Aboriginal and Torres Strait Islander Education

Leadership Camp

During the September School Holidays, Kiara Marr, Letayah Goldthorpe and Lillie Loveridge participated in the Souths Cares’ Nanga Mai Marri (Dream Big) attending a Leadership and Cultural Camp at Ingenia Holiday Park in Ulladulla, on beautiful Yuin Country.

Chosen participants who had been displaying leadership qualities and engaging in mentoring programs throughout the year, were selected to attend the camp as a reward for their hard work and commitment.

Robert Walters Industry Visit

In November we attended an industry visit to Robert Walter’s. They are Australia's leading recruitment agency.They provide efficient hiring solutions that are tailored to their exact requirements.

We learnt about how the recruitment process works and how Robert Walters helps with this.

We had presenters from the different recruitment areas, for example: technology, finance, and communication.

We did a workshop on good CV writing & went through some interview tips.

Aboriginal Programs at Brigidine College

We have introduced a new program for our Aboriginal and Torres Strait Islander students called Strengthening Our Mob, which is available for Year 7-12 students.

The Strengthening Our Mob team delivers activities to promote health and well-being through:

-Engagement in schools

-Fitness

-Relaxation Techniques/ Strategies

-Meditation and mindfulness

-Self-care workshops

-Nutrition workshops

-Driving change program.

We have 2 to 3 young ladies who come into the school once a fortnight and they work with the students on well-being, resilience, getting to know each other and Aboriginal local language.

Natalie Harkins

Aboriginal & Torres Strait Islander Coordinator

Drama Department

"The stage is not merely the meeting place of all the arts, but is also the return of art to life." - Oscar Wilde

2023 Has been a beautiful year of growth for the Drama department as we embarked on new Eisteddfods, Theatre Sport competitions, a Showcase evening and a range of new units in the classroom. Read on to see some of the student's highlights from Term 4 as we approach the end of a magnificent year.

Year 9

In Year 9 Drama, our students embraced a year of creative exploration, with a standout being our venture into Puppetry in Term 4. From crafting traditional marionettes to contemporary hand puppets, their ingenuity and flair were on full display as they each designed and constructed their own puppets.

I would like to congratulate the Year 9 cohort for their dedication to their dramatic studies. We have had a lot of fun exploring improvisation, melodramas and monologues. All of these units have allowed our students to grow and learn into some incredible theatre artists!

Below are some highlights from some of our students:

Maggie Sullivan: In Year 9 drama I can't really choose just one moment that was fun because the whole experience of drama was something to never forget. If I had to choose just one thing I think it would be a close tie between the Puppet unit in Term 4 and the Improvisation activities from Term 1.
Danae Swann: My highlight has to have been all playing Space Jump and all the funny positions that everyone has landed in.
Lucinda Miranda: One of my main highlights was the Drama Recital Night. It was so enjoyable to do it with the older years and so many of my friends in Drama. It was so fun rushing to eat dinner while also rushing to finish our stage makeup in time. I loved how everyone got along and the funny backstage chats we had. Year 9 Drama has been the most fun and entertaining class this year. There was not one boring moment. We played so many games together, did performances together and went to competitions together. I have grown so close to some people I barely knew last year and that has just made it all the more fun. I would recommend drama to any student who loves being theatrical or who wants to have fun in class while still working hard. When I think back to all the times spent working on scenes, dressing up and performing, I can't think of one negative thing.

Many Thanks,

Miss Jasmine Crnogorac

Year 10

Year 10 Drama was a dynamic semester filled with active exploration and creative expression. Students kicked things off by diving into the intricacies of theatre design, crafting portfolios that reflected their individual interests and talents.

Term 4 took on a different tone as students delved into Australian Theatre through 'Picnic at Hanging Rock.' The focus here was on unpacking symbolism, the Australian landscape, and characterisation, providing a nuanced understanding of the unique elements that define this genre.

As well as valuable theatrical knowledge, Semester Two was instrumental in developing both self and social capacities among students. Laughter and camaraderie became integral components of the learning process, fostering not just a stronger understanding of drama but also building lasting friendships and mutual respect among peers.

Year 11

In Term 4 we embarked on our first Year 12 units and assessments, exploring the realms of contemporary Australian theatre. Our Year 12 class embarked on experiential learning through the play ‘Stolen’ by Jane Harrison, which conveys the heart-wrenching stories of indigenous children forcibly removed from their families and the generational impact of this. We have the brilliant opportunity to see this play in production at the Sydney Theatre Company in 2024.

The second text we will continue to explore next year also, 'Neighbourhood Watch'. A fascinating play exploring how one can feel isolated in a full neighbourhood, and how easy it is to build human relationships and kindness.

These immersive encounters not only deepened our appreciation for contemporary Australian theatre but also ignited passionate discussions about social issues, fostering empathy and understanding within our class. It's these transformative experiences that fuel our love for drama and its ability to mirror and challenge the world around us.

Our class also began their Individual Projects, choosing their areas of specialisation and working on their respective performances, scripts and designs. Keep an eye out for their trial evening next year to check out their impressive work.

Kind regards,

Ms Tayla Whiteman

Drama Showcase

On the evening of the 8th of November, we celebrated the hard work of our Drama elective students with our Showcase ‘Spotlights on Centre Stage; An Evening of Drama’. The showcase had a selection of performances from our junior and senior self-devised Eisteddfod performances, monologue performances from students from years 9 to 11 and a crowd favourite of Theatre Sport improvisation games. A big congratulations to all our performers, and our brilliant MCs and a big thank you to the family, staff and friends who joined us for the evening. We look forward to delivering it again in 2024 and seeing the beautiful growth in our student performers and Drama department.

Drama club

In week 7 we wrapped up the year for our Junior Drama Club. The club has been quite the success with many year 7 and 8’s joining a Drama teacher in the Drama room every Wednesday afternoon to practise their improvisation skills, their stage presence, to develop their understanding of Elements of Drama, and most importantly I might argue, have a lot of fun.

A big thank you to the students for their diligent attendance, and to Miss Crnogorac, Ms Exton and Ms Whiteman for their passion here. We look forward to seeing you all again next year, and hopefully inviting the family and community to see some of your hard work.

The Drama department would like to wish all of our students and families a lovely Christmas break filled with a bit of theatrical performance.

Yours sincerely,

Ms Tayla Whiteman

Drama Department

English Department

"We read to discover we are not alone."

C.S.Lewis

When we encounter compelling books, we realise the magic of reading—how it allows us to journey to distant places, different eras, and inhabit the minds of countless characters, all while curled up in the comfort of our own space. Reading is the ultimate passport, granting us access to worlds unexplored, emotions unfelt, and perspectives unimagined. It's the remarkable ability to travel without moving, to expand our horizons without leaving home, and to discover the vast expanse of humanity through the power of a well-crafted story.

Why read?

The right to read is fundamental to a free and humane society. Reading provides expression for individual and cultural diversity.

Reading is integral to learning. Its purpose is to inform students' knowledge of themselves, the world and to enhance their ability to communicate that knowledge. It allows for the promotion of a student's cognitive development as well as social, spiritual, emotional, moral and mental well-being.

What is reading?

Reading begins with decoding and involves the comprehension, appreciation and understanding of the cultural implications of a text. Texts may be written, spoken, visual, graphic or multimedia.

Because meaning is influenced by subjectivity, situational and cultural contexts, it is important that the reading process also involves the critical questioning and evaluation of a text.

How do I continue to read on holidays? Why not make reading cool again?

Offer Choice

Allow teens to choose their own books based on their interests. This empowers them and increases the likelihood of them engaging with the material.

Create a Reading Space

Set up a comfortable and inviting reading space at home. A cosy nook with good lighting can make reading more enjoyable.

Set a Good Example

Demonstrate a love for reading by letting teenagers see you enjoy books. Share your reading experiences and recommendations.

Integrate Technology

Explore ebooks or audiobooks, especially if teenagers are tech-savvy. Some teens may prefer these formats, and they are convenient for on-the-go reading.

Connect Books to Interests

Find books that align with their hobbies or interests. Whether it's science fiction, sports, music, or adventure, there are books for every passion.

Explore Graphic Novels

Graphic novels can be a great way to introduce storytelling through a visual medium, making the reading experience more dynamic and appealing.

Visit the Library

Plan regular trips to the library. Libraries often have summer reading programs with incentives, which can motivate teenagers to read.

Recommend Book-to-Movie Adaptations

Suggest books that have been adapted into movies or TV series. This can provide an extra incentive, as they can compare the book to the on-screen version.

Mix Fiction with Non-Fiction

Offer a variety of genres, including non-fiction. Some teenagers may prefer learning about real-world topics.

Host a Book Swap

Organise a book swap event where teenagers can exchange books with their friends. This introduces them to new titles and creates a sense of community around reading.

Don’t Leave without a book

Provide a special bag or backpack designated for carrying books. This can be a stylish tote or a backpack that teenagers can personalise.

So, keep flipping those pages, for within them lies an endless voyage that transcends both time and place.

BCR English Faculty is looking forward to sharing our holiday reading with our classes in 2024.

Mrs Hennessy and Ms Rose

This Book Changed Me

When we are young children, we often learn about the outside world through books. As we grow, it is books that help us learn about ourselves and each other. An encounter with a book can transform the way we see the world and radically shift who we are as people. Get some holiday reading inspiration from our guest writers who share the books that have changed them.

Watership Down, Richard Adams

Years ago, when I was around 8 or 9, my Dad would read my sister and me stories before we went to sleep. A single chapter each night, granted we were in bed before 8:30. Many of them were often lighthearted, adventurous and fantastical, so when he suggested a book following a group of rabbit friends, I never would have guessed it would have all three of us utterly sobbing through those final few chapters. While posing as a children's book, Watership Down is truly a rich and multifaceted classic novel that uses anthropomorphised rabbits to explore the complexities of good and evil, the cycle of life and death, and demonstrate the natural world as a mirror for human society, and a book that most likely moulded and formed my 8-year-old mind.

"Watership Down" is fundamentally a tale of survival, resilience, and their ability to adapt and overcome obstacles. It displays the natural world as a reflection of human society and uses the rabbits' struggle for survival to mirror the challenges faced by humans. It serves as an allegory for humanity, portraying different societal models through the warrens. The challenges the rabbits face parallel the complexities of the human experience, (and I think potentially melted my brain as a child). In the rabbits' society, individualism and community were emphasised, and while each rabbit had unique skills, the tension between individual desires and group needs was very evident and mirrored the balance societies should attempt to strike between freedom and collective well-being. It is through these tensions that it delves into the complexity of morality, presenting situations where the line between good and evil is blurred, and difficult decisions need to be made for the group's greater good and safety. Even at a young age, it made me think (quite critically) about moral ambiguity in life, sometimes keeping me awake a little later than the proposed 8:30 'go to sleep' time. Of course, The right choices can not always be made, and therefore loss and sacrifice became recurring themes throughout, reflecting the bittersweet nature of life. Watership Down explores how individuals may need to make sacrifices for the greater good, and highlights the strength found within adversity. The natural cycle of life and death was also a prevalent theme, with the rabbits' experiences serving as a reminder of life's impermanence and the inevitability of change, a heartbreaking reality to make me face at such a young age (thanks Dad). The quest for Watership Down eventually becomes a journey for freedom and autonomy, echoing the human desire for self-determination, and completely altering my brain chemistry forever.

Meika Joss

2024 Arts and Culture Captain

My Brilliant Friend, Elena Ferrante

Thousands of books in the world have been labelled as ‘life-changing’ - from something as fantastical as The Alchemist to something as confronting as Sapiens, each book has targeted the human consciousness in an attempt to redirect it toward a so-called “better way of living”. Yet for me, the power to alter the trajectory of my life lies in simplicity. And so, Elena Ferrante's My Brilliant Friend, while seemingly a simple story of two friends growing up in a poverty-stricken Naples, is in fact a powerful story that explores the mess and codependency that underlines the frameworks of all female friendships. It subverts those idyllic stories from our childhood so that women no longer feel as if they have to live up to a certain standard of healthiness within their relationships. This novel, the first in a series of four, significantly altered how I responded to the female friendships in my life, teaching me how to become comfortable with the idea that not everything is perfect all the time. Her raw and honest depiction of this friendship between her protagonists does not gloss over the darkness of such deep connections - the vulnerability, the jealousy, and the competitiveness - making a novel that instead explores what it truly means to maintain a friendship. Not only this, but Ferrante also explores what it means to be a woman in a society dictated by the culture of men, and has significantly helped me appreciate that “in the fairy tales one does as one wants, and in reality, one does what one can” (Those who Leave and Those Who Stay, Book #3). Her novels ultimately have deeply changed how I interact with the world around me, helping me understand that not everything is as easy as it may seem.

Mary Vasiliadis

2023 Year 12 Student

Would you give up happiness in exchange for never being sad?

The Giver by Lois Lowry presents a ‘utopian’ society in which this trade was actualized, freeing all citizens from affliction and suffering; yet in turn withholding experiences of love, joy and liberation. At age 12, my worldview sheltered by naivety was entirely shifted at the hands of The Giver. Through exploring the intersection of emotion and conformity, this novel raised the question: to what extent do experiences shape individuality? In a totalitarian society fostering values of ‘sameness’, the regulated human experience of life is bleak, colourless and numb, prompting my perspective to become one more accepting of adversity, for it is such that weaves the unique fibres of being to fabricate a human experience. This is exemplified by the analogy; “the risk of sunburn is the price you pay for the pleasure of sunshine,” presenting the conundrum that it is perhaps better to just stay in the shade.

Even more to my intrigue, The Giver was banned across America, for its controversial, fictional depictions of suicide, euthanasia and infanticide, alongside control and totalitarianism. The prologue of “For all the children to whom we entrust the future” presents a cautionary, yet inspiring notion, that myself and my peers can tackle challenges, whatever scale, that arise head-on. By conveying the grim existence of the opposite, the undeniable value of living boldly- without fear of calamity, is the lasting impression which The Giver has left on me.

Emily Smith

2024 Sustainability Captain

Natalia Hennessy

Head of English

HSIE Department

On Friday 24th November, Year 10 Commerce students attended the ECHO Women's Conference 2023 at Scots College. Echo is a not-for-profit organisation that promotes economic and financial literacy amongst young Australians. An opportunity to hear from some of Australia’s leading Female State and Federal Parliamentarians, Chief Economists, Leading Management Consultant and Asset Management Heads. Explaining the various pathways for women to explore when considering their future careers in finance, business and government positions.

Speakers included Allegra Spender MP, Besa Deda Chief Economist at Westpac Business Group, Seckin Ungur Partner at McKinsey & Company, The Hon. Jodie Harrison, Alison Telfer Country Head of UBS Asset Management. Words of wisdom and encouragement included; ‘follow your interests’, ‘apply yourself’, ‘always put your best self forward at all times’, ‘look for a mentor - informal or formal’, ‘have the courage to take opportunities’, ‘be brave’, ‘careers are a long and winding road’, ‘participate’, and ‘walk through the world thinking that it can be you’.

The Australian Financial Review shows that 21, or 10.5 per cent, of ASX 200 companies are run by women, up from 10 in July last year. As The Hon. Jodie Harrison, NSW Minister for Women reminded the students, “You can be what you see”. The Conference was an opportunity to see the vast range of careers available to women in business and finance, by educating and inspiring young women to explore the many pathways available, the future is theirs to discover.

Students from Year 10 found the experience to be informative and highlighted the vast opportunities that exist outside of school. Students all expressed the hope to have more events similar to the Echo Women’s Conference.

Ms Licitra & Attendees

HSIE Department

Science Department

The year 2023 has flown by so quickly and I am now writing my final article for the year.

Students have not only embraced the knowledge and understanding component of the course but have also focused on developing their Working Scientifically skills. Students have been challenged in their graphing skills as well as being creative and innovative while solving real-world issues.

Students in Years 7, 8 and 9 worked on a variety of creative projects after their final assessment tasks, which included building wind turbines to investigate alternate energy sources, designing earthquake-resistant houses from spaghetti and learning about the separation of components of a mixture using chromatography butterflies. Year 10s contemplated ethical issues in biotechnology. Year 11 students promptly started their Year 12 courses this term.

As we approach the Advent season, I trust that students are able to spend time with family and reflect on the spirit of this joyous time of year. I hope students take time to relax and renew as they look forward to the New Year.

I would like to take this opportunity to extend my gratitude to the staff of the science department for their dedication and hard work at Brigidine College Randwick.

This is my very last newsletter item and I would like to end with this quote for the current Advent season: “It is the beautiful task of Advent to awaken in all of us memories of goodness and thus to open doors of hope”.

Jaya Chowdhury

Head of Science

Visual Arts Department

The end of another year sees the Visual Arts Department returning beautiful artworks to students and tidying creative spaces ready for another year. Under the guidance of our inspiring teachers, our students this year experienced a wonderful opportunity to explore their unique talents and creativity in the making of a variety of artworks. Below are some reflections of their experience from our Visual Arts students:

Lucy Scott Year 7

This past semester I have had a fantastic time in art, I have enjoyed this class very much as I got to spend time making amazing artwork and making friends in the process. In the last couple of weeks what I enjoyed the most was making a self-portrait of my younger self as it was an artwork that showcased what my personality is like. I have also found that I have had a great time going around the school, drawing landscapes on the spot on what is around me which has made me notice more about our school location and space. However, in these last two terms, I have created many more artworks such as etchings, water-coloured etchings, observational drawings, perspective drawings, and many celebrity portraits such as Taylor Swift, map work, facial features and line work and examples.

Grace Crawshaw Year 7

This Semester I have learned many different skills. I have learned how to etch, and create portraits, I learned an extensive amount on the colours and I was taught about the different frameworks and how they are used. During the etching topic, I was educated on how to draw exactly what you were seeing and I was taught that the tools that you need to get the correct placement are right there, such as your pencil to measure the shape of things. I was able to understand more on this subject and it opened my eyes to why people enjoy art. I have been able to achieve a good mark in my etching which opened my eyes to what my future could hold for me.

Siana Avdishov Year 8

In art this year I made a pot. My pot was of a sea turtle. We painted the pot and glazed it. This gave it a nice polished look once fired in the kiln. I most enjoyed making the pot and learning new techniques. I enjoyed having fun in art with my friends and challenging myself throughout it all. I found it fun trying new things. I loved that it was a very hands-on experience that encouraged me to keep going even when I stuffed up endlessly and had to re-shape and craft the pot.

Lara Snashel Year 8

This semester in art we created a clay pot for our Task 1 assessment. For this task, we had to choose one pet animal and make it into a 3D clay pot. For my pot, I designed a unique snail. Once the clay pots dried we were able to paint them so they could look more like the beautiful pet animals we chose. While our pots were drying we learned about the techniques for watercolours. If I had one word to describe art this semester, it would be memorable because it was something that I hadn't experienced before which made it different and fun. My favourite thing about these art lessons was painting and making my pot.

Margaret Ma Year 9

The Lotus Dragon

My ceramic vessel is a cultural design to represent my background through my parents. My Mother is represented through the dragon as she is Chinese and fierce. The dragon that is wrapped around the pot has detailed scales to represent the intricate culture and tradition of China. The lotus design is to represent my Father, his Vietnamese background and his blooming presence in my life. He is also characterised by the flower as he is calm and collected. Ultimately, this pot truly depicts the importance my culture and family have towards my life and the different characteristics they have to shape my identity.

Eva Tsonis Year 9

This semester Visual Arts has been heaps of fun. In year 9, we studied artists who make different types of pottery, such as ceramics, terracotta clay, and porcelain. It's been interesting to learn about various artist styles and practices that are related to the artist’s culture. My peers and I also researched, planned, designed, and built a ceramic vessel in response to the people and place unit. This unit allowed me and my peers to relate to the idea of people that connect to our background, cultural, spiritual connection, heritage, or place that students enjoy visiting or can connect with. It's been a lot of fun and a lot of work to make a pot using the hand-coil pinch, slab, or pinch pot technique, but everyone's design looks wonderful. I have also studied photography this term, which has been quite interesting as we have watched videos and learnt about the origins and how photography was invented. My class got to use cameras and take photos around the school and to capture texture, tone, or colour that we tried to enhance with editing, which was enjoyable.

Isabella Larbalestier Year 10

Visual Arts has enabled our class to deepen our artistic knowledge and ability whilst also exploring our artistic talent as apparent through our Semester 2 topic of digital art where we experienced photography and short film. We experimented with different forms of photography such as print and digital which was fascinating but also quite challenging. This is because we were faced with the cruciality of perfecting light and space to achieve an aesthetically pleasing artwork. Nevertheless, the journey was challenging yet rewarding as our teacher Miss Koromhaz guided us ultimately enabling us to achieve our desired outcome. As we conclude a year of growth and creativity the Visual arts experience has imprinted vital knowledge on the creative arts.

Jasmine Miller Year 11

During the 2023 year, 11 visual arts have been a roller coaster, to say the least. Though we have been presented with many challenges, we have had many more highlights to bring us closer together; as well as a teacher who never stops putting in the effort to pull us through the hardest parts of our schooling experience. At the start of the year, we ventured beyond the grounds of Brigidine to the Art Gallery of NSW. Here, we got the chance to see the 2022 Art Express exhibition, taking in the success and concepts of past HSC works, and giving us inspiration and motivation to explore new areas of our artmaking. During our Abstraction and Emotion case study, we closely investigated the practices of artists like Kandinsky, Mondrian, and Pollock. However, our research extended past the screens of our laptops as we got the chance to experiment with their practices. In investigating the work of Wassily Kandinsky, we turned up the music and turned on our painting, exploring the connection between our sense of hearing and our expression on the page. Although, with many highs comes some challenges, tasked to sit our first full exam paper, draw 100 heads and learn new skills, we have faced them as a class and helped each other to develop and expand our ideas. As we settle into our positions as year 12’s we have begun the long and gruesome process of choosing an idea for our major works, being reminded by Ms Nutter time and time again about the NESA-banned materials and our approaching due dates (we manage to forget it the second she stops). Coming into the holidays and arriving in 2024, excitement arises as we prepare for our excursion to see Kandinsky and the 2023 Art Express exhibition, witness the development of our ideas and count down the days till our graduation!

The Visual Arts Department wishes all of the Brigidine Community a safe and happy break and a Merry Christmas!

Melissa Nutter

Head of Visual Arts

Events