93% of Year 10 students have passed the Numeracy National Minimum Standard Test. Those yet to meet the standard have been provided with detailed feedback and support from their Mathematics teacher, Ms Qiu and Ms Presto, and will have three more opportunities this year to reattempt the test.

Looking Ahead

There are several exciting events in the near future:

• Maths Club continues to work diligently on the Mathematics and Statistics Research Competition hosted by the University of Melbourne. Submissions are due by 6 August 2025.
• The Australian Mathematics Competition will take place on Tuesday, 5 August 2025 (Week 3, Term 3) during Periods 3 and 4 in the Library Annex.

We thank all students and families for their continued support and enthusiasm for Mathematics. We wish everyone a restful and enjoyable holiday break!

Warm regards,

Linda Qiu
Head Teacher of Mathematics
GRC Penshurst Campus

Science

As Term 2 draws to a close, students across all year groups have been wrapping up their second topics of study in both Science and Marine and Aquaculture Technology.

Year 7 – Physical World and Water Planet

Year 7 students have completed their Water Planet unit and have been exploring the Physical World, with a focus on energy and forces. To apply their learning, students are working on a STEM Toys or Musical Instrument project that demonstrates their understanding of energy types and transformations. This creative task also incorporates elements of music, mathematics, and engineering.

Year 8 – Electricity and Magnetism

Year 8 students have studied topics within the Physical World, specifically electricity and magnetism. They have now begun an Investigations unit, which will see them carry out a first-hand scientific investigation in Term 3.

Year 9 – Chemical and Living Worlds

Year 9 students explored the Chemical World through the periodic table and the atomic model’s history and structure. They’ve now transitioned to the Living World, where they’re focusing on human impacts on the environment. Students will showcase their understanding through a Depth Study in Term 3.

Year 10 – Reactions and Investigations

This term, Year 10 students examined both the Physical and Chemical Worlds, focusing in detail on different types of chemical reactions. They’ve completed their Common Test and will move on to a mandatory Student Investigation and the Year 10 VALID Science Assessment later in Term 3.

On behalf of the Science Faculty, I wish everyone a happy and safe holiday.

Mr Anthony Adams
Head Teacher Science

Marine and Aquaculture Technology

Year 9 – Water Safety and Ecosystems

Year 9 Marine and Aquaculture students began the term with the Water Safety Skills program at Hurstville Leisure Centre. Training fortnightly with BluFit instructors, students have been honing their survival and rescue skills. They’ve gained essential life-saving knowledge that could help them assist friends, family, or strangers in marine emergencies.

In addition, the class has taken over the care of the fishtank in L Block. Students are managing water testing, pH and temperature monitoring, feeding the Angelfish and red-tailed shark, and budgeting for maintenance equipment and supplies. They will propose their ideas to the SRC in Term 3.

Next term, they will begin a study of Mangroves, culminating in the creation of an informative brochure detailing the lifecycle, habitat, adaptations, and conditions necessary for this unique ecosystem to thrive.

Year 10 – Marine Mammals and Fieldwork

Year 10 Marine students are currently conducting an in-depth study on Marine Mammals. They are preparing group presentations on their chosen species, which will be delivered early next term. As part of their fieldwork, students will visit Sydney Sea Life Aquarium to observe marine mammals and other creatures in a safe, real-world setting. They are especially excited to meet the resident dugong "Pig" and embark on the Penguin Expedition. These excursions are vital for connecting classroom learning with the hands-on experiences of marine scientists.

Ms Kumar
Marine and Aquaculture Technology Teacher

HSIE

ANZAC Ceremonies

The Penshurst ANZAC Day commemorative service and march are held at the Penshurst War Memorial

Two of our students, Maria and Liyana, had the privilege of participating in the ANZAC Day ceremony at Penshurst, where they delivered a poem with great respect and sincerity. We would like to take a moment to express our deep gratitude for their contribution as they stood before the community and shared their reflections on this important day.

Their reading left a significant impression on everyone present. Through their words, they beautifully captured the essence of courage, sacrifice, and remembrance, reminding us all of the sacrifices made by the ANZACs and the importance of honouring their legacy. Their ability to convey such powerful emotions in front of an audience was truly commendable.

Year 9 Commerce

The Year 9 Commerce students took part in a Shark Tank exercise that showcased their entrepreneurial spirit and innovative thinking. This activity was designed to simulate a real-world business environment, challenging students to develop and pitch unique business ideas to a panel of “sharks” made up of their teacher and classmates.
In the weeks leading up to the event, students collaborated in teams to brainstorm ideas, conduct market research, and create compelling business proposals. Their hard work culminated in an exciting presentation, where teams had the opportunity to secure "investment" from the sharks by demonstrating the viability and value of their concepts.

Year 10 History

Year 10 History students have been examining the crucial U.S. Civil Rights Movement. This study has not only deepened their understanding of historical events but also fostered their creativity and critical thinking skills. Students conducted research on key events, influential figures, and legislation that defined the Civil Rights Movement. From the courage displayed by Rosa Parks to the powerful speeches delivered by Martin Luther King Jr., they explored various facets of this pivotal period in American history.
To present their findings, students embraced the art of creating infographics. By converting complex information into visually engaging and easily digestible formats, they strengthened their communication skills.

Year 8 Geography

As part of the Landscapes and Landforms unit, Year 8 Geography students were tasked with creating a travel brochure that promoted one of the stunning landforms found in New South Wales. This project allowed students to delve deeper into the unique geographical features of our beautiful state. By investigating specific landscapes and landforms, they learned not only about their physical characteristics but also about their historical background and formation processes.

Year 7 Geography

Year 7 Geography students demonstrated strong development in their landscape sketching and annotation skills, with excellent results.

Year 9 Geography

This term, our Year 9 Geography students have delved into the fascinating world of biomes. From the icy stretches of the tundra to the lush depths of tropical rainforests, students have been learning about the complex ecosystems that make up our planet and the vital roles they play in sustaining life. The students explored the climate, flora, fauna, and human impact on a variety of biomes. They examined how geography, weather patterns, and human activity influence biodiversity and the sustainability of natural environments. This study of biomes has encouraged students to think globally and act locally, sparking thoughtful conversations around conservation, climate change, and our collective responsibility as caretakers of the Earth.

Year 10 Elective History 

The Year 10 Elective History students recently participated in a walking tour of The Rocks, exploring the area’s dark and complex history. As they navigated the narrow laneways and historic streets, students engaged with stories of convicts, early settlers, and the social challenges that shaped Sydney’s oldest neighbourhood. Many students demonstrated curiosity and asked insightful questions, showing a keen interest in the hardships and hidden histories of the area. The tour provided a valuable, immersive experience that brought the past to life and deepened students’ understanding of the resilience and struggles faced by those who lived there.

Wishing all our students, families, and staff a safe, restful, and joyful break. We look forward to welcoming everyone back refreshed and ready for an exciting Term 3.

Gail Kennedy-Webb
Head Teacher HSIE

CAPA

VISUAL ARTS
Year 7

This term students explored the topic of Fantastic Animals, investigating mythical creatures from different cultures to use as inspiration for the creation of their own mythical creature. To accompany their drawings, students were required to give their creature a name and write about the legend of the creature, including any special powers it possessed, and whether it was good or evil. This theme was continued, and developed, with students using a variety of mark-making techniques learnt in term 1 to create a fantastical creature using pen, an artmaking tool not often considered.  Students were also introduced the concept of the Frames and the Conceptual Framework as an approach to interpreting art, which they then put into practice when analysing the contemporary artist Jeff Koons and his installation sculpture “Puppy”. Students thoroughly enjoyed this unit of work, building their art making techniques, using new materials, their imaginations and learning how to analyse an artwork.

Year 8

For the first half of term 2, students continued to finish their Animal Sculpture Assessment Task, applying the fine details and painting of their sculptures. A new and challenging art project, students rose to the occasion and produced some amazing sculptures, whilst learning about the problem-solving skills applicable to 3 dimensional artworks. In the second half of the term students commenced a journey of exploration into Aboriginal cultures and their art, with research undertaken to choose an Aboriginal sacred site anywhere in Australia. Students were required to document the name, location of the site and story of why it is sacred, and to identify any Aboriginal symbols which may be present at the site. Using Google Earth, the girls located their chosen site and rendered an aerial view of the landscape on watercolour paper in preparation for painting. Several Aboriginal artists, artworks, and non-Indigenous artists who have been heavily influenced by Indigenous cultures, were also viewed to deepen knowledge and understanding. This culturally rich unit of work will continue until the end of term 3, when students will submit their artworks for marking. Going by the talent and work I have seen so far, I’m sure there will be some amazing paintings produced.

Year 9

During term 2, Year 9 completed their studies on Expressionism to create a series of 2 expressionistic artworks, using a variety of different materials and techniques. I have been truly impressed by the very high standard of work and creativity of the students and very proud of the growth I have witnessed as students left their comfort zone to experiment with new ideas, techniques, and materials. Halfway through the term, students commenced the next unit of work on Pop Art, undertaking an in-depth study to investigate numerous key artists, historical contexts, and influences. A wide range of artmaking activities, including designing a 1960’s style vinyl record album cover, using different techniques and concepts to emulate Pop Art styles, engaged students on this journey of discovery and continued to reveal their immense talent. This study will continue into term 3, culminating with a Pop Art Exam and a large-scale painting inspired by the work of Pop Artist, Wayne Thiebaud. With such an impressive cohort of developing artists, it is exciting to watch them create and inspire.

Year 10

Year 10 have been investigating the Post-Modern concept of Appropriation in art during his term. Reviewing art movements from the Renaissance period through to contemporary times, students chose a specific period and movement of particular interest to them. Within this study, the girls selected a focus artist and artwork to use for appropriation, detailing the key features of the period, the artist chosen, his or her influences, and identifying the artwork to be appropriated. On completion of research, students were required to explain in written format, the new meaning they were communicating in their appropriated artwork, exploring ideas of irony, sarcasm, or social commentary. Skills of problem-solving and recontextualising were employed to complete some interesting and thought-provoking artworks.

Art Club

Our weekly Art Club has continued to thrive this term, with students across all year groups attending to develop their artmaking skills. The Club is divided into two categories, the first is for those students wishing to receive guidance and tuition, and the second category, for students who wish to work independently. Guided by some of our senior elective students, the Club has grown in popularity and helped to develop rapport between peers across year groups. Currently working on still-life studies to develop proportion, shape and shading skills, our attendees have progressed well under the expert leadership of our enthusiastic elective students. With works still in progress, some impressive samples should be ready to view by the end of next term. So, stay tuned and watch this space!

Term 2 Drawing Competition Challenge – ‘ART ATTACK’

As in previous years, the school ran a drawing competition across all year groups this term, however this year we decided to revamp it to make it more of a challenge. Students registered to enter the competition which was held during a recess break time of 30 minutes. With the theme of ‘Creature’ revealed in week 6, entrants were permitted to practice their drawings at home as a reference. On the day of the event, they brought their practice drawings in and reproduced them in a structured environment, equipped with a range of drawing materials available for individual expression. The competition was fierce, with many committed artists working quickly to finish their artworks within the timeframe. Judging will take place early in term 3. An unenviable task, with so many wonderful artworks!

MUSIC
Year 7   

This term, year 7 Music students continued developing their performance skills. By working on performance, the students develop quick thinking and analytical skills and can self-assess, moderate and criticise their own work. This also helps develop their coordination – especially when two hands are involved. Simultaneously, the students began studying the instruments of the orchestra. They learned about the four primary families of instruments (woodwind, brass, percussion and strings) and their typical methods of sound production. They also learned about some more unusual instruments along the way. Year 7 began developing their knowledge about tone colour (timbre) and all the words that they can use to describe the different sounds that an instrument can produce. 

Year 8 

Year 8 Music students began an exploration into the music of different cultures. They learned about traditional musical forms and techniques used in cultures from around the world, from the polyrhythmic patterns of African drumming to the tresillo used in Latin music and popular music today. Each year 8 student had the opportunity to delve into the traditional music of a culture of their choice and present their findings in the form of a Video Podcast. Many high-quality podcasts were submitted on topics from Arabic Music all the way to Vietnamese music. Year 8 as a cohort showed an unwavering respect for Australia’s first nations music. They investigated and discovered the most common characteristics of traditional Aboriginal and Torres Strait Islander music and developed the ability to aurally identify and discuss these characteristics in songs. In preparation for NAIDOC Week during the school holidays, Year 8 were given the task of creating a poster in groups celebrating the life and work of a First Nations musician. These posters were displayed around the Music Room. 

Year 9 Photographic and Digital Media 

Year 9 Photographic and Digital Media students focused on animation this term. They explored the history of animation and its development through time. They looked at the earliest hand-drawn animations through to modern day digital animation. Throughout the term, the students created a thaumatrope and a flip book – two very accessible forms of animation. In doing this, they developed their understanding and appreciation of how these simple forms of animation work and their significance in the development of modern animation. Through reflection activities, the students drew connections between what they were doing and what they had learned in theory. This was also an opportunity for the students to evaluate their own practices. There were fantastic results produced while Year 9 made their flip books, and they should be proud of what they have achieved so far in this subject. Towards the end of the term, the students commenced the beginning stages of creating a stop-motion animation film, which will carry over into next term. 

GRC Penshurst Campus Vocal Group 

The Penshurst Campus Vocal Group have continued developing their skills by tackling tricky harmonies in the repertoire they are learning. The group continued working on their listening skills to work as a cohesive ensemble. We focused on blending and balance of sound in addition to constant improvement of vocal technique. 

GRC Stage Band: Big Band Blast 2025 

On Friday 30th May 2025, the Georges River College Stage Band headed on the annual trip to participate in the Big Band Blast in Bathurst. This year, we had six student representatives from Penshurst Campus attending this weekend event: Katie G (7, Trumpet), Abigail L (7, Alto Saxophone), Zoe R (8, Baritone Saxophone), Emma L (9, Trumpet), Harper C (10, Bass Guitar) and Marielena K (10, Piano/Keyboard). 

The students met early on Friday morning at Georges River College Senior Campus where final gear and equipment checks took place before taking the traditional ‘pre-Blast’ photo and boarding the bus to our first stop, Mount Panorama.  

After a short stop to get some fresh air and stretch our legs, we continued our travel to Scots All Saints College Senior Campus in White Rock. Here, the students participated in a joint performance workshop with the Scots All Saints College Jazz Orchestra under the joint direction of Ms Angela Pryce (GRC) and Ms Liz Sargeant (Head of the Arts, SASC). The students from both schools worked on ensemble and performance techniques using two charts, Skyfall (featuring GRC Penshurst alumnus, Charlee Marshall, on vocals) and Birdland. After this, the combined band performed for the creative and performing arts students of Scots All Saints College Senior Campus. 

After some much-needed relaxation time at our lodgings for the weekend, we headed to the ‘BMEC’ (Bathurst Memorial Entertainment Centre) for dinner and ice-cream in Bathurst Memorial Park and the opening concert of Big Band Blast. The students were once again treated to a phenomenal standard of performances by the Admiral’s Own Navy Big Band (Royal Australian Navy) and the tutors who the students would be working with over the weekend. This year’s tutors were John Morrison (drums), Jackie Cooper (vocals), Eric Dunan (Brass, Latin Rhythms) and Dan Barnett (Vocals, Brass and Reeds). 

Saturday was full of workshops on different areas of Jazz. The day started with a workshop on learning how to sing your music with Jackie Cooper. This was followed by a session with Eric Dunan on Latin rhythms and percussion. The GRC Stage Band then participated in a performance workshop with Dan Barnett who was able to give feedback on the performance practices of the various school bands.  

Afterwards the students could choose workshops to attend. There were two levels of sight-reading (beginner-intermediate, intermediate-advanced), two levels of learning how to improvise in Jazz-style (beginner-intermediate, intermediate-advanced), Big Band Jam (where students just went if they wanted to play music with an ensemble), learning how to compose for Big Bands and scat singing. 

After another busy day of learning and musical development, it was time to relax and unwind. We once again headed back to the BMEC for dinner and the second concert. This time, the students experienced the wonders and sounds of the Sydney Conservatorium of Music Jazz Orchestra under the direction of David Theak. 

The final day of Big Band Blast was filled with a combination of workshops for sight-reading and masterclasses for the different instruments. Students went to the masterclass that was targeted towards their instrument type – vocals, upper brass, lower brass, reeds (saxophones and clarinets) and rhythm (guitars, keyboards and percussion). 

After the morning sessions, it was time for the final concerts of Big Band Blast for 2025. Each school presented a set of charts for an audience made up of other bands from different schools, and for the first time, members of the public.  

The Georges River College Stage Band played a set list consisting of the following charts: 

• Feeling Good 
• Mas Que Nada
• But Not For Me 
• Kakadu 
• The Way You Look Tonight 
• The Chicken

All students in the band displayed musicianship, pride and passion for everything that they did over the three days. There were many challenges encountered by the students however they consistently demonstrated positive mindsets and took those challenges head-on.  

The students who attended Big Band Blast 2025 should be immensely proud of what they have learned, they skills they have developed and their achievements over the three days. Experiences like these create lifelong memories, build friendships, and develop the skills and knowledge of young musicians. 

As we move forward to the second half of the year, I would like to thank all our students for their hard work and dedication and I encourage them to continue striving for excellence and to be able to see the rewards they receive, making all your hard work worthwhile and on behalf of the CAPA staff, I wish you all a peaceful and enjoyable break, and I look forward to seeing you all refreshed and ready for the new challenges and opportunities that lie ahead.

Mrs Elham Gabra
Acting Head Teacher CAPA

TAS

Year 7

This term marked the culmination of students' work in both the Wood and Food units, as well as the exciting start of new learning journeys.

In the workshop, students were hard at work finalising their fully functional clocks as part of the Tick Tock unit. The space buzzed with energy as they applied finishing touches, while in the computer room, they completed digital portfolios documenting their design process. Each clock produced was a unique and impressive creation, showcasing individual creativity and problem-solving.

Meanwhile, students in the Farm to Fork food unit didn’t just cook – they engaged in a rich, multidisciplinary experience. Alongside preparing a range of delicious dishes in the kitchen, they conducted research on primary agricultural products and collaborated with a partner to produce an educational documentary aimed at Year 5 and 6 primary students. Topics included coconuts, eggs, pineapples, sugar cane, and bananas. Using a variety of digital tools and apps such as iMovie, FlipaClip, Ibis Paint, GarageBand, Canva, and Procreate, they brought their learning to life with engaging and informative presentations.

The culinary component was equally diverse. Students cooked recipes such as Hot Corn Bread and Apple Crumble. They also made both salted and unsalted butter.

As the new term begins, students in the workshop are developing foundational skills with equipment such as the scroll saw, disc sander, and drill press to craft their own key rings. Those beginning the food unit have already revisited Hot Corn Bread and Apple Crumble and are diving into a new agricultural focus: milk and dairy products.

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Year 8

This term marked the completion of students' projects in both the Textiles and Food units, as well as the exciting beginning of their new areas of study.

In the Textiles unit, Stuffed, students were tasked with designing and constructing a cushion for a specific space in their home. They began by planning and sketching their design, then applied at least two fabric decoration techniques to create a functional and visually appealing final product. Each cushion was an original piece, reflecting the students' creativity and design thinking. Along the way, they developed practical skills in sewing, patchwork, appliqué, and embroidery, while also learning to confidently operate a sewing machine.

Students documented their entire design journey in a portfolio, including their initial sketches, testing of techniques, design decisions, construction process, and final reflections—highlighting their strengths and identifying areas for improvement.

Meanwhile, in the Food unit, Teen Cuisine, students explored the importance of a healthy and balanced diet tailored to teenagers. In the kitchen, they collaborated in pairs to prepare and plate a variety of delicious dishes, such as Damper, Apricot Danish, Burritos, Mini Corn and Bacon Frittatas, and Chocolate Chip Cookies.

Theory lessons focused on adolescent nutritional needs, including how to read and interpret nutrition labels to make informed food choices. This knowledge was then compiled into a user-friendly website designed for teens, featuring healthy recipes, meal plans, nutrition facts, and even a case study on a celebrity chef.

As the term continues, students beginning the new Textiles unit are honing foundational skills like machine threading, seam sewing, patchwork, appliqué, and embroidery in preparation for designing and making their own cushions. Students who have just started the Food unit have already prepared dishes such as Damper and Savoury Noodles in Lettuce Cups, while beginning their study of food safety, kitchen hygiene, and nutritional planning—key elements for the development of their own teen-focused food website.

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Year 9 Food Technology – Food Trends

This term, Year 9 students began the ‘Food Trends’ unit, focusing on the dynamic nature of modern eating habits and the various influences that shape what consumers choose to eat.

In practical sessions, students have been busy and creative in the kitchen, preparing falafel kebabs, chocolate chip biscuits, and dishes for their assessment tasks — which include designing an Australian-inspired meal and styling an on-trend grazing platter.

The unit has been a wonderful opportunity for students to expand their culinary skills while learning about the cultural and social drivers behind today’s most popular food choices

Year 9 Design and Technology

Year 9 Design and Technology students have proudly completed their first design brief of the year—designing and constructing eco-friendly tote bags. In a wonderful example of sustainability in action, the class was gifted a generous donation of upholstery fabric swatches from a local community member—materials that would have otherwise ended up in landfill.

The limited size of the fabric pieces challenged students to think creatively, requiring them to use their design skills to piece the swatches together effectively. Many embraced this challenge with enthusiasm and originality, producing unique and high-quality tote bags that reflected both sustainability and style.

This hands-on project not only developed their skills in textiles and construction, but also deepened their understanding of environmental responsibility through design.

Year 9 Computing Technology

The Year 9 Computing Technology class has shown strong engagement while exploring data analysis through Modelling and Simulations. Using Google Sheets, students created real-world and financial simulations, applying spreadsheet skills to analyse and manipulate data. Their learning was consolidated through an examination that focused on data formatting and interpretation.

Year 9 students are currently working through their Software Development unit, where they are introduced to the fundamentals of designing and developing software solutions. As part of this unit, they explore key concepts in both computer hardware and software, gaining a foundational understanding of how digital systems operate.

To apply their learning in an engaging and hands-on way, students are using Minecraft Education Edition, a creative platform that helps them develop computational thinking, problem-solving, and design skills. Throughout the unit, students have undertaken two major projects:

• Pixel Portraits: Students created pixel art self-portraits using Minecraft, which helped them understand the relationship between data, graphics, and software-driven design.
• Two-Storey House Build: As a larger design challenge, students were tasked with planning and constructing a two-storey house in Minecraft. This involved spatial reasoning, logical sequencing, and collaboration, all of which are key elements in software development processes.

This unit not only introduces students to the technical aspects of computing but also nurtures creativity, digital literacy, and real-world application of coding and design principles.

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Year 9 Multimedia

The Year 9 Multimedia class has shown outstanding dedication and effort throughout the term. In their second unit, Planning an Interactive Documentary, students explored the design brief:

"Plan, design, and produce an interactive documentary highlighting the impact of an emerging multimedia technology, platform, or application on individuals and society."

Before beginning production, students engaged in in-depth research into emerging multimedia technologies and platforms, examining their features, benefits, limitations, and societal impact. These insights were compiled into a professional portfolio, demonstrating both analytical and design-thinking skills. Using Adobe Premiere Pro, students also developed their technical capabilities by creating short trailers on topics of their choice—an important step in preparing for their final documentary project.

The attached video was created by a Year 9 student as part of this learning journey.

Year 10 Design and Technology

This term, our students have showcased their creativity and innovation by developing and presenting their very own food truck businesses. Through this engaging project, students have explored key areas such as entrepreneurship, design thinking, and problem-solving, while also building valuable real-world skills in:

• Graphic design and visual communication
• Digital technology
• Spatial awareness and 3D model making
• Business and entrepreneurial planning
• Teamwork, communication and leadership
• Project planning, time management and critical thinking
• Food preparation, safety and presentation
  
  

Throughout the unit, students worked diligently to:

• Create a business name and compelling company backstory
• Design a professional logo and apply consistent branding
• Plan the layout of both the interior and exterior of their food truck, taking into account the food being served and specialised equipment
• Construct a detailed and branded 3D scale model
• Identify and analyse their target market
• Develop a digital marketing campaign
• Design a menu and prepare a signature dish
• Create sustainable and functional packaging
  
  

Many students produced unique, high-quality, and commercially viable food concepts that would be right at home in a real food truck.

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Year 10 Food Technology – Snack Founder

This term, Year 10 students launched into their exciting new unit ‘Snack Founder’, centred around Food Product Development. The unit challenges students to explore the ever-evolving demands of consumers and the latest food trends in today’s market.

In practical lessons, students have thoroughly enjoyed preparing a delicious variety of snacks, including coated popcorn, magnificent mix-in muffins, loaded wedges, pizza scrolls, and rocky road chocolate cups.

As part of their assessment, students are now collaborating with a hypothetical food company to develop an original ‘movie-long’ snack — a product designed to both enhance the movie experience and help promote the film. Whether creating me-too products or line extensions, students have been enthusiastically brainstorming innovative, snack-worthy ideas. We can’t wait to see their final creations showcased at the end of Term 3!

PDHPE

This term in PDHPE, students have engaged in a variety of assessments across both practical and theoretical lessons. They have been exploring topics such as social dance in Year 9, athletics and AFL in Year 7 during practical sessions. In their theory lessons, students have been investigating the health system in Year 10 and examining the factors that influence young people's overall health and wellbeing in Year 8.

Our Year 9 Child Studies classes have been learning about the topic of Newborn Care. Over the past few weeks, students have engaged in a variety of activities designed to enhance their understanding of the needs and responsibilities involved in caring for newborns. These activities include developing sleep routines, bathing a baby, settling a baby, and changing a nappy.

As part of our curriculum, students will also have the opportunity to gain real-life experience by taking home the Real Care Baby Simulator. This computer-programmed baby simulates the needs of an actual infant, allowing students to care for it overnight and further deepen their understanding of newborn care.

Year 9 PASS students have been actively exploring fundamental movement skills, focusing on developing their coordination, balance, and agility. Through a variety of engaging activities and sports, they are enhancing their performance and understanding of how these skills contribute to overall athletic ability. The curriculum not only emphasises the importance of mastering these foundational skills but also encourages students to apply them in real-life sports scenarios, fostering a deeper appreciation for physical activity and promoting lifelong participation in health and fitness. 

Mrs Erin Iskander
Head Teacher PDHPE

Term 2 Sport Report

Cross Country Update

On Tuesday 13th May, 50 students from Years 7–10 proudly represented our school at the 2025 St George Zone Cross Country Carnival held at Scarborough Park, Kogarah.

Our students performed exceptionally well on the day, with several outstanding individual results. Congratulations to the following students who finished in the top 10 of their age groups and progressed to the next level of competition:

• 12 Years Boys – Jacob O (3rd), Matthew S (4th), Krit P (6th)
  
  
• 12 Years Girls – Milly T (10th)
  
  
• 13 Years Boys – Jules R (2nd)
  
  
• 13 Years Girls – Chloe C (5th), Siann J (7th), Beth J (9th)
  
  
• 14 Years Girls – Daisy F (9th)
  
  
• 15 Years Girls – Zahra K (9th), Anwen G (10th)
  
  
• 16 Years Girls – Amy-Jane S
  
  

These 12 students went on to represent the St George Zone at the 2025 Sydney East Cross Country Championships, held at Miranda Park on Wednesday 11th June.

A special congratulations goes to Jules R and Jacob O from Year 7, who both delivered outstanding performances at the Sydney East Championships, finishing 6th and 7th in their respective age groups. These exceptional results have earned them a place at the NSWCHSSA All Schools Cross Country Championships, to be held at the Sydney International Equestrian Centre on July 22nd.

We wish Jules and Jacob the very best of luck as they take on the state's best!

Mrs Griffiths

Athletics

On Monday 16th June approximately 200 students went to the competitors only School Athletics Carnival held at Sutherland Athletics track after the horrific weather postponed our annual school Athletics carnival usually held at Sylvania Waters Athletics Track. The weather was beautiful and sunny and some students turned up in magnificent outfits displaying their house colours. Participation was great and there were excellent results on the day.

The House points were:

Austen - 470 points

Browning - 427 points

Curie: 216 points

Chisholm: 122 points

Congratulations to Austen for winning the competitors only School Athletics Carnival.

The Age Champions were:

• 12 Years Boys – Matthew S
  
  
• 12 Years Girls – Abigail L
  
  
• 13 Years Boys – Angus H
  
  
• 13 Years Girls – Chloe C
  
  
• 14 Years Girls – Talia S
  
  
• 15 Years Girls – Anwen G
  
  
• 16 Years Girls – Bonnie W and Jacimona K

There were 55 students that represented the school with pride on Monday 23rd June at the zone Athletics Carnival at Barden Ridge Athletics Track. The weather was kind to us again with a lovely sunny day. The students performed exceptionally well with 26 students progressing through to Sydney East Carnival. This included the 12 and 13 years boys and girls relay teams and the 15 years girls team.

The Sydney East Carnival is held at Sylvania Waters Athletics Track over two days - Wednesday 6th and Thursday 7th August, Term 3, week 3. Permission and payment will be emailed to parents early Term 3, through School Bytes.

The students that have progressed through to Sydney East Athletics Carnival are:

Hanna A, Lavina C, Chloe C, Chloe D, Kobe D, Hannah D, Anwen G, Angus H, Rami J B, ZahraK, Owen L, Abigail L, Emma L, Lana L, Jacob O, Krit P, Sebastian P B, Jules R, Matthew S, Aarushi S, Arsh S, Ella S, Yuchin T, Precious T, Emily T, Allina W.

U15 Netball Team – Update

Our U15 Netball team has had a fantastic start to the 2025 Debra Hansen Cup, showcasing impressive skill, teamwork, and determination throughout all their matches so far this term.

Match Results:

Round 1: WON vs Marrickville High School – 49–12

Round 2: WON vs Menai High School – 22–18

Round 3: LOST vs Kirrawee High School – 34–36

The team has shown steady improvement with each game, demonstrating excellent cohesion and a strong competitive spirit. In a thrilling Round 3 clash last Thursday against Kirrawee High School, the score was tied at 29-all at full time. After two periods of extra time (5 minutes each way), the team narrowly missed out on victory, going down by just 2 goals.

Congratulations to all players on their outstanding efforts:

Hanna A, Maysa H, Zahra K, Keita W, Aarushi S, Jacimona K, Ruby T.L, Amelia S, Kaiden P, Arabella H, and Emily H.

Well done to the entire team!

Mrs Griffiths

Open Girls Volleyball Knockout

This season has been a journey of growth, teamwork, and resilience, and I am proud of the players' efforts on and off the court.

Match Highlights

• First Round: the journey began with a first-round match against Gymea High, who unfortunately forfeited. This allowed Penshurst Campus to advance to the second round without playing.
• Second Round: In the second round, we faced Kirrawee High and showcased our skills with a strong performance, winning the match 2 games to 0, with set scores of 25-16 and 25-14. The team worked cohesively, demonstrating excellent communication and

Central Venue Day at Perry Park Recreational Centre
Following our success, we progressed to the top 10 Central Venue Day knockout at Perry Park Recreational Centre in Alexandria. Unfortunately, the day did not unfold as we had hoped. The team encountered significant challenges during our trip, including train delays and heavy rain, which caused us to arrive late and with minimal warm-up time.

Despite these setbacks, our students represented Penshurst Campus with pride and determination. They participated in two additional round games, showcasing their skills and sportsmanship. While we were ultimately knocked out of the competition, the experience was invaluable for our team.

Team Spirit and Resilience
The resilience and camaraderie displayed by our players throughout this journey have been commendable. They handled the challenges with grace and continued to support one another, embodying the true spirit of sportsmanship. Students and the coach look forward to building on this foundation for future seasons.

Well done to all players. Go team Penshurst!

Boys Netball Trials

On Friday 22nd June 2025, two of our Year 7 students, Angus H and Matthew S, travelled to Homebush to take part in the Secondary All Schools Boys 15 Years and Under Selection Trial.

Both boys have developed strong netball skills during their primary school years, and it is fantastic to see them continuing to develop their skills in this sport in secondary school. Unfortunately, they were not selected in the top 12 this time round, maybe next year!

Well done, Angus and Matthew.

Wednesday Sport Update

Year 7 Sport – Flag Football Program

Over the past four weeks, our Year 7 students have taken part in a fun and engaging Flag Football skills program at Gifford Park delivered by Bring it On Sports. The program introduced students to the fundamentals of the game, including passing, catching, teamwork, and strategy.

With each session, students built upon confidence and improved their skills, while enjoying the opportunity to be active and work together in a new sporting environment.

Well done to all Year 7 students and our Year 7 Sport teachers who accompany them each week Ms Essid, Ms Edeling, Ms Zezovska and Ms Ardati.

Performance Dance Group Update

Our Performance Dance Group has been working hard in preparation for the upcoming St George Eisteddfod at Hurstville Civic Centre on Tuesday, August 5th, during Week 3 of Term 3. They will be showcasing their talent in the Years 7-12 Jazz Section, featuring a vibrant Lady Gaga-inspired routine with splashes of silver and black.

This annual event provides a fantastic opportunity for our dancers to display their hard work, talent, and dedication. We couldn't be prouder of the progress they've made and look forward to seeing them shine on stage in their first performance of the year.

Mrs Spina

Non-Sport - REMINDER

Non-sport is a designated, teacher supervised space only for students who are injured or sick and can not physically participate in sport and physical activity on a Wednesday afternoon.

Students who need to attend Non-Sport, must follow the correct procedure outlined below:

1. The student must come to the PDHPE staff room on Wednesday morning before school or at recess with a formal note from home explaining why they need to go to non-sport.
   
2. The Sport Organiser will sight the note, call parents if necessary and keep the note and record details on NON-SPORT ATTENDANCE SLIP (PINK). The Sports Organiser will also write the students’ name on the NON-SPORT LIST which will be given to the teacher in charge of Non-Sport.
3. The student will collect and keep the NON-SPORT ATTENDANCE SLIP (PINK) from the Sports Organiser.
4. The student will hand in their NON-SPORT ATTENDANCE SLIP to the teacher at non-sport at the end of lunch (12.50pm) in the assigned room.
5. The student will sit in their assigned seat; respect the teacher and others in the room and follow the instructions from the teacher.

Mrs Griffiths and Mrs Laverance
Sports Organisers

Languages

This term, Year 8 Japanese students have delved into the theme of Family, Friends and Pets. They have been learning how to describe family members and discuss various animals and colours, all in Japanese!

A fun highlight of the term was creating “Lost Pet” posters, where students applied their new vocabulary and sentence structures to describe a missing pet. These posters were crafted entirely in Japanese, showcasing the students' creativity and developing language skills.

It has been wonderful to witness the students gaining confidence and enjoying their journey in learning Japanese! すばらしい！(Great work!)

Ms Verchiani
Languages Teacher

WellBeing

This term, students have taken part in a rich and purposeful program of activities designed to build empathy, integrity, and a stronger sense of community. Centred on key themes such as Anti-Bullying – Being an Up-stander not a Bystander, students explored the importance of standing up for others and creating safe, inclusive environments for all. Workshops on ‘social media and your future’ encouraged students to reflect on their digital footprint and the long-term impact of their online presence.

Year 7 explored this through role- that built empathy and courage. Year 8 participated in interactive activities like the “Walk in Their Shoes” game and created a kindness paper chain to highlight positive actions. In Year 10, SRC students led a session on bullying intervention strategies, including guiding peers through real-life scenarios.

Year 7 focused on online privacy and the responsibilities that come with using social media. Year 8 reflected on how their digital actions can shape future opportunities, while older students discussed how social media content—positive or negative—may influence the perception of future employers. Across all year levels, students were encouraged to think critically about their digital presence and use social media responsibly.

Team-building initiatives allowed students to foster collaboration, trust, and shared purpose—skills essential to their growth as individuals and members of a connected school community.

In recognition of Sorry Day, National Reconciliation Week, and Mabo Day, students engaged in meaningful learning experiences that deepened their understanding of Australia’s history, truth-telling, and the ongoing journey toward reconciliation. These explorations continued through NAIDOC Week, with this year’s theme, The Next Generation: Strength, Vision & Legacy, inspiring students to consider their role in shaping a more just and equitable future.

Across all year groups, students engaged in activities including presentations, reflections on influential Aboriginal and Torres Strait Islander Peoples, and creative tasks that encouraged students to appreciate the strengths and aspirations of First Nations communities. These experiences deepened students’ understanding of First Nations cultures and the importance of legacy and leadership. Home Room teachers facilitated a range of lessons, reinforced by Year Advisors during year assemblies.

Year 8 in the spotlight!

Wishing all our families a relaxing and enjoyable break! We hope you have the chance to rest and recharge.

The Wellbeing Team
Ms F. Hamka, Ms S. Essid, Ms A. Assaad, Mr T. Payne & Ms M. Montesin

School Uniform Expectations

Wearing the school uniform is an important part of belonging to our school community. It promotes a sense of pride, equality, and responsibility, and sets a clear standard for students' conduct and presentation. Our uniform reflects who we are as a school, both within the community and beyond.

All students are expected to wear the full and correct school uniform each day. This is a fundamental expectation and a shared responsibility between the school and families to uphold the standards that reflect pride in our learning community. All approved uniform items are available exclusively at LOWES online, LOWES Hurstville or Roselands. 

Specifically, students must not wear hooded jumpers, leggings, or track/jogging pants. These items are not part of the school uniform. Any student who arrives at school wearing such items will be required to change into the correct uniform. Non-uniform items will be confiscated and returned at  the end of the day.

We ask for the full support of all families in ensuring that students meet these expectations. The uniform is not only a matter of appearance, it reflects our school’s values, community, and sense of unity.

School Uniform

• School Skirt: Navy
• Girls Penshurst Blouse: Penshurst Junior Short Sleeve Sky Blouse with Embroidery
• Long Sleeve Blouse: Junior Long Sleeve Sky Blouse with Embroidery
• Ladies Shorts: Navy Ladies Tailored Style with Embroidery
• Ladies Slacks: Navy Ladies Tailored Style with Embroidery
• Boys Shirt: Boys Junior Short Sleeve Sky Blouse with Embroidery
• Boys Shorts: Boys Navy Flat Front Shorts with Embroidery
• Boys Trousers: Boys Navy Flat Front Trousers with Embroidery
• Pullover: Navy Wool Blend with Embroidery
• Jacket: Girls/Boys Navy Softshell Jacket with Embroidery
• Scarf: Dark Navy Scarf with Embroidery
• Tie: Navy/Gold Tie with Crest
• Backpack: Navy Backpack with Logo

Sport Uniform

• Polo: Short Sleeve Sky/Navy Sports Polo with Embroidery
• Shorts: Navy Sports Shorts with Embroidery
• Trackpants: Navy Trackpants with Embroidery
• Jacket: Girls/Boys Navy Softshell Jacket with Embroidery
• Cap: Navy Cap with Embroidery
• Socks: White Sports Socks

Your support in maintaining high standards is appreciated. The uniform policy reflects not just school rules, but the culture and values we expect every student to uphold. Thank you for your cooperation.

SRC

As we dusted off our winter coats and welcomed the cooler months, our Student Representative Council and Prefecture continued working tirelessly behind the scenes to keep the furnaces burning. Whilst term two may appear to be a whirlwind of study, assessment, and reporting, our enthusiastic and dedicated student leaders have refused to allow these additional pressures to slow their pace or soften their resolve. Working in close collaboration with one another and members of the broader school community, our committed student leaders have continued to eagerly roll up their sleeves, shovel the coal and set about planning exciting new initiatives to promote student wellbeing.

This term also saw the formal induction of our Student Representative Council and Prefecture at our annual Leadership Assembly. A highlight of the school calendar, this ceremony allowed each of our elected representatives to be recognised as such before the whole school community. Here, our student leaders recited the pledge of office, and were presented by Ms Ross with badges to serve as symbols of their positions, responsibilities, and the esteem with which they are regarded by their peers.

As we now move into the second semester, our student leaders are gearing up for a number of exciting whole-school events and the implementation of a range of fresh new initiatives that will be sure to keep the students of GRC Penshurst warm during the cold months ahead. Watch this space!

Mr Morgan

SRC Coordinator

Social Justice

This term, our Social Justice Committee organised its annual food drive during Weeks 8 and 9, encouraging students to bring in donations to support those in need within our local community.

We are thrilled to announce that 8R4, led by Ms. Zamora, emerged as the winners of the competition, donating an impressive 190 items! In second place was 7R5, led by Ms. Kumar, with 120 items donated, followed closely by 9R4 with 110 items.

In total, our generous students contributed over 1,200 food items! The Salvation Army from Hurstville was truly overwhelmed by this remarkable display of generosity.

As we approach the winter break, we wish everyone a relaxing time and extend our heartfelt thanks for your continued support of our initiatives!

Ms Verchiani and Ms Ardati
Social Justice Co-ordinators