Department News

The English Department

English Out and About

It’s great to be able to break out of the classroom and make the most of the varied workshops and performances that cater to students in English. In the past month, two such opportunities presented themselves: the wonderful Sydney Writers’ Festival and the Sport For Jove’s Merchant of Venice Symposium. 

A group of students in Year 8 and 9 were invited to attend the student day at Sydney’s Town Hall to hear different writers speak, including a writer of young adult horror and picture book writer, Mike Lucas, the compelling Hayley Lawrence, award-winning Demet Divaroren and internationally successful writer Neal Shusterman. They learned about different writing processes, the stories behind the stories and had the opportunity to ask questions directly of the writers themselves. Below are the reviews from our year 8 and 9 writers: Erin Robinson, Ainsley Salim, Elli Considine and Hayden Ng.

Attending the 2025 Sydney Writers’ Festival at The Town Hall was a unique opportunity to learn from real authors and gain insight into the world of storytelling.

We started off the day with listening to a workshop made by Mike Lucas, that gave us a practical and insightful breakdown of a writing process, showing how to plan and structure writing, taking us through the step-by-step process of creating a story from an idea, to a final draft. After that, Hayley Lawrence stood out for her honesty and emotion, talking about the power of writing real, meaningful stories and how important it is to stay true to your voice and acknowledge your emotions. Her energy and creativity made her talk extremely fun, interactive and inspiring. Following on, Demet Diavoren challenged us to think about identity, culture and the way writing can help us understand ourselves and others. Finally, Neal Shuterseman blew us away with high thought provoking exploration of dystopian fiction, empathy and the role of storytelling in the way we see the world.

Additionally, being able to meet the authors and have our books signed made the day even more meaningful. We left not only inspired but with a deeper appreciation for writing, and a renewed motivation to explore our own creative voices.                     

 -Erin Robinson.

The 2025 Sydney Writers festival was a really fun privileged opportunity that I got to experience. I learned so much from the insights of how the author’s wrote and the process and determination that shaped their successful books. We listened to many authors, including Mike Lucas, Hayley Lawrence, Demet Diavoren and Neal Shusterman. Each one of them had a unique writing style that they exhibited to us. Through stories, and even fun songs, we got to really delve into the author’s lives and discover the basis of their creative stories and how they built them from real-life experiences. Everyone got taught how to make a book, and Mike Lucas provided a deep explanation on drafting and establishing your story and the ups and downs of the publishing world. Additionally, we had the chance to buy books written by the authors and get them signed! This was a wonderful opportunity and all the author’s books were so creative and inspiring, ranging from sci-fi and true story based books, that I wish I could’ve bought all of them. This excursion was one of the most thrilling experiences and I would absolutely love to do it again! 

-Ainsley Salim.

The 2025 Sydney Writers festival was a wonderful opportunity I was delighted to attend. From the workshops to the recommendations of books, the whole day was overall an incredible help to my writing and offered an insight into different types of literature. This was a great way to help me choose what types of books to start reading and let me explore different styles of writing I never would've reached for before. One of my highlights of the day was when Hayley Lawrence led with captivating stories that helped her write about each of her books. This highlighted how deeply emotional they were and sounded so gripping I couldn't wait to start reading them. Another great moment was the short workshop on how to shape and write a story, including publishing and how to help with ideas, which assisted my story writing ability and was very valuable for a student, helping me understand writing a little more. I also loved how Neil Shusterman described not only his books but how he wrote them but the entire process, good and bad, providing a bit of realism to the industry whilst still encouraging students to write and showing the success it has brought to him. Furthermore, one of my favourite parts of this day was how we could buy books and get them signed, making this incredible day even better with this personalisation. Overall, the Sydney Writers festival was a great opportunity, and I was very honoured to be able to go and 100% recommend it!

-Eili Considine. 

The Sydney Writers’ Festival was a very enjoyable experience, and we were surrounded by many authors and other students that were passionate about reading and writing. One of the highlights of the festival for me was definitely hearing from Neal Shusterman, the author of Scythe. It was interesting to understand his thought process and how he wrote the book, as authors are always thinking about how they can be inspired by our real world to write their next piece. I think students benefited from being inspired by many great authors, and have the chance to understand how these authors write their creative pieces.

Hayden Ng. 

Sport For Jove Merchant of Venice Symposium

Year 12 English Advanced attended Sport For Jove’s Merchant of Venice Symposium at The Seymour Centre on June 12. Part lecture, part actor workshop, part performance, the Symposium provides students with a wonderful opportunity to understand the depth and complexity of Shakespeare’s language and how this manifests in performance. Director Damien Ryan explores the nuances and tensions of the play with a group of actors to provide a thought-provoking and intellectually rigorous examination of this compelling play. Our student writers share their experiences below:

Our cohort recently attended a symposium for the Common Module on The Merchant of Venice. The experience was beneficial to our studies, as it allowed us to both refresh our knowledge and deepen our understanding of the play’s form, structure, and themes. 

One particularly engaging aspect was examining the play from a more secular perspective. We explored the conflict between Jews and Christians as an allegory for the contextual tensions of Shakespeare’s time, specifically the conflict between Protestants and Catholics. This lens provided insight into the broader metaphorical function of religious tension within the play. Shakespeare's writing is intentionally ambiguous and open-ended, allowing for complexity. This aligns with the common module course descriptor; exploring texts that are complex, ambiguous, anomalous, and inconsistent. He employs dual perspectives, often contradicting or questioning the moral fabric of justice and mercy explored throughout the play. 

The symposium featured live-action scenes that vividly demonstrated how the play’s form is directly tied to its concepts. Breaks, silences, and disruptions in the iambic pentameter are not arbitrary; they carry meaning. These structural fractures highlight emotional stress, introduce ambiguity, and enrich interpretations of themes like love, justice, and mercantile culture. The use of blank verse iambic pentameter, mirroring a five-beat human heartbeat, creates a natural rhythm. When that rhythm breaks, the actor’s speech becomes erratic and passionate, signaling emotional intensity. Sadness is conveyed not only in the content of the lines but in their delivery. 

Ultimately, this symposium was beneficial to our cohort, refreshing ideas and insights taught within class, through a live action perspective, allowing us to witness how structural form and features impact how ideas and concepts are communicated.

-Lucia Moore.

A pervasive echo of moral uncertainty permeates Shakespeare’s The Merchant of Venice, and today’s experience at the Sport for Jove symposium offered profound insight, opening new realms of thought on the complexity of human nature. 

I was particularly struck by the discussion of Shakespeare’s ambiguous structure; he doesn’t simply subvert dominant Christian meta-narratives, but rather co-opts them to deliver a covert critique of human hypocrisy. Through the exploration of a musical interplay of prose and verse, Shakespeare reveals emotion and feeling through rhythmic structure embedding a subversive message of dialogic ethical reflection on the treatment of so-called “aliens,” aimed at a xenophobic, monolithic audience.  

One of the most memorable insights was the analysis of the final scene and where Shylock mutters the line “I am content,” whose non-authoritative ambiguity forces audiences to become critical agents of moral interpretation. Seeing the play through this lens - not as a definitive moral tale but as a fluid, problematically unresolved landscape - has profoundly shifted my understanding of its enduring relevance and the nuanced way Shakespeare invites us to confront the duality of human nature.

-Poppy Hogan - Sustainability Captain.

Providing an introspection into human complexities and the delicate nature of love, revenge, justice and mercy, William Shakespeare’s The Merchant of Venice reconstitutes our personal understanding of conflict and humanity. Tying its thematic concept into the play’s form, the Sport for Jove Symposium allowed us as a cohort to broaden our understanding of and provide new insights into The Merchant of Venice.

“And from your love I have a warranty”

Within the Symposium, a particular focus that struck me was a focus on vernacular and rhythmic structure. Above, iambic pentameter recapitulates the dichotomous focuses of the play; money and love. Through this, the iambic pentameter, mimicking a heartbeat, illustrates emotional tensions where their subversive meaning is found in their delivery. One aspect of the Symposium which particularly struck me was the live performance, allowing the actors themselves to reinterpret and embody their characters. With this, live performance allowed the iambic pentameter to be verbalised, tying intimately into the actor’s delivery of declarations of love and aggravating assertions of revenge, justice and mercy. 

This then embodies the play's various subtleties, where Shakespeare has allowed the characters to act as a vessel for the subjective actor; whether Bassanio and Antonio’s love is platonic or romantic, the cause of Antonio’s melancholy and regardless of whether he knows it–, whether Shylock’s conversion was one of salvation or revenge, whether Portia finds herself truly liberated in a patriarchal, Elizabethan world. These are conflicts which permeate in their line's delivery.

Through a conflicting tale of love, money, conflict and inexplicit, subjective morality, the Sport for Jove Symposium allowed us as an audience to garner an intimate understanding of The Merchant of Venice’s abstruse concepts and their expression through a focus on its form, conclusively allowing us to revitalise and reflect on our personal understanding on the play.

-Sibella Slade.

Natalia Hennessy  &   Clare Rose

Head of English, Assistant Head of English

The HSIE Department

To the Brigidine Community,

As we approach the end of semester 1, we reflect on the success we have achieved across the HSIE department. Students have built upon their learning in early assessment tasks to challenge themselves with projects, reports and presentations. While staff have provided extensive feedback and continued to prove that HSIE teachers can do it all.

One of our most anticipated yearly events is quickly approaching, with students in Year 10 attending an overnight Canberra tour, covering a range of areas in HSIE and Science. Students engaged in a variety of activities designed to build understanding of Australia’s history, culture, heritage and democracy. Students were able to enhance their understanding of Law in Society, Australia in the Modern world and Place and Liveability units from their studies, to better grasp how Australia has been shaped as a nation. The College thanks the Parliament and Civics Education Rebate (PACER) program for their assistance in contributing towards the study tour through their $30 subsidy payment for each student in attendance, to offset some of the costs.

In addition, our stage 6 Historians had the pleasure of attending the HTANSW study day, experiencing firsthand research and academic discussion from a range of experts across Modern, Ancient and Extension History; thanks to Sophia Visser, who reports below:

The History Teachers Association NSW (HTA NSW) Study Day held at the University of Sydney was an interesting and engaging day of lectures that related to HSC history topics. While there, depending on the classes you were taking, people went to lectures that were relevant to them. I initially went to a Modern History lecture, which discussed how dictators like Mussolini and Stalin emerged after World War One. Everyone I talked to found this lecture insightful as it consolidated and supported the information we had learnt in class. I then attended the lecture on History Extension, which was focused on how to answer question one for the paper. This lecture provided unusual and unexpected sources to read, such as The Circle History Series, which would help expand our knowledge about historiography. I then attended the Ancient History lecture about the Delian League. This was a topic I wasn't confident in and by attending this lecture, I gained valuable insights into how the League functioned and the role it played. The final lecture I attended was on Hatshepsut; we had not covered this topic in class, but the lecture provided a range of evidence that will be significant when we begin the topic. Overall, attending the study day was a fascinating, fun, and informative day.

-Sophia Visser, Year 12.

As we look towards the coming weeks, we wish all of our Year 10’s the best in their subject selection process, we look forward to the Year 9 Commerce market day next term - pre-sales of products will take place early in Term 3, so keep an eye out for their promotional materials; and we begin the process of revision in Year 12 as classes wrap up their learning before the trials.

David Martin

Head of HSIE

The Mathematics Department

As Semester 1 comes to a close, the Mathematics Faculty is excited to share some of the key achievements, initiatives, and events that have marked a successful and enriching term for both students and staff.

Innovative Teaching Approaches:

Our dedicated faculty members have continued to implement innovative teaching methods to enhance student learning. This semester, we introduced Stage 4 Booklets for our Year 7 and Year 8 students. Ms Jasmine D’Arcy and Mr Spyro Kyritsis have been co-writing these booklets with other teachers from Sydney Catholic Schools. These efforts have significantly improved student participation and understanding of basic and complex mathematical concepts.

2025 BCR Open Day – Mathematics Faculty

The Mathematics Department was a hive of activity, showcasing the dynamic and engaging learning experiences we offer. We were incredibly proud to highlight our innovative teaching methods, the diverse range of mathematical concepts explored, and how we foster critical thinking and problem-solving skills in our students. Demonstrations and interactive displays captivated our visitors, proving that mathematics is anything but dull!

A significant highlight of the day was the exceptional contribution of our student helpers. They were truly the stars of the show, embodying the spirit and values of our College. Our maths student volunteers, in particular, were outstanding. They confidently guided visitors through our department, eloquently explained complex mathematical ideas in an accessible way, and shared their personal experiences with enthusiasm. Their genuine passion for learning and their willingness to assist made a profound impression on prospective families. Their informative and helpful nature was a testament to their dedication and a source of immense pride for all of us.

The success of the Open Day is a clear indicator of the strong interest in our College and the bright future of our incoming students. We look forward to welcoming many of these eager young minds into our community, where they can embark on their own exciting journeys of discovery, particularly within the world of mathematics!

Year 8 Accelerated Class

Our Year 8 accelerated mathematics class has delivered exceptional performance across two incredible terms, showcasing the remarkable talent and dedication of these young mathematicians.

The students began their journey with Task 1, where they demonstrated outstanding comprehension and problem-solving abilities. Their results exceeded all expectations, with the class achieving consistently high grades that reflected both their natural aptitude and commitment to learning.

Building on this success, we decided to challenge these capable students even further. For Task 2, we raised the bar significantly, presenting them with algebra and equations typically reserved for Year 9 advanced students. Rather than being intimidated by this leap in difficulty, our Year 8 accelerated class embraced the challenge with enthusiasm and determination.

Their success reflects the benefits of accelerated learning programs and demonstrates how students thrive when given opportunities to reach their full potential. We are incredibly proud of their achievements and look forward to seeing how they continue to excel in their mathematical journey.  

Year 9 Mathematics & Art Project: Household 3D Composite Solids

Year 9 students recently engaged in a hands-on, collaborative project combining mathematics and art. The activity challenged students to apply their understanding of 3D geometry by selecting, measuring, and calculating the surface area and volume of various household objects. The culminating task involved creatively stacking three or more of these objects to form "composite solids," requiring both mathematical precision and artistic flair.

Students collaboratively chose a range of household 3D objects (e.g. cereal boxes, cans, tissue boxes, etc). They strategically selected and stacked their measured objects to create unique composite solids. The most challenging mathematical aspect involved calculating the surface area and volume of their composite solids. The project fostered strong collaboration and problem-solving skills. Students demonstrated a clear understanding of geometric formulas and their real-world application. The artistic component encouraged creativity and provided a visually engaging context for the mathematical concepts. Discussions on how to manage overlapping surfaces for surface area calculations were particularly insightful, highlighting a deeper conceptual grasp beyond rote memorization. The students' composite solids were diverse and imaginative, showcasing both mathematical accuracy and artistic expression.

Collaborative Problem-Solving: Year 11 Mathematics Standard Tackles HSC Measurement Questions

Year 11 Mathematics Standard students recently participated in a highly engaging and productive collaborative learning session focused on HSC-style questions from the Measurement topic. The activity was designed to move beyond individual practice, encouraging students to work together to discuss, strategise, and collectively solve challenging problems, mimicking the rigorous demands of the Higher School Certificate examination. This collaborative approach to tackling challenging HSC Measurement questions proved to be an invaluable learning experience for our Year 11 Mathematics Standard students, equipping them with both the mathematical knowledge and the collaborative skills necessary for future success.

Exploring Radians with Cake

This term in Maths, we had a memorable and delicious exploration of radians! We used cake, string, and skewers to understand how radians apply to circles. This hands-on investigation allowed us to mark out different sectors, measure radii, and observe how arc lengths are intertwined.

Personally, this made it much easier to visualise this new topic and the new mathematical relationships. We discovered that it took about "3 and a bit" even pieces to get halfway around the cake, which really helped us see that pi (π), which we know as "3 and a bit," is a real value, not just a random number of formulas. Continuing our measurements around the whole cake, we found it took approximately 6 pieces to return to the start, demonstrating why a full circle is also known as 2 pi (2π) in radians.

This investigation truly made the concept behind radians much clearer, even for Year 11, and the best part was getting to eat the cake at the end!

Zari Boyd and Ella Dungey

(Year 10 Accelerated Class)

Thank you

We extend our heartfelt thanks to all the staff, students, and parents for their support and dedication throughout the semester. Your hard work and enthusiasm continue to drive our success.

As we prepare for the next semester, we are committed to building on these achievements and providing even more opportunities for our students to excel in mathematics. Stay tuned for more exciting updates and events!

Maya Mabey & Steven Quach

Head of Mathematics, Assistant Head of Mathematics

The Science Department

It’s been a busy and exciting term in the Science Department, full of hands-on learning, engaging excursions, competitions, and co-curricular opportunities. Our students have shown great enthusiasm, curiosity, and commitment to their science studies. We’re incredibly proud of everything they’ve achieved so far. With that, a huge well done to all students in Years 7–10 who have now completed their science assessment tasks for the term. We’ve seen excellent effort and growth in both practical and theoretical work. Congratulations to everyone for their hard work!

In week 7, our Year 7 students visited Taronga Zoo as part of their study of ecosystems. It was an engaging day where they observed real-life examples of food webs, animal adaptations, and the interdependence of living things in their habitats. The excursion helped bring their classroom learning to life in a truly memorable way.

We were proud to send three teams to the RACI Titration Competition held at UTS, where students worked in the state-of-the-art SuperLab. This competition challenged students' accuracy and technique in a university lab setting. Our competitors were:Chloe Wong, Alicia Gunawan, Stevie Slade, Zoe Delevande, Amy Ngan, Brianna Combes, Maya McCarthy, Vivian Loho, and Valerie Kurniawadi. These girls trained diligently over seven weeks to prepare and represented our school with excellence. We are very proud of them. 

Our STEM Club continues to grow and is open to all students every Tuesday of Week A during recess. Students can explore engineering challenges, simple experiments, coding activities and more. It’s a great space to be curious, creative and collaborative as well as make new friends!

The Sydney Catholic School STEM MAD Competition invites students to showcase their learning by developing innovative solutions to real-world problems through a Catholic lens. It’s open to both primary and secondary students. Should any students be interested in this fantastic competition, please speak with your science teacher. Winning teams will be invited to represent at the National STEM MAD Competition in Adelaide on 18 November 2025. Visit the SCS STEM MAD Intranet Site for full competition details. Expressions of interest are due by Week 1 in Term 3 (July 25th).

Thank you for supporting our young scientists. We’re excited to see even more innovation and inspiration next term!

Amy Commane

Head of Science

The TAS/VET Department

“Every great design begins with an even better story” - Lorinda Mamo 

Year 7 Technology: Materials Technology

Year 7 Technology students have rotated their focus this semester between Materials Technology and Engineered Systems. 

Materials Technology - Rae Milton 

In Materials Technology, our students made excellent progress learning how to use a sewing machine. They mastered essential skills, from threading the machine correctly to understanding important safety procedures when using tools in the classroom. The girls were particularly excited to delve into the work of acclaimed designer Peter Alexander, using his iconic designs as inspiration for their very own pyjama shorts. 

Engineered Systems - Adam Gant 

Year 7 Technology students have taken on a real-world design challenge as budding engineers for a renewable energy company. Their innovations include designing wind turbines for a remote Central NSW location, balancing efficient power generation with local community concerns about landscape disruption.

Armed with a design brief that pushed their creativity, students have been tasked with developing prototypes that not only maximise airflow and power generation but also beautifully blend into the natural environment. Their Wind Turbines have complemented the unique colours, shapes, and patterns of the Australian bush.

To bring their visions to life, our young designers have had access to plywood for construction, state-of-the-art laser cutting equipment, the timber workshop, and 3D printed components.

Year 8 Technology:

Year 8 Technology students have also rotated between their focus areas of Food & Agriculture and Digital Technology. 

Food & Agriculture - Lucy Collins

This term, Year 8 Food & Agriculture students have been exploring healthy eating and kitchen safety as part of this technology unit. They’ve investigated the Australian Dietary Guidelines and considered how nutrition applies to their everyday lives. In addition, students have developed their cooking skills through both written work and practical lessons, building confidence in the kitchen while learning about hygiene, organisation, and food preparation. Recipes have included san choy bau, cookies, tacos, apple pies, pizza pockets, muffins and hamburgers. Students have shown great enthusiasm and progress throughout the term.

Digital Technologies - Lucy Collins 

This term, Year 8 students took on an exciting project: designing and building a robotic unicorn! First, they individually sketched and digitally rendered three unique designs, creating mood boards and using tools like CoPilot and Canva. They conducted market research by developing an interactive quiz app with AppLab to gather feedback on their designs. Then, in pairs, they transformed their chosen designs into functioning robotic toys, using coding and components for movement and interactivity. They documented their progress, developing excellent digital design, coding, and collaboration skills, and their creativity truly shone.

Year 9 Food Technology - Jessica Cranfield 

In Term 1, Food Technology students have examined the role of food and its nutritional components in the body. They explored the nutritional needs of individuals and groups and explained the effects of poor nutrition. Students were able to cook a range of meals to accommodate a range of life cycles.

In Term 2, students have been examining the history of food in Australia, including bush tucker prepared in the past and present by Aboriginal and/or Torres Strait Islander Peoples and examining the subsequent effects of contemporary Australian eating patterns. Students have been preparing a range of dishes that reflect the eclectic nature of Australian cuisine and developed knowledge of cultural protocols associated with food and its preparation. Some recipes the students have made are Kangaroo Burritos, Vegemite scrolls, and Lemon Myrtle Slices.

Year 10 Food Technology - Lucy Collins

This term, Year 10 Food Technology students explored both creative and clinical aspects of food. In Task 1, students became cake decorators, designing and making a custom-decorated cake. Their work was presented as a digital portfolio website showcasing their creativity and attention to detail. In Task 2, students stepped into the role of a dietitian. After analysing a patient case, they identified dietary-related disorders, recommended treatments and guidelines, and created a tailored meal plan. They then prepared a suitable recipe, demonstrating safe food practices and thoughtful meal design. The projects helped students develop both practical cooking skills and a deeper understanding of nutrition and cake decorating. 

Year 9 &10 Design & Technology - Kylie Little

The Year 9 &10  Design & Technology students created an amazingly vibrant Market Day last week. Students designed, made and sold a wide variety of goods, including jewellery, tote bags, bonnets and more. The markets ran without a hitch, demonstrating the great skill, innovation and organisational qualities of 9 and 10 students.

Year 10 Design & Technology - Kylie Little

This semester, Year 10 Design & Technology students have been busy working on their theatre design projects. Students were asked to take inspiration from a theatre production of their choice and revamp a character. Students have focused on a number of inspirational productions, such as “Greece, Mulan and Mamma Mia” to name a few. Students have demonstrated great skill and precision in the construction of these garments.

Year 9 &10 Textiles - Rae Milton 

Year 9 and 10 Textiles Technology students recently completed a project where they designed and constructed a fashionable hoodie jumper using a commercial pattern. They focused on precision and quality in construction and enhanced their designs by adding a creative fabric decoration like embroidery, applique, fabric painting, or digital transfer, allowing for personal expression.

Accompanying the practical work, students also developed a professional A3 portfolio using Adobe InDesign. This portfolio documented their entire design process through high-quality images, design sketches, and detailed process documentation, showcasing their learning journey and technical skills.

Year 11 Design & Technology - Jessica Cranfield

In Term 1, Year 11 Design and Technology students completed a skill based project where they were to design and make a toy that prompted active play or comfort. Students were encouraged to develop their skills in an area of design and produce a portfolio documenting this process. Some projects that were made were a Mouse toy care kit, a vegetable fun basket, an interactive wooden puzzle and a sensory dragon. 

This Term the students have been looking at Australian Designers and creating projects that reflect their chosen designers style. They have been developing their confidence and skills in a range of technology areas, such as the laser cutter and 3D printer. Their understanding in the portfolio process has deepened by continual research, idea generation, testing and evaluation; this understanding will prepare them for the commencement of their Major Design Project in Year 12. 

Year 12 Food Technology - Rebecca Monohan

This semester, our Year 12 Food Technology students have truly embraced the exciting world of food product development! They have been busy delving into the intricate process of bringing new food ideas to life, from initial concept to market readiness.

A highlight of their learning journey has been the completion of a significant project: developing a new food product for launch to the Australian market. This hands-on experience has challenged students to apply their knowledge of food science, consumer trends, and marketing strategies. They've navigated the complexities of ideation, recipe formulation, packaging design, and even considering the logistics of a market launch. These projects showcase the students' ability to identify market gaps and develop appealing, viable food solutions.

We've been incredibly impressed by the creativity, ingenuity, and problem-solving skills demonstrated by our Year 12 Food Technology students. Their innovative new products showcase a deep understanding of the Australian food landscape and a promising glimpse into the future of our culinary industry. Well done, Year 12!

Year 12 Design & Technology - Kylie Little 

This semester, Year 12 Design & Technology students have been progressing well with their Major Design Projects. Students are demonstrating strong progress in a number of areas, such as testing and experimenting in aspects associated with their design projects. Students are now deeply immersed in applying a wide range of practical skills and design thinking to bring their projects to life. We look forward to seeing these come to full fruition in the next few months.

VET: Year 11 Hospitality - Ashleigh Clarke 

Year 11 Hospitality students have been learning about food hygiene and safety in the kitchen. In practical lessons, the girls have learnt a variety of precision cuts and have begun learning new methods of cookery including baking, shallow frying and even got the chance to carve a whole duck. Students have had various opportunities to display new learnt skills in their service periods, on both the College Open Day and external work placement in various restaurants around Sydney. 

VET: Year 11 Tourism, Travel & Events - Rebecca Monohan 

This semester, our Year 11 Events, Tourism, and Travel students have been fully immersed in the industries of event management and tourism. They've focused on sourcing information and essential Work Health and Safety practices, building a strong foundation for future careers.

Term 2 brought exciting placement opportunities for many students. They gained real-world experience, with some joining the Rabbitohs events team and others working with adventure tourism businesses. These hands-on experiences are invaluable, offering practical skills and a deeper understanding of the industry. Students still awaiting placements can look forward to equally engaging opportunities in Term 3. We're proud of their dedication as they explore these dynamic fields!

VET: Year 12 Tourism, Travel & Events - Rebecca Monohan 

Our Year 12 Events, Tourism, and Travel students have been instrumental in the success of numerous school functions this year, consistently shining behind the scenes. Their expertise has been invaluable, particularly in bringing flair and professionalism to key events.

Students played a vital role in the Year 12 Hospitality Takeover, showcasing their skills in decorations and displays. Currently, our Year 12 cohort is actively engaged in the planning of NAIDOC Week, demonstrating their commitment to impactful event management. Their contributions to this important school-wide initiative are further solidifying their practical experience in event coordination and cultural celebration.

VET: Year 12 Hospitality - Ashleigh Clarke 

Year 12 Hospitality students have been looking at the units of presenting and preparing packaged food items and correct storage procedures. The girls had an opportunity to cater for Brigidine students and staff in celebration of Harmony Day, cooking over 400 meals and raising money for Project Compassion. In practical lessons, they have learnt to make focaccia, which were turned into Italian sandwiches, creating simple dishes and communicating effectively with colleagues in the kitchen. As part of completing their mandatory service periods, Year 12 Hospitality students took over the restaurant at South Coogee Bowling Club, where they spent the evening preparing ingredients, serving families and staff, and cooking a variety of meal options. 

VET: Year 9 Business Services - 

Students in the VET Business Services course have developed key foundational skills relevant to a modern business environment. They have explored workplace health and safety, effective communication, and the importance of professional conduct in a business setting. Students have also begun building their administrative skills, such as creating business documents, organising workplace information, and using common office software. 

VET: Year 9 Financial Services - 

In the Financial Services course, students have developed essential knowledge and skills related to workplace health and safety and are building foundational skills in teamwork, effective communication, customer service, and business documentation, all of which are essential for working in a financial services environment. 

Lucy Collins

Head of TAS/VET

The Visual Arts Department

Year 7 and 8 Visual Arts students are concluding their semester of art making and preparing for their transition to music in Semester Two. As a department, we have thoroughly enjoyed working with these students as they realise their creativity and explore new ways to express themselves using a variety of media and materials. 

Year 7 have mastered printmaking techniques, translating their drawings from the local environment into etchings and semi-abstract watercolour artworks. Students have also worked collaboratively to create a series of Gelli Print surfaces, that they will continue to work into until the end of term as they work together creating a stained glass window artwork in response to the Clancy Religious Art Prize theme, “Saints Anchored in Hope.”

Year 7 Etchings

Year 8 have enjoyed the media of clay and construction as they investigated the representation of animals in the art world and created charming sculptures of animals as ceramic pots. Students have also investigated themes of endangerment and extinction as they created a drawn artwork raising awareness of these at risk animals. As Year 8’s time in Art draws to a close, they are spending their time investigating First Nation People’s artworks and how symbolism can be used to convey stories. Students are creating a visual artwork representing their Reconciliation Poem’s written in English and engaging in sculptural construction in the making of Animal Totems to represent Aboriginal and Indigenous members of our Brigidine Community. These artworks will later be revealed as a part of NAIDOC week celebrations.

Year 8 Animal Pots

Year 8 Endangered Animal Drawings

On Friday 30 May Year 9 Visual Arts and Year 9/10 Photography and Digital Media students visited the Chinese Gardens of Friendship in Darlinghurst and the Art Gallery of New South Wales for an excursion. At the Chinese Gardens of Friendship, students had the opportunity to experience a tranquil landscape inspired by Eastern principles of Feng Shui. Students completed a series of photography and drawing activities while immersing themselves in the space, developing their art making skills in observation and embracing opportunities to learn about Eastern perspectives and traditions. Students then visited the Naala Badu and Naala Nura buildings at the Art Gallery of New South Wales, where they investigated artworks by Aboriginal, Eastern and Western perspectives, as well as photographers. This provided students with an opportunity to explore a broader scope of knowledge across different art making styles and traditions and will assist students when working through their current units of work ‘East Meets West’ and ‘Shapes and Shadows’.

Year 9 Visual Arts & Year 9 and 10 Photography Excursion

This Semester, Year 10 PDM students have focused on creating collages in the Unit: Digital Dreams. Year 10 was tasked with creating both digital and physical collages for this unit. As shown below, students were asked with the creative challenge of creating a digital collage using their surrounding environment as inspiration. The students had to take images using a DSLR camera of the Collage and merge that image with other found photographs to create an alternative world. The Year 10 PDM class are commended for their creativity in creating their colleges!                                                    

-Miss Kismet Koromhaz                   

Year 10 Photography and Digital Media Collages

Our Year 10 Visual Arts students have concluded their insightful investigation into the Postmodern Frame, producing a truly captivating collection of artworks that spark conversation. This unit encouraged students to challenge artistic conventions and traditions, resulting in innovative pieces that push the boundaries of visual expression. Students explored contemporary concepts, themes, beliefs and politics, translating their chosen narratives through a diverse range of postmodern artworks. The girl’s have worked across a range of media in their artworks that expertly use unconventional materials in surprising ways, alongside traditional mediums treated with a rebellious spirit. Many students have also used humour, shock, or controversy to engage their audience, offering astute social commentary on issues relevant to their world. The ability to use art as a platform for challenging norms and offering fresh perspectives is a testament to the creativity and critical thinking of our Year 10 artists.

-Mr Adam Gant

Year 10 Visual Arts Postmodern Artworks

Our Year 11 Visual Arts students are embarking on an exciting artistic journey, developing and creating freestanding figurative sculptures in clay. This project encourages them to explore a range of themes or even concepts of their own choosing, fostering true creative freedom. Each student will meticulously document their progress in a Visual Arts Diary. This diary will serve as a valuable record, capturing their research, initial investigations, evolving ideas, learned techniques, and personal reflections throughout the entire creative process. We look forward to seeing their finished works in Term 3.

-Mr Adam Gant

Year 11 Visual Arts Figurative Sculptures

A reminder to all students that Art Club runs every Wednesday at Recess in DC8. We hope to see you there, where your creativity can continue to be explored with your peers!

Melissa Nutter

Head of Visual Arts