Term 1 Newsletter 2025

Principal

It is my pleasure to welcome you to the 2025 school year. As Term 1 draws to a close, I take this opportunity to reflect on what has been a dynamic, meaningful, and historic start to the year at Georges River College Penshurst Campus.

We began the year with great anticipation and energy, as all students returned on Day 1, ready to embark on their learning journey. It has been a smooth and settled start, with students quickly adapting to new routines, new learning environments, and, for many, a new phase of their educational experience.

This year, our school marked a major milestone in its development, officially transitioning to a co-educational school. We welcomed our first cohort of Year 7 boys alongside our Year 7 girls - 171 students in total - making this the largest cohort in the school. Boys are now enrolled in both Years 7 and 8, and we are already receiving strong interest and enrolment applications for Year 7 in 2026. The enthusiasm and engagement shown by our new students has been exceptional, and it is clear that our learning environment is richer for having students of all genders learning, collaborating, and growing together.

To support and recognise this important transition, we were honoured to host Deputy Premier and Minister for Education and Early Learning, the Hon. Prue Car, early in the term. The Minister visited the school to observe how students and staff were settling into the co-educational model. During her visit, she noted, “It is wonderful to see the girls and boys playing together outside and to hear about how well the new school year has started at Penshurst. I want to thank all of the amazing teachers and school leadership here for the work they have put in to make this change so smooth and positive for the whole community.”

This visit and our co-educational launch were featured in a story in the St George Leader, showcasing student reflections on the transition. Year 7 student Kobe Daniel, who joined us from Penshurst West Public School, described his experience as overwhelmingly positive: “The teachers here are fantastic, and all the kids that were here, and the new ones. Everyone has been so inviting and kind, it has been amazing.” His classmate Katie Gray, from Oatley West Public School, remarked, “It’s all been good and really smooth. Everyone has been respectful and well-behaved, and the teachers are really nice and lovely.”

You can read the full article here:

Interest in our transition to co-education journey has been high, with an ABC camera crew and reporter here on the first day of school to document students returning to school, the first day of High School for Year 7, and the first day of co-education at our school. Suffice to say, our students, and a few of our parents, developed their media skills and were featured on the ABC news that night.

Staff Changes and Leadership Transitions

This term, we farewelled Mr Craig Marland, our Deputy Principal, who has taken up a new leadership position as Principal at Sydney Secondary College Leichhardt Campus. We thank Mr Marland for his dedication and service to our school, particularly his support of both staff and students during a period of significant change. His calm leadership and professionalism have left a lasting impact.

Next term, we will be welcoming Ms Victoria Nielsen as our new Deputy Principal. Ms Nielsen joins us from Condell Park High School and brings with her a wealth of experience in educational leadership. She has a strong background in curriculum development, student wellbeing, and teacher professional learning. Ms Nielsen is deeply committed to fostering inclusive, high-achieving school cultures and is very much looking forward to getting to know our students, families, and staff.

We also welcomed Ms Constanza Zamora, our new Mathematics teacher, replacing Ms Wang, and next term we will welcome Mr Chutian Zang, who will be joining the Mathematics faculty in place of Ms Zhou. We are excited to see these talented educators join our team and contribute to the strong teaching and learning programs at GRC Penshurst.

Term 1 Highlights

Term 1 has been filled with a wide variety of events and opportunities for our students, enriching their learning beyond the classroom:

• Swimming Carnival and Cross Country Carnival, fostering school spirit, participation, and healthy competition
• School Photo Day, capturing memories and bringing the school community together
• Student Leadership Camp, building skills in collaboration, communication, and responsibility
• Excursions supporting curriculum enrichment, including:
• Forensic Archaeology at The Rocks (HSIE)
• Childcare Centre visits (Child Studies)
• Ocean Lovers Festival at the Australian National Maritime Museum (Marine and Aquaculture Technology)
• NAPLAN successfully completed for Years 7 and 9, with students demonstrating resilience and focus during testing

These experiences are a key part of our whole-school approach to learning - promoting academic success, social-emotional development, and engagement with the world beyond the school gates.

Student Voice and Leadership

Our Student Representative Council (SRC) plays a vital role in shaping school life and promoting student voice. This term, our Year 7 students elected their SRC representatives. Congratulations to:

• Christina Chhetri
• Anna Maharjan
• Subha Shrestha
• Sahaj Bhattarai
• Zoe Klisch
• Jules Riley

These students were elected by their peers to represent the voices, ideas, and concerns of Year 7. They have already demonstrated enthusiasm and leadership, and we are confident they will make valuable contributions to the student body and broader school community.

Open Night and Community Engagement

In February, we held our annual Open Night for prospective Year 7 students and their families. The event was a tremendous success, with strong attendance from the local community. Families were able to tour the school, explore our facilities, speak with staff and current students, and ask questions about what makes our school such a unique and inclusive place to learn.

Thank you to all staff and students who gave their time so generously to make the evening welcoming, informative, and engaging. Events like these reflect the strength of our school culture and our shared commitment to student success.

Looking Ahead

We are pleased to invite Year 7 parents and carers to our Welcome Afternoon Tea on Tuesday 6 May at 3:30pm in the School Hall. This event is an opportunity to meet your child’s teachers, connect with key staff, and learn more about our high expectations and aspirations for Year 7. We will also highlight key information around attendance, uniform, learning, assessment and homework expectations. We encourage all Year 7 families to attend and take part in this important aspect of school partnership. The event is informal, and after a short presentation we will invite you to mingle with your children’s teachers, and visit new facilities such as our Futsal Field and Handball courts.

Final Reflections

As we conclude Term 1, I wish to thank our entire school community - students, staff, parents, and carers - for your support, commitment, and partnership. This term has been one of energy, optimism, and genuine progress, and it is a credit to every member of our school community that the transition to co-education has been embraced so positively.

Education is a shared responsibility, and when schools and families work together with mutual respect and high expectations, our students thrive.

I wish all families a safe and restful school holiday period, and a joyful and peaceful Easter break. We look forward to welcoming everyone back for Term 2 with continued purpose and pride.

Warm regards,
Ms Noeline Ross
Principal

"Education is the most powerful weapon which you can use to change the world."

 –  Nelson Mandela

Deputy Principals

Welcome back to the start of another school year. It’s exciting to see the level of energy and enthusiasm displayed by our students as they returned well rested and ready to begin the academic year. The school feels vibrant as we transitioned to a co-educational environment and I anticipate a fulfilling year ahead as we work together and witness the growth and development of all our students.

As Term 1 comes to a close, it is a great opportunity to reflect on the wonderful achievements and experiences of our students over the past few months. It has been a busy and exciting start to the year, with many highlights worth celebrating.

Our Year 7 students have settled into high school life exceptionally well. The transition from primary to secondary school can be both exciting and challenging, but it has been wonderful to see our newest students forming friendships, engaging in their learning, and embracing the many opportunities available to them. A big thank you to our dedicated staff and peer support leaders who have helped make this transition as smooth as possible.

This term, our Year 7 and Year 9 students have undertaken NAPLAN testing. These assessments provide valuable insights into student learning and help us tailor our teaching strategies to support their academic growth. We commend our students for their efforts and resilience throughout the testing process and encourage them to continue striving for excellence in their learning.

We are incredibly proud of the students who have put themselves forward for leadership positions within the school. The SRC selections showcased the enthusiasm and dedication of our students to contribute positively to school life. Congratulations to our newly elected SRC members, who had the opportunity to attend a Leadership Camp during term 1 to build on crucial skills and plan for the year ahead. We look forward to seeing the positive impact you will make in representing your peers and leading initiatives within the school community.

Term 1 has also seen great participation in our school’s sporting events. The swimming carnival was a fantastic day filled with school spirit, friendly competition, and impressive performances from our students. Congratulations to all competitors and to those who represented our school at the Zone and Regional Swimming Carnivals.  Likewise, our competitors only cross-country event saw students pushing themselves to achieve personal bests. Selected students will go on to represent the school at the Zone Carnival next term.

As we move into Term 2, we look forward to building on the successes of this term and continuing to support our students in their learning and personal development. Thank you to all our students, staff, and parents for your ongoing support and commitment to our school community.

Wishing everyone a restful and enjoyable break.

Warm Regards,

Mrs Erin Iskander
Deputy Principal for Years 7 and 9

As we progress through the academic year, it is encouraging to see the continued commitment and enthusiasm of our students across all years.

Year 10 students are now well into a significant phase of their educational pathway—the Record of School Achievement (ROSA). The ROSA is a cumulative credential issued by NESA (NSW Education Standards Authority), recognising a student’s academic accomplishments throughout Years 10 to 12. It plays a crucial role in tracking progress and preparing students for their senior studies, future training, or employment opportunities.

Earlier this term, students were issued the Year 10 Assessment Schedule Booklet, which outlines all key assessment tasks, due dates, and expectations across their subjects. This resource is vital in helping students plan and organise their time effectively, ensuring they stay on track and meet all academic requirements.

We encourage all Year 10 students to continue demonstrating the high levels of dedication and commitment they have shown so far. Maintaining consistent effort, seeking support when needed, and approaching their studies with a positive mindset will be essential to their success. We also remind students of the importance of balancing academic responsibilities with wellbeing and encourage the use of time management strategies to meet their goals effectively.

As students progress through this important year, we are confident they will rise to the challenge and continue to exemplify the values of respect, responsibility, and excellence.

Our Year 8 students have made an impressive start to the year and have quickly settled into a productive and enthusiastic rhythm of learning. Their focus, maturity, and engagement in the classroom have been exceptional, and we are proud of the way they are consistently striving to reach their full potential.

What has been particularly pleasing is the leadership and example they are setting for our Year 7 students. Through their positive behaviour, strong work ethic, and respectful interactions, Year 8 students are modelling the values we uphold as a school community.

We commend Year 8 for their dedication and look forward to seeing them continue to grow academically and personally as the year progresses.

Uniform Expectations

A reminder to all students and families of the importance of adhering to the school’s uniform policy. Our school uniform is more than just clothing - it is a symbol of student pride, personal discipline, and a visible sign of belonging to our school community.

We hold high standards for uniform presentation and expect all students to wear their full school uniform correctly each day. Wearing the uniform with pride reflects a student's attitude towards their learning and their respect for the school environment. It also contributes to a sense of connectedness and shared identity among students.

As we move into the colder months next term, we ask for the continued support of families in reinforcing these expectations at home. Hoodies are not part of our school uniform and will be confiscated if worn, for collection by students or parents at the end of the school day. By working together, we ensure that our students present themselves confidently and respectfully, fostering a culture that values excellence and unity.

As we approach the end of term, we wish all students and their families a restful and rejuvenating break. May this time provide the opportunity to recharge, reflect, and return refreshed for the next stage of the school year.

Regards
Ms Fatima Hamka
Rel. Deputy Principal Year 8 and Year 10

English

The new school year has commenced on a highly positive note for our English students, particularly following our transition to a coeducational model. It was wonderful to see our Years 8, 9, and 10 students return from their summer break rejuvenated and eager to embark on the next phase of their educational journey. We also had the pleasure of welcoming new students to our classes, alongside our Year 7 cohort, and we wish them all the best as they enjoy, explore, and learn the English language across its diverse textual forms. These include spoken, written, and visual texts of varying complexity, through which meaning is shaped, conveyed, interpreted, and reflected. As educators, our students’ well-being is our top priority, and we remain committed to providing quality learning opportunities that enrich and enhance their educational experiences. To ensure our students achieve the highest levels of syllabus outcomes, I am privileged to once again lead and support a team of enthusiastic and dedicated English teachers, who consistently strive to foster a love of language and literature in our students.

All year groups are making significant strides in their study of English language and literature, enhancing their knowledge and understanding of language forms, features, and text structures. This term, Stage 4 Year 7 students engaged in an insightful unit titled My World, which provided them with an opportunity to introduce themselves to their peers and teachers. Through this unit, students presented personal information, learned the principles of autobiography, and explored various ways writing can be expressed by examining a range of autobiographical texts. I would also like to congratulate all Year 7 students for their successful completion of the online NAPLAN assessments in Writing, Reading, and the Conventions of Language.

Meanwhile, Year 8 students delved into a unit called Youth Matters, where they read an array of novels and related texts that highlight the resilience of young characters from diverse cultures. By engaging in a variety of activities and employing language suited to audience, purpose, form, and context, our students showcased their essay writing skills, demonstrating a deep understanding of their class text. Additionally, Year 8 students displayed their creativity and imagination through the composition of poems and the creation of collages that reflect their identities.

Stage 5 students are making great strides in improving their reading, writing, critical thinking, and language skills. Our Year 9 students have just finished a unit on Advertising, where they learned about the impact of language in marketing and how language techniques are used to persuade specific audiences to buy products or services. They even created their own persuasive advertisements, reflecting on their choices related to language, layout, and colour. I would like to congratulate all Year 9 students for successfully completing the online NAPLAN assessments in Writing, Reading, and the Conventions of Language. I would also like to extend my congratulations to all Year 9 students for successfully completing the online NAPLAN assessments in Writing, Reading, and the Conventions of Language. Now, these students have begun a new unit focused on Adolescence, which will continue into the next term.

Our Year 10 students engaged in an in-depth study of a classic text, exploring and analysing its conventions. They discussed and provided examples that illustrate why the text is regarded as literature that has stood the test of time, remaining relevant and meaningful to readers across generations. This study has provided students with opportunities to develop their critical thinking skills, gain a deeper understanding of the text, and connect the themes explored in their class reading to their own lives and the wider world. Our students have now begun a new unit on the Representations of Justice, which will carry on into the next term.

Year 9 Drama Elective students worked diligently throughout the term. They researched and prepared individual performances in which they utilised Stanislavski's set of given circumstances to establish character roles. Students will showcase their individual performances early next term, in which they imagine an historical period through the eyes of a key player.

Beyond the classroom, our students can participate in the Premier’s Reading Challenge (PRC) for 2025. The Challenge aims to encourage a love of reading for leisure in students and enable them to experience quality literature. I encourage all our students to participate in the challenge if they have not yet done so. Students can participate by logging on the student site and uploading their online reading record regularly. The books they read after the challenge closed last year can also be counted towards this year’s challenge. This year’s challenge opened on 24 February 2025 and to ensure all students can complete the challenge, the new student deadline has been extended to Friday, 19 September 2025 (Week 9, Term 3).  If students complete their online Student Reading Record by the due date, they will be eligible for a PRC certificate in Term 4.

During the term break, I encourage students to keep reading widely, exploring quality literature, and immersing themselves in the imaginative worlds crafted by authors. It’s wonderful to see so many students at our school displaying a strong enthusiasm for reading. Research indicates that reading extensively enhances literacy and learning outcomes, expands vocabulary, and deepens understanding of the nuances of language.

Overall, it was a successful term with students enjoying their studies and improving their literacy skills by participating in all classroom activities, as well as formative and assessment tasks.  On behalf of the English faculty, I wish all members of the school community a Happy Easter and a well-earned and restful end of term break. Stay safe and healthy!

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go!” – Dr. Seuss

Mrs Sender
Head Teacher English

Mathematics

We are thrilled to share the fantastic progress students have made in Mathematics at GRC Penshurst Campus during Term 1 of this academic year. It has been a productive start, and we are excited about the accomplishments our students have already achieved.

Student Achievements

We are delighted to announce that many students performed exceptionally well in their first assessment task of the year. It is encouraging to see such high standards and dedication from our students. Notably, we had several students achieve perfect scores, a true testament to their hard work and commitment. The top achievers are as follows:

Year 7:

• Dennison B
• Kobe D
• Nicole G
• Niamh H
• Michelle L
• Anna M
• Ava M
• Sebastian PB
• Skyla P

Year 8:

• Tanishka B
• Ella L
• Keoni W

Year 9:

• Niharikha A
• Pranathi BP
• Suri H
• Annie Y
• Keren Z

Year 10 (Core Section of Examination):

• Alicia D
• Celine H
• Mira J
• Anastacia V

Year 10 (Advanced/Extension Section of Examination):

• Dalia D

Congratulations to all the students for their outstanding performance!

Curriculum Highlights

In addition to these achievements, we have started teaching the new syllabus for Year 8 and Year 10 this year, and both cohorts have embraced the change with enthusiasm. With the introduction of the Cambridge 3rd Edition textbooks, students are being equipped with comprehensive, updated resources to help them succeed.

Year 7 Curriculum Focus:

• Operations of Positive and Negative Integers
• Understanding Fractions, Decimals, and Percentages

Year 8 Curriculum Focus:

• Computation with Integers
• Measurement
• Pythagoras’ Theorem

Year 9 Curriculum Focus:

• Application of Numeracy in Real-Life Contexts
• Algebraic Expressions and Equations

Year 10 Curriculum Focus:

• Financial Mathematics
• Measurement

In addition, students are encouraged to use Cambridge Go, an online learning tool that supplements in-class learning. This web-based platform allows students to consolidate their mathematical knowledge both at school and at home. It is available for just $10 for the whole year, maintaining an affordable cost to ensure all students can access this valuable resource.

We are pleased to report that our Year 7 students have settled in well, quickly adjusting to the demands of high school. They have been developing important organizational skills, completing homework, and staying on top of their assessments. The integration of Cambridge Go into their learning routine has been particularly beneficial in improving their numerical skills.

All students have also been invited to join Google Classroom, where they can interact with their peers and teachers. In this digital space, students can access resources such as textbooks, worksheets, and other materials, as well as share their insights and ask questions.

Looking Ahead

As we approach the holiday season, we want to take a moment to thank all our students for their hard work and dedication to Mathematics. We hope they enjoy a well-deserved break and come back ready to continue building on the strong foundation they have established.

We look forward to another successful term ahead!

Warm regards,
Linda Qiu
Head Teacher Mathematics

Science

It has been a fantastic start to the year, and students are either nearing the end of their first science topic or beginning their second.

Year 7 students have been learning about the chemical world and how scientists work. They have been conducting plenty of experiments, developing their practical skills, and enhancing their report writing and numeracy abilities.

Year 8 students have been studying the living world by exploring Australian ecosystems and examining how living and non-living things depend on each other for survival. They have also been investigating issues relating to sustainability and the impact of human activities on ecosystems.

Year 9 students have continued their focus on the living world, particularly human body systems responsible for control and coordination. Using Stile App lessons, they have distinguished between infectious and non-infectious diseases, explored how infectious diseases spread, and evaluated the effectiveness of the body’s defences.

Year 10 students have also been studying the living world, focusing on genetics and evolution. They have explored the structure of the DNA molecule and how it provides genetic information for the structures and functions of living things. With support from Stile App lessons, students have evaluated the societal and environmental impacts of genetic engineering. They can now define natural selection, explain how selection pressures affect populations, and understand the role of natural selection in species evolution.

Year 9 Marine & Aquaculture students were introduced to the subject through first aid training, resuscitation techniques, and water safety. They worked collaboratively on research tasks, presenting their findings through visually striking posters and Canva presentations. Next term, they will begin their Water Safety Skills Course at Hurstville Leisure Centre across Terms 2 and 3, working towards competency in a 200m freestyle swim and essential lifesaving techniques.

Year 10 Marine & Aquaculture students are progressing through their second core module of the 200-hour course. They revisited key CPR elements and water safety, with a focus on rip currents and beach safety. Additionally, they completed research projects on marine and maritime vocations and leisure activities, with emphasis on volunteer organisations that protect and manage marine ecosystems. Last month, students attended the Ocean Lovers Festival at the Australian National Maritime Museum, where they heard from active researchers working to conserve marine environments. Later next term, a combined Stage 5 excursion will give students the opportunity to examine biotic and abiotic factors in mangrove ecosystems.

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

Hanadi Barsoum
Relieving Head Teacher Science

HSIE

As we embark on another exciting year, the HSIE Department is thrilled to share some of the developments across Geography, History, and Commerce as we continue to enhance our curriculum and engage our students in meaningful learning experiences. Our commitment to fostering a rich learning environment for our students remains at the forefront of our efforts.

Students in Years 7 and 8 Geography have been engaged in an investigation of our school environment, using photography as a key tool for analysis. This hands-on task has allowed them to explore and identify various built and human characteristics that define our school community.

The students have also been investigating water in our world.

In our History classes, students have been diving into the fascinating and diverse migration stories of individuals and families who have moved to Australia. The students have been focusing on the personal experiences of migrants, examining not only the historical context of their journeys but also the emotions and challenges they faced along the way.

Through a combination of classroom discussions and research projects, students are gaining insight into the various reasons people migrate to Australia—whether for economic opportunities or reuniting with family. They are learning that migration is not just an historical event, but a deeply personal journey filled with hope, resilience, and sometimes hardship.

In the History Elective course students have been researching notable heroes and villains, exploring their contributions to society and the controversies surrounding them. Through presentations, debates, and group discussions, students have been encouraged to communicate their viewpoints and challenge each other’s perspectives.

Year 9 Geography students have been focusing on environmental change and management, comparing natural changes to human-induced impacts. This unit encourages students to think critically about sustainability and the role they can play in protecting the planet. Students have engaged in a variety of tasks that investigate specific case studies, including the impact of deforestation in the Amazon rainforest and the effects of climate change on coral reefs. By contrasting these examples with natural phenomena, students are gaining a better understanding of the environmental challenges facing our planet.

In Commerce, the focus this term has been on consumer choice and financial literacy. Students will be taking part in a “Shark Tank”- style task, where they create and pitch their own business ideas. This hands-on project will not only teach the students important business concepts but also helps them develop teamwork, communication, and critical thinking skills. Students have also been focussing on the current issues such as credit card debt.

Wishing everyone a restful break.

Gail Kennedy-Webb
Head Teacher HSIE

CAPA

What a great start of Term 1, 2025! It was a pleasure to see Years 8, 9 and 10 coming back from their holiday recharged and ready to commence a new chapter in their learning journey. They have already exhibited their extreme creativity and imagination in Visual Arts, Music and Photography and Digital Media. Year 7 students, both boys and girls, were thrilled to explore and embark on their high school journey. During the Open Night which was held this term on Thursday the 27^th February, Year 6 parents were captivated, impressed and enraptured while visiting our Music room and how well-equipped it is to meet the needs of all our gifted and talented students in Music. The group then moved on to witness the artistic bravado on display in Visual Arts in C4 which was overflowing with exceptional art work from all year groups, showing off their varied talents in painting and drawing. With the walls dripping with students’ and professional artists’ work, the group was highly impressed with this amazing display of exceptional artists and their thoughtful, expressive artworks. This was a breathtaking effort. Well Done students!

Visual Arts

Year 7

Year 7 were welcomed to Visual Arts in term 1, with an introduction to the Elements and Principles of Art, learning about their importance in creating and analysing artworks and then practising them in a range of artmaking activities. Students then continued to study the topic of Portraiture, learning about, and practising different approaches and techniques including distortion, abstraction, realism and step by step instructions on proportions of the face. These newly learned skills were subsequently demonstrated in the creation of a Portrait using watercolour paint, based on the stylistic features used by the Australian Archibald Prize winning artist, Del Kathryn Barton. With portraits still under completion, there promises to be some amazing portrait, as varied and individual as each student. With such talented young artists, there are bound to be some budding Archibald Prize winners in the future!

Year 8

Year 8 were introduced to a new unit of work this term, exploring the amazing sustainable animal sculptures of contemporary artist, Josh Gluckstein. Students were given context, through learning about the artist’s art practice and motivations, with themes of endangered animals of the world and the use of found cardboard to construct large scale realistic sculptures. Students worked in small groups, learning about the malleable properties of cardboard and using problem-solving skills applicable to 3 dimensional artworks. Using cardboard to create a scaffold first, when finished students will apply paper-mache techniques to make their animal appear solid. They will also manipulate the cardboard by tearing, cutting and layering it to add texture. Still under construction, students will continue to add fine details until mid-term 2, when their sculptures will be due for assessment. Some sculptures will require painting, depending on what type of animal has been represented. In theoretical studies students learnt about the conceptual framework and the frames as a lens to understand and interpret artworks, as well as to construct meaning for their own artmaking. Students also researched the focus artist and wrote about his practice, motivations and philosophy, including aspects of world issues and sustainability.

Year 9

Year 9 have been on a journey of discovery, learning about the diverse ways of how to create highly expressive artworks, using a vast array of techniques and materials to challenge themselves. Students have viewed and learnt about the practices of key Expressionist artists and identified the techniques and mediums used to evoke strong emotional communication to art audiences. Artists such as Henri Matisse, Franz Marc, Pablo Picasso, Max Beckman, Marc Chagall, Robert Dickerson, and other focus artists were used to inform student artmaking tasks throughout the term and to analyse and interpret key artworks applying the Frames and Conceptual Framework. Encouraging experimentation and extending boundaries to leave their comfort zone, students participated in diverse artmaking activities to expand their repertoire of skills and to prepare for Assessment Task 1 – Collection of 2 Expressive Artworks, due mid-term 2. I am thrilled to see the work ethic and enthusiasm from Year 9, as these creative minds demonstrate their incredible talent.

Year 10

During term 1, Year 10 have explored the art form of Installation, an art form requiring creativity, strong problem-solving skills, collaboration, and engineering considerations. Moving from predominantly 2-dimensional art forms during year 9, students quickly discovered that Installation art engages different problem-solving abilities, logistics and construction considerations. Working both individually for lead up activities and then collaboratively for their Installation Art Assessment Task, students thoroughly documented their concepts and planning, recording progress, materials choices, construction methods and any changes made along the way as part of the learning process. In addition, students created individual artist statements to accompany their Installation pieces, outlining their concept and how their work symbolized that concept. As a precursor to art making, students were introduced to a wide variety of Installation artists, investigating different art making practices and motivations and analysing artworks of personal interest using the frames and the conceptual framework. Studies throughout the term culminated in the creation of some very conceptually strong Installation pieces to challenge students and utilise newly learnt skills.

Art Club

Art club has proven to be very popular again this term, with a large number of students coming along to expand their repertoire of skills and techniques and gain experience in a range of different materials. Under the guidance of some elective students, more structured tuition was taught, whilst other students preferred to work independently on personal interest artworks. It was wonderful to see the diversity and personal expression of students in a relaxed and inclusive environment. As we finish term 1 and venture into term 2 soon, I am excited to see some finished artworks by our talented students.

Music

In Music this term, Year 7 have been exploring the elements and concepts of music. They began by learning about how the ear works and have progressed all the way to composing rhythmic variations in different metres. They have learned all the main pitches of the treble clef and the main note values (duration) and have started to combine and manipulate these to create melodies and rhythms that fit various time signatures. Though class activities, the students have been developing both their musical literacy skills, composition skills and their aural (listening) abilities.

Year 8 have been exploring the eclectic genre of Jazz Music and the Blues. They have explored the historical contexts of these styles and how they have influenced and impacted the music of today. They have learned how to play the famous ‘walking bass’ on either keyboards or guitar in addition to the ‘12-bar blues’ chord progression. Additionally, the students have learned about common Blues compositional techniques which they are currently in the process of applying to a performance task. This term, Year 8 students were also introduced to Listening Journals to build upon their musicology and aural (listening) skills. In this activity, a selection of pieces representative of the unit of work is provided to the students and they choose a song from that list. They then conduct a thorough analysis of their chosen song purely based on what they can hear and what they have learned in class – no research allowed for this activity! They choose a different song each time this activity is done.

Photographic and Digital Media

This term, Year 9 Photographic and Digital Media students explored the basic elements of photography and the principles behind capturing striking images. Using this knowledge, they explored ways of capturing ordinary everyday objects with the aim of making them much more visually interesting. The students also started to become much more aware of their surroundings, developing the knowledge of how to capture the area around them in a striking and dynamic way. Further through the term, Year 9 began studying the genre of Still Life Photography in both a practical and theoretical context. They analysed and discussed different elements of photography in several different still life photos, all representing different visual styles and purposes from ‘traditional’ still life to photos used for advertisements. In a practical setting, the students produced a diverse range of photos with a DSLR, employing different compositions and lighting. They also started to incorporate digital manipulation of their photos, creating a vast array of moods from a single photo. This led them into their major study of the Australian photographer and artist, Robyn Stacey. Through this study, they developed a much more intimate understanding of the subtle references and nuances presented throughout Stacey’s photographic style.

GRC Penshurst Campus Vocal Group

The Penshurst Campus Vocal Group resumed in Week 5 this term. It was exciting to have both returning members and a chorus of new members join the ranks. After the success of last year’s performance of ‘Silvy’, the only plausible direction to go is upwards. The students are now beginning work on three-part harmony arrangements of songs, adding an additional layer of complexity to what they have done previously. This will not only develop students’ ability to hold melodies and harmonies, but to also emphasise the importance of listening more intently to the other voices around them. They are still in the beginning stages of learning harmonies for different songs, however the progress that they have made this term is already impressive to witness.

GRC Combined Campus Concert Band and Stage Band

Rehearsals for the two GRC Bands began in Week 2 this term. Both Bands are currently working on brand new repertoire and reviving old repertoire. Ms Angela Pryce, the Band Director, was invited to Penshurst Campus in Week 6 to talk to Year 7 about the band program. As a result, several of our Year 7 students have already joined the band playing various woodwind, brass and percussion instruments. They were warmly welcomed to the band by older students in the band. The focus for the Concert Band at this stage is the Australian School Band and Orchestra Festival (ASBOF) Competition, in which we were presented with a Gold Award last year. Meanwhile, the Stage Band is preparing for the Big Band Blast tour in Bathurst in Term 2 and ASBOF where the band was presented with a Silver Award last year.

Any students who are interested in joining the GRC Stage band and/or the Combined Campus Concert Band are urged to come and see Mr Payne for more information on what is required to join. 

As Term one is approaching its end, I would like to congratulate our students for their outstanding performances and wish them all, together with their families and the community, a safe and a Happy Easter Holiday!

Mrs Elham Gabra
Relieving Head Teacher CAPA

TAS

Design, Innovate, Create: Exploring Technology & Applied Studies

Year 7

Year 7 commenced their Technology studies by exploring focus areas they had not encountered before. Some classes have been studying a food-based unit called Farm to Fork, which incorporates digital technology. Students have been investigating milk and milk products, preparing a variety of dishes based on these ingredients. Some of the dishes include hot cornbread, nachos, and mini pizzas. They have also made butter and tasted the by-product, buttermilk. The students became connoisseurs of cheese, sampling a range of varieties such as ricotta, blue cheese, Camembert, bocconcini, and burrata. Using terms like "smoky," "sharp," "pungent," and "creamy," they discussed the different flavors. Additionally, the classes explored the environmental impact and ethical practices of the milk industry.

Students are now working with a partner to create a digital documentary suitable for a Year 5 or 6 primary school audience, focusing on an agricultural product of their choice. They are using a variety of apps on their devices, including iMovie, FlipaClip, Biteable, CapCut, ibisPaint, and GarageBand. The unit will culminate in a celebration of their work, with students showcasing their documentaries not only to their class but also to Peakhurst Primary School for authentic feedback.

Other classes have been studying a wood-based unit called Tick Tock, where they are developing skills in using workshop machinery. After successfully completing a safety quiz, students created keyrings and are now working on crafting their own wooden clocks using equipment such as the scroll saw, drill press, and circular sander. They have also experimented with painting techniques, including ombré and resist painting. Students studied how plywood is made, why MDF is not recommended for certain projects, and the structure of a tree. They also explored famous clocks around the world and how Aboriginal peoples traditionally told time. Each student is required to document the process of designing their clock in a design portfolio, explaining and justifying every decision made throughout the project.

Students will switch to the alternate unit in Week 6 of Term 2.

Prev

Showing images 1 - 8 of 13

Next

Year 8

Year 8 Technology classes are studying either a food unit called Teen Cuisine or a textiles unit called Stuffed, with each unit lasting 14 weeks. In the Teen Cuisine unit, students have been investigating nutrition, cooking methods, OzHarvest, and the role of a chef in society. They have prepared a variety of nutritious recipes suitable for teenagers, including damper, savory noodles in lettuce, creamy pasta, and chocolate chip cookies. Students are also creating a website using Google Sites, which will feature their own research on a well-known chef, an analysis of the nutritional content of a recipe, suggestions for making the recipe more nutritious, an analysis of food labels for two products, and a review of an article related to diets and nutrition.

In the Stuffed unit, students have developed skills in threading and using the sewing machine. They practiced constructing seams and using decorative techniques such as patchwork, appliqué, and embroidery. The students were then tasked with designing a cushion that incorporates at least two of these techniques. They are documenting the design process in a portfolio, justifying all the decisions made along the way.

Both tasks are due halfway through Term 2, so stay tuned for the final results in next term’s newsletter!

YEAR 9 DESIGN AND TECHNOLOGY

The Year 9 Design and Technology class has been engaged in designing and creating a variety of handmade, sustainable grocery shopping bags. Building on the skills they developed in Technology last year, students began by crafting a basic single-layer calico tote bag. They then progressed to designing their own bags, modifying patterns, and incorporating additional features such as patchwork, pockets, and lining. Thanks to a generous donation of upholstery fabric samples to the school, students are utilizing these materials for their creations. Due to the small size of the fabric samples, they are joining pieces together in patchwork designs to construct their bags. Additionally, students are developing a marketing campaign and packaging for their tote bags, as if they were being sold on Etsy, while documenting their progress in a design portfolio.

YEAR 9 FOOD TECHNOLOGY

The students have started the year studying Food in Australia, learning about the changing patterns in Australian cuisine, from pre-European bush tucker to colonial food and the impact of multiculturalism. Students have cooked Italian pizza with bush tucker herbs and spices, matcha crepes inspired by the French classic dish with a Japanese twist, and Chicken Sushi Burritos, a fusion of Mexican and Japanese flavours. The assessment task required students to research the influence of cultural food on the contemporary Australian food scene and create a brochure to entice overseas foodie travellers to experience this exciting new palate in Australia. They were also required to create a recipe, cost the recipe, and design a food order form. The students will prepare and present their final product in Week 2 of Term 2.

YEAR 9 TEXTILES TECHNOLOGY
Designing with Inspiration

In Year 9 Textiles Technology, students have been exploring the world of apparel textile design, one of the five key focus areas: apparel, non-apparel, costume, textile art, and furnishings. Through the study of renowned textile designers, they have gained insight into various sources of inspiration and developed an appreciation for the significance of textiles in everyday life. Their theoretical studies have also covered the elements and principles of design, as well as product labeling, which they have applied to their own creative projects.

Building on the foundational skills developed in Stage 4, students have engaged in hands-on learning by designing and constructing a pair of pyjama pants and a coordinating pyjama bag. To personalize their projects, they incorporated decorative techniques such as embroidery, lacework, ribbon weaving, appliqué, piping, and patchwork, demonstrating creativity and attention to detail.

As part of their assessment, students selected a textile designer of interest, researching their techniques, target market, and sources of inspiration. They then applied these insights to their own designs, using their chosen designer as a creative influence. Additionally, they investigated the history of sleepwear and documented their design process in a portfolio, showcasing their ability to integrate theoretical knowledge with practical skills.

Through this project, students have deepened their understanding of textile design while refining their craftsmanship, creativity, and problem-solving abilities.

YEAR 9 COMPUTING TECHNOLOGY

In Year 9 Computing Technology, students were introduced to the concept of digital media and its various forms. They explored different examples of digital media and then applied their knowledge by creating podcasts on a range of subjects. As part of their assessment tasks, students were challenged to design an e-Comic story or game aimed at a primary school-aged audience using Google Slides. The process involved brainstorming, evaluating ideas, and developing a plot, followed by the creation of detailed storyboards. To make their e-Comics engaging for young audiences, students hand-drew vibrant graphics and incorporated animation, sound, and text, ensuring their work was both creative and interactive. This project not only honed their digital skills but also encouraged them to think critically about designing content for primary school aged users. Below are screenshots of some great scenes from various students' work.

Prev

Showing images 1 - 8 of 9

Next

YEAR 9 MULTIMEDIA

In Year 9 Multimedia, students have explored various aspects of the digital world, starting with an introduction to multimedia and its applications. They learned about cell-based animation by using Pivot Animator, where they created stick figure GIFs in various scenarios like sports, action, and superhero scenes. The class also delved into path-based animations and focused on Workplace Health and Safety (WHS) by assessing potential risks in the IT industry. As part of this, students conducted a risk assessment of their peers' computer workstations to ensure safety. Accessibility within multimedia was another key topic, with students examining features like speech-to-text for the hearing impaired, subtitles, and zoomed screens for people with visual disabilities. To further develop their digital skills, students created websites using Adobe Dreamweaver and designed a code of conduct poster to promote a safe and respectful environment in the computer room. Below are some of the amazing stick figure gifs Year 9 has created.

YEAR 10 FOOD TECHNOLOGY

The first unit of the Year 10 Food Technology course focuses on Food for Special Occasions. In this unit, students explore foods associated with special events, including social, cultural, religious, historical, and family occasions. For the Term 1 Assessment Task, students were asked to plan and present cupcakes themed around celebrations such as birthdays, weddings, Valentine’s Day, Christmas, and Eid. Before creating and decorating their cupcakes, students researched unique designs and techniques they wanted to incorporate, carefully sketching them in detail. Below are just a few examples of the outstanding cupcakes designed and decorated by the Year 10 Food Technology class.

YEAR 10 DESIGN AND TECHNOLOGY

This term, Year 10 Design and Technology students have been diligently engaged in the “Food Trucks” unit. Throughout the course, students have been utilizing the design process to create a comprehensive business plan for their own food truck concept. For Assessment Task 1, they employed various information communication techniques to craft an advertising campaign and build a 3D cardboard model of their truck. In practical lessons, students experimented with recipes suitable for a food truck setting. They participated in a flour challenge, where they were tasked with creating cost-effective recipes that are both mobile-friendly and unique. As part of their business plans, students will soon be testing recipes to develop a signature dish intended for outdoor consumption, which could be featured on their food truck menu. Looking ahead to Term 2, students will showcase their business concepts at a school-based expo. They will also prepare three portions of their signature dish - one portion for display and two bite-sized samples for teachers and Year 9 Design and Technology students to taste.

PDHPE

In Term 1, students across all year groups have actively engaged in a diverse range of learning experiences in PDHPE. We have also been making the most of our brand new change rooms.

Year 7 students have been focusing on fundamental movement skills, participating in practical lessons designed to build their skills in throwing, catching, running and the two handed strike. Alongside this, they have delved into health and wellbeing topics during their theory lessons, fostering a deeper understanding of physical fitness and mental health.

Students in other year groups have been participating in comprehensive units on Athletics and Cross Country, honing their athletic techniques in sprinting, high jump, shot put and discus as well as improving their endurance through activities such as scavenger hunts that enhance their ability to complete a cross country event. Additionally, discussions surrounding healthy relationships and staying safe online have been integrated into their curriculum, equipping them with essential life skills and knowledge.

This term, our Year 9 Child Studies students have been designing their own board games focused on the topic of Preparing for Parenthood. This hands-on activity allows students to summarise and revise key concepts they've learned throughout the term, while also fostering teamwork and critical thinking skills. Each game incorporates important aspects of preparing to become a parent such as financial preparations, health of the mother, and social and emotional changes of the expectant parents. We look forward to seeing their innovative designs and hope this project helps reinforce their understanding of the responsibilities and joys that come with parenting. 

Year 10 Child Studies students have been diving into the theme of Children and Culture by creating their very own picture books for their first assessment task. This hands-on project has allowed them to explore diverse cultural narratives and engage their creativity. To enhance their learning experience, the students visited My Little Sunshine Early Learning Centre in Penshurst, where they shared their stories by reading their books to the children at the centre. The students loved this experience and are eager to return.

As we look ahead, we are excited about the upcoming opening of the new futsal field at the beginning of Term 2. This facility will provide our students with more opportunities for physical activity, fostering a spirit of teamwork and competition within our school community.

Mrs E Iskander
Head Teacher PDHPE

SPORT REPORT

Swimming Carnival

We are excited to share that our first co-educational Swimming Carnival was a resounding success! Held at the Angelo Anestis Aquatic Centre, Bexley, on Monday 3rd March 2025, the event brought together students from all grades to showcase their swimming skills and sportsmanship.

A highlight of the day was the Cheer Competition, where each House demonstrated their creativity and team spirit, adding to the vibrant atmosphere of the carnival. Thank you to our CAPA/PDHPE judges – Mr Payne, Mrs Spina, and Mrs Hunter – who used their experienced and well-trained creative eye to decide on the winning House, Browning. Well done to Sofia and Liyana, the House Captains from Browning, for leading your House to victory!

We are proud of all our students who participated and contributed to making this inaugural event memorable. Thank you to all our teachers for your hard work and support on the day. We look forward to more exciting sporting events in 2025.

The overall winning House on the day was Austen with 350 points, followed by Browning on 300 points, Curie with 243, and Chisholm on 172 points.

Below are the Age Champions from our school carnival and a list of students who qualified to represent GRC Penshurst at the St George Zone Carnival the following day – a wonderful, yet very exhausting, experience! Well done to all of these students. Also listed are the students who progressed to regional and state representation.

A special mention to Bethany H, who swam on Monday 7th April at SOPAC in the NSWCHSSA Swimming Championships 2025. Bethany swam a PB her race and should be very proud of her continued dedication towards her training and commitment to her sport.

Age Champions

• 12 Years Girls – Vanesha L (28 points)
• 12 Years Boys – Krit P (20 points)
• 13 Years Girls – Siann J (24 points)
• 13 Years Boys – Hugo M (54 points)
• 14 Years Girls – Holly B (36 points)
• 14 Years Boys – Jayden Y (40 points)
• 15 Years Girls – Bethany H (60 points)
• 16 Years Girls – Anwen G (50 points)

Zone Representatives

Anwen G, Lavina C, Bethany H, Annie M, Ohanna S, Hannah D, Lovina M, Emily T, Faith C, Chloe H, Lina T, Chloe G, Siann J, Dyllan K, Vanesha L, Hugo M, Krit P, Prashi P, Sebastian P, Subha S, Jules R, Millie T, Allina W, Josh Y, Jayden Y, Amber Y, Charli B, Rosabella D, Zoe R, Ella S, Holly B, Matthew S

Regional Representatives

• Bethany H – 15–16 Years Girls 200m IM, 16 Years Girls 100m Breaststroke, 50m Freestyle, 100m Backstroke, 200m Freestyle
• Hugo M – 13 Years Boys 100m Freestyle
• Anwen G – 15 Years Girls 50m Freestyle
• 14 Years Girls 4 x 50m Freestyle Relay Team – Charli B, Rosabella D, Holly B, Ella S
• 15 Years Girls 4 x 50m Freestyle Relay Team – Anwen G, Lavina M, Hannah D, Annie

State Representative

• Bethany H – 15 Years Girls 100m Breaststroke

Cross Country Carnival

On Thursday 3rd April 2025, self-nominated students from our school community gathered at Olds Park for an exciting morning of athletics and fun at the Cross Country Carnival. Students from Years 7–10 displayed their determination and fitness as they completed the 2.4km and 3km courses, cheering each other on along the way.

A special thank you to our dedicated teachers: Mrs Spina, who organised the event, and Mrs Laverance and Ms Thomas, who were there on the day ensuring everything ran smoothly. Their support made the day possible and enjoyable for all students involved.

Congratulations to all participants for their hard work and perseverance! We are proud of each runner’s effort and look forward to celebrating our top finishers at an upcoming school assembly.

Below are our Age Champions and the students who have qualified to run at the St George Zone Carnival on Tuesday 13th May at Scarborough Park, Kogarah. Hopefully, some running training throughout the holidays will keep these students busy!

Age Champions

• 12-Year Girls – Abigail L
• 12-Year Boys – Jacob O
• 13-Year Girls – Chloe C
• 13-Year Boys – Jules R
• 14-Year Girls – Daisy F
• 15-Year Girls – Anwen G
• 16-Year Girls – Lavina C

Zone Representatives

• 12-Year Girls – Abigail L, Allina W, Jenny D, Emily T, Chloe D, Alisa Y
• 12-Year Boys – Jacob O, Matthew S, Reece O, Krit P, Arsh S
• 13-Year Girls – Chloe C, Naimh H, Siann J, Beth J, Aarushi S, Lana L, Chloe G, Arabella H, Hayley W, Aleisa M
• 13-Year Boys – Jules R, Angus H, Kobe D, Owen L, Sebastian P, Hugo M, Trev R, Lucas M, Dylan Z, Arpan A
• 14-Year Girls – Daisy F, Ella S, Rosabella O, Emma L, Faith C, Aliyah A, Holly B, Taniska B, Prananthi B, Marisa B
• 15-Year Girls – Anwen G, Zahra K, Lara H, Annie Y, Cianna H, Lucy Z, Freeya D, Zahraa B, Aislynn P, Mya B
• 16-Year Girls – Lavina C, Selina S, Lina T, Amy-Jane S, Bonnie W, Isis C, Chloe L

Girls Open Knockout Football

The Open soccer knockout game against Tempe High was held at Tempe Reserve Oval on Tuesday 1st April. At halftime, the team found themselves trailing 1–0, but they fought valiantly to level the score. Despite their best efforts, the match concluded with a final score of 2–0.

The players from Tempe executed some impressive moves and shots, making it challenging for GRC Penshurst Campus to break through their defence. Our team came close to scoring on multiple occasions but were unable to convert those opportunities into goals. Throughout the match, the players displayed remarkable teamwork and collaboration, competing against older and physically stronger opponents. They should take immense pride in their performance and in representing their school with such passion and determination.

Well done team,
Mrs Laverance (Coach)

Year 7 House Sport – AFL Sporting Schools Sessions

Year 7 students actively participated in an engaging AFL program facilitated by qualified instructors from Sporting Schools. Thanks to the school's successful acquisition of a Sporting Schools grant, this enriching experience was provided at no cost to students.

Throughout the program, students honed their AFL skills, focusing on essential techniques such as handballing, kicking, and agility, while also fostering teamwork and cooperation. In the final week, students showcased their skills in a series of modified small-sided games, culminating in an exciting display of their newfound abilities and sportsmanship.

Mrs Laverance
Sports Organiser

Languages

This term, students of Year 8 Japanese explored the topic "This is Me." They learned how to introduce themselves in Japanese, sharing details about their age, birthday, nationality, and more. Students also began learning to write in Japanese using the hiragana script. At the end of the term, they created selfie posters to showcase their progress and completed a speaking interview, where they responded to questions about themselves in Japanese. Year 8 students are to be commended for their hard work and the exceptional quality of their efforts.

Students also learned about the Japanese festival Setsubun, which marks the transition from winter to spring in the Japanese lunar calendar. This festival involves rituals aimed at driving away misfortune and welcoming good fortune. As part of the celebration, students decorated Oni (demon) masks, a key symbol of Setsubun. Additionally, they explored Hinamatsuri, a festival dedicated to the health and happiness of young girls and women. The celebration includes the display of traditional dolls and the enjoyment of special foods.

As we approach the end of this term, I would like to thank all our students for their hard work and dedication and wish everyone a safe and relaxing break. I look forward to seeing everyone in Term 2.

Ms Verchiani
Languages Teacher

Wellbeing

This term has been a time of personal growth, reflection, and celebration of core values within our school community.

Student Wellbeing and Development

Year 7 students explored essential values such as honesty, kindness, and integrity through role-playing and mini projects. Their activities, including creating character cubes and a values tree, helped foster empathy and kindness.

Year 8 focused on reflecting on personal values, integrity, and how to demonstrate these qualities in challenging situations. This was enhanced by a special Year Meeting and a dice game promoting thoughtful discussions.

Year 9 students reflected on their actions and leadership qualities, evaluating their impact on peers and teachers in a Year Meeting.

Year 10 students, starting their final year, focused on goal setting and character development. They collaborated to create posters reflecting the qualities of a good person, setting a strong foundation for the year.

Celebrating International Women’s Day

In honour of International Women’s Day, Year 7 students discussed gender equality and women’s rights, reflecting on the achievements of women and how to foster inclusivity.

Year 8 engaged in interactive activities, creating vision boards and empowerment posters focusing on gender equality and women’s achievements.

Year 9 explored gender biases through a True or False game and challenged stereotypes in Home Rooms, creating discs to highlight why they are incorrect.

Year 10 students reflected on women's achievements and challenges, discussing gender inequalities and creating cut-out figures to celebrate women who overcame barriers.

Harmony Week – Celebrating Diversity and Inclusivity

Year 7 engaged in activities promoting cultural respect and inclusivity, culminating in the creation of a pledge to honour Harmony Week values.

Year 8 worked on mosaics inspired by mosque designs and played Cultural Bingo, learning about different cultures and sharing personal connections.

Year 9 celebrated Harmony Week through a culturally themed silent ball game and illustrated traditional attire in Home Rooms.

Year 10 reflected on multiculturalism, sharing cultural insights and learning to say "hello" in different languages, promoting respect and curiosity.

Social-Emotional Learning – Friendships and Conflict Resolution

Across all year groups, students explored strategies to navigate friendships and resolve conflicts.

Year 7 focused on building interpersonal skills, including conflict management and communication.

Year 8 emphasised open communication, active listening, and respect for resolving conflicts. Through guided practice, they strengthened their ability to handle disagreements calmly and maintain positive relationships.

Year 9 students took a mature approach to conflict resolution, discussing potential actions and their consequences. They were also reminded of the support systems available to them at school.

In Year 10, the SRC led discussions on conflict resolution strategies, emphasizing empathy, active listening, and validating feelings to preserve friendships and resolve conflicts peacefully.

Wishing all our students and families a relaxing and refreshing break. Take some time to rest, recharge, and enjoy. We look forward to seeing students back on Wednesday 30^th April 2025.

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

Nationally Consistent Collection of Data (NCCD)

Our Learning and Support Team have been working closely with families to support students with a disability as part of the Nationally Consistent Collection of Data (NCCD) process. Please see attachments for more information.

Ms Fatima Hamka
Head Teacher Welfare

A message from our Anti-Racism Contact Officers (ARCOs)

We acknowledge and celebrate our school’s rich cultural diversity and promote inclusive practices to ensure students feel supported and cared for in a nurturing environment. We have two Anti-Racism Contact Officers at our school:

• Ms Fatima Hamka
• Mrs Elham Gabra

Our role is to promote Anti-Racism education and cultural awareness underpinned by the Department’s Anti-Racism Policy.

“Racism and racist behaviour are not tolerated in NSW public schools. Everyone in a NSW government school – students, staff, parents, carers and community members – is expected to treat others fairly and with respect, and to behave in ways which do not promote racism in the school community”. - DoE

For more information, please read the policy accessed here:

Ms F. Hamka and Mrs E. Gabra
Anti-Racism Contact Officers

SRC

Returning to campus refreshed and revived after the summer break, we welcomed a new group of enthusiastic and committed student leaders into our GRC Penshurst Student Representative Council and Prefecture. Sacrificing their own time to meet each week, these students immediately set about addressing important student issues, proposing thoughtful and effective solutions, and devising exciting new initiatives to enrich the experiences of all students.

A major highlight of the term was the overnight Leadership Camp at Camp Wombaroo. Held in week 4, the camp brought together SRC members and Peer Support leaders for a dynamic program of team-building activities, leadership workshops, and personal development challenges. The camp not only helped students forge stronger connections with their peers but also encouraged resilience, initiative, and a commitment to collaborative leadership. Students returned inspired, energised, and ready to bring new ideas and enthusiasm to their roles within the school community.

With our Student Representative Council and Prefecture wishing to ensure adequate representation for all year groups, we needed to find some equally committed and enthusiastic Year 7 representatives to complete the team. Once the storms of NAPLAN season had passed, each interested candidate was tasked with delivering a speech to their peers announcing their candidacy. Six representatives were chosen, with each candidate delivering a speech in front of their whole year group and being selected via anonymous online ballot. All candidates spoke with eloquence and sophistication, each offering a compelling argument for their selection. The competition was certainly tough, with only a handful of votes separating the successful candidates. It was wonderful to see so many future leaders in our midst!

Congratulations to all elected representatives!

Mr. Morgan
SRC Coordinator

Social Justice

The Social Justice Committee is a group of dedicated students motivated to raising awareness regarding local and global issues. The committee members meet every Tuesday in Week B at lunch in A10 to talk about various social issues. We also discuss our fundraising ideas so we can continue to support our two sponsor children, 5-year-old Loveness from Zambia and 11 year-old Patrick from Burundi.

The Social Justice Committee hosted a cake stall in Week 11 to celebrate Harmony Day and to raise much-needed funds for our two sponsor children whom we sponsor through World Vision. We are thrilled to announce that we raised over $600! We deeply appreciate everyone who generously donated delicious treats and those who supported us by purchasing from the stall.

Ms Stefanie Verchiani and Ms Saada Ardati
Social Justice Coordinator

Library

It has been a great start to the year in the Library, with a diverse range of resources and learning opportunities available for students.

The Homework Centre

Many students are already utilising the Homework Centre in the Library on Monday and Tuesday afternoons from 3 p.m. to 4 p.m. The Homework Centre provides students with the opportunity to complete homework, assignments, revision, and study using the resources available in the Library. There is also help available for students during this time.

The 2025 Premier’s Reading Challenge

The 2025 New South Wales Premier's Reading Challenge opened on 24th February and runs through to the 22nd of August. Students are encouraged to participate in this very worthwhile statewide challenge, which promotes both academic growth and a love for reading. Engaging with a variety of books helps to enhance a student's vocabulary, comprehension, and other aspects of literacy development. Students who complete the Challenge will receive a certificate of achievement as an acknowledgement of their efforts. We are very fortunate to have a huge range of PRC books in our Library for students to access.

Study Skills Program

As part of the Years 7 and 8 study skills program, students have access to the online Study Skills Handbook at www.studyskillshandbook.com.au. This provides a comprehensive and interactive online guide about the study skills needed for success in high school studies. Examples of the modules students complete include time management, managing workload, goal setting, and using class time. Students can access the information at any time – both at school and at home using the following:
Username: grcpenshurst
Password: 52achieve

Library Resources

Our Library makerspace offers a diverse range of activities and opportunities for creativity, collaboration, strategic thinking, and relaxation. Some students have been playing chess and Mastermind, while others have enjoyed challenging their peers and developing their literacy through the game of Scrabble. Construction-based activities are also proving to be popular this term..

Holidays present a perfect opportunity for students to enjoy reading books borrowed from our ever-expanding range in the Library. Wishing everyone a great holiday break and happy reading!

Mrs Diana Linquist
Teacher Librarian