Thoughts on the new Stage 6 English Syllabus by Dr Nina Cook
In our second instalment of "Thinking Allowed", English teacher Dr Cook takes us on a journey to New York and back as she explores the philosophy behind the new Stage 6 English Syllabus and demonstrates the new, discursive style of writing students may be asked to employ.
The advent of a new syllabus is always an opportunity for reflection and reinvention. The introduction of the new Stage 6 English syllabus has come at a particularly opportune moment, as it has coincided with our ongoing departmental conversations about student wellbeing and technology, a concern about the difficulty of sustained and concentrated reading, and a renewed understanding of just how foundational good reading is in developing emotional intelligence and empathy.
These discussions prompted me to reconsider some of the key readings that have influenced my practice and approach to teaching English over the past decade. The first is a very dry sounding study I read in 2010: “Changes in Disproportional Empathy in American College Students Over Time: A Meta-Analysis”, from the Personality and Social Psychology Review. This University of Michigan study shows that college students demonstrated 40 percent less empathy than they had 40 years ago, with much of the drop having occurred since 2000. (The study’s authors see the decline in empathy as related to the prevalence of social media, reality TV, and hyper-competitiveness). I was reminded of this study when I heard Neil Gaiman’s 2013 lecture at the Barbican Centre, London about the importance of libraries as foundations for good reading. Gaiman stated explicitly that “the thing fiction does is to build empathy”. For Gaiman:
Empathy is a tool for building people into groups, for allowing us to function as more than self-obsessed individuals.
You're also finding out something as you read vitally important for making your way in the world. And it's this:
THE WORLD DOESN'T HAVE TO BE LIKE THIS. THINGS CAN BE DIFFERENT.
If we are losing this vital capacity to be compassionate and insightful won’t we lose what it is that makes us most human?
In David Denby’s 2016, book, Lit Up: One reporter. Three Schools. Twenty-Four Books that Changed Lives, Denby argues that:
Everyone agrees that establishing reading pleasure early in a child’s life is a monumental achievement (and you do it, the paediatricians say, with books not with screens); and everyone also agrees that the gap between those children who grow up loving books and active conversation and those who don’t – with troubled school performance and restricted career opportunities likely for those who don’t is a gap that sets in early and may be hard to close.
Denby then goes on to ask a crucial question that I felt the new syllabus needed to address: But what about high school? How do you establish reading pleasure in busy, screen-loving teenagers – and in particular, pleasure in reading serious work?
This question seemed particularly apposite when I encountered an article by Jean M. Twenge in The Atlantic, September 2017 issue, sent to parents by Jenny Allum, called, “Have Smartphones Destroyed a Generation?” Twenge persuasively argues that “there is compelling evidence that the devices we’ve placed in young people’s hands are having profound effects on their lives—and making them seriously unhappy. You might expect that teens spend so much time in these new spaces because it makes them happy, but most data suggest that it does not”.
She references “The Monitoring the Future” survey, funded by the National Institute on Drug Abuse, which found that “teens who spend more time than average on screen activities are more likely to be unhappy, and those who spend more time than average on non-screen activities are more likely to be happy”. The question thus becomes, how can we use the new syllabus to address some of these issues?
What we are particularly excited by, as a department, is the Reading to Write and Craft of Writing common modules. The rubric for Reading to Write, the transition module to Senior English, states:
Central to this module is developing student capacity to respond perceptively to texts through their own considered and thoughtful writing and judicious reflection on their skills and knowledge as writers.
Both this module, and its companion module in Year 12, The Craft of Writing, offer the opportunity for students to reflect deeply on what they have read and to respond to texts in their own voice in a discursive form. This emphasis on reflection and, on texts helping students to develop insights into the world around them, deepen their understanding of themselves and the lives of others, and enhance their enjoyment of reading, seems directly linked to the challenges my readings posed.
All this was on my mind when on a coldish day in January I found myself standing outside the Lego store on the corner of Fifth Avenue and West 23rd Street in New York. I was waiting for a guide from the Art Society to take me on a walk of Edith Wharton’s New York. My vision of Mrs Wharton’s Gilded Age had always been of whispered conversations behind fans, plundered rich Rococo furniture and deep velvets, the click of horses’ hooves and their steaming nostrils, the redolent whiff of a coachman’s blanket. There are always shadows in Wharton’s world, conversations are opaque, shimmering, unable to survive the glare of the electrical globe. Standing outside the garishly primary-coloured Lego Emporium, looking across at a Starbucks and a nearby Pret a Manger, nothing could have seemed further from the assertive and seriously subjugating brownstones of Wharton’s youth.
The guide walked us all of five paces and stopped opposite the ubiquitous green sign. He pointed to a tiny red plaque just beside the entry door:
Edith Wharton 1862-1937. This was the childhood home of Edith Jones Wharton, one of America’s most important authors, at a time when 23rd Street marked the northern boundary of fashionable New York.
I looked up.
There was the drawing room window where the narrator of Wharton’s short story, “New Year’s Day” stood watching the married Lizzie Hazeldean and her lover Henry Prest trying to sneak out of the Fifth Avenue Hotel after it most inconveniently caught fire. I remembered the opening line: “She was BAD ... always”. The outrage and glee of that assertively capitalised BAD! I loved it. The way it jumped with the force of Wharton’s condemnation at the small-minded cruelty of her society. The ultimate insider wielding the pen as sword against her oppressors.
The lovely theme driving the new Reading to Write module that the departmental working group had come up with was ”Beneath the Surface”. I had been thinking about the word “palimpsest” (a manuscript upon which earlier writing has been later overwritten), which I had just been relishing while re-reading Margaret Atwood’s "The Handmaid’s Tale", the core text for the unit, and here it was in front of me, the visible traces of an earlier form. The present overriding the past, but the past waving its hand vigorously, signalling its presence. Taxis honked and pedestrians bustled, taking the short cut through Madison Square to the East side.
Both Edith Wharton and Henry James had spent their childhoods with that square at its centre. Although James was older, I imagined them passing each other as they were hustled by their nannies to Grace Church. Wharton wrote in her autobiography A Backward Glance that she had spent “a childhood and youth of complete intellectual isolation”. I wish she and Henry had been able to stop and speak then. She recalled that when she first actually spoke to James, she was “still struck dumb in the presence of greatness” But it wasn’t long before it was as if they had always been friends, and were to go on being, as Henry wrote to Edith in February 1910, “more and more and never apart”. I was reminded of a recent survey: “About the Mental Health of Children and Young People" by the NHS, released in November 2018. This study reveals that “about one in six (16.9%) of 17 to 19 year olds in the UK experienced a mental disorder in 2017. Girls were over twice as likely to have a mental disorder than boys at this age (23.9% and 10.3% respectively). Emotional disorders were the most common type of disorder reported, experienced by 14.9% of 17 to 19 year olds. Nearly one in four (22.4%) girls experienced an emotional disorder”. Edith’s intellectual solitariness and sense of otherness was relieved in part by reading. It sustained her until she found her tribe, Henry James and the other writers and artists, who made her feel less lonely and strange. What we could offer our students was a way to bear loneliness and vulnerability by helping them to be good readers and to find the solace that Edith found.
There was another highlight from Wharton’s adolescence that stuck in my mind from that tour. The French had sent the Statue of Liberty piecemeal to America. They had delivered the arm with the torch first. The City of New York had placed it in Madison Square to raise money for the pedestal it would need when it was finally assembled. The New York Times had written in 1876:
Finally, our eyes were gladdened by the actual receipt of a section of ‘Liberty’. Consisting of one arm, with its accompanying hand of such enormous proportions that the thumb nail afforded an easy seat for the largest fat woman now in existence.
Standing at the apex of Madison Square I could see Edith delightedly joining the happy throng outside her doorstep, paying her penny and sitting in that thumbnail surveying all that was familiar to her with the bird’s eye of the born novelist. She viewed the world through books. They were the building blocks of her identity.
Having been deposited back at the Lego store I walked uptown to meet friends for dinner. I paused opposite 597 Fifth Avenue as the pedestrian light turned red. Glancing across at a Sephora, I looked up and there was the insignia Charles Scribner’s and Sons, Wharton’s first publishers. They had moved uptown from 24th Street in the 1940s and it was from here that Max Perkins had had a visit from F Scott Fitzgerald with a manuscript called The Great Gatsby and Earnest Hemingway had popped in with The Sun Also Rises. As I crossed and walked on I imagined that elegant store with its beautiful carved staircase, mahogany bookshelves filled with titles and occasional tables with The Beautiful and the Damned piled high.
I thought of Neil Gaiman arguing so persuasively that:
When you watch TV or see a film, you are looking at things happening to other people. Prose fiction is something you build up from 26 letters and a handful of punctuation marks, and you, and you alone, using your imagination, create a world, and people in it and look out through other eyes. You get to feel things, visit places and worlds you would never otherwise know. You learn that everyone else out there is a me, as well. You're being someone else, and when you return to your own world, you're going to be slightly changed.
Dr Nina Cook
The countdown has begun! SCEGGS Festival on Forbes will be held on Sunday 25 August 2019 from 10am, and this year we are going green!
The Festival on Forbes committee is already hard at work generating ideas to reduce waste and make this year’s fair as sustainable as possible.
Paper packaging will be used as much as possible, with paper drinking straws and cardboard food containers. Waste will be actively separated on the day with great prizes to be won, and leftover goods and food will be donated to local charities to reduce waste. You can even BYO or buy your very own Festival on Forbes Keep Cups, water bottles and shopping bags!
The 2019 Festival on Forbes will include loads of amazing stalls plus all our regular favourites - Sports Zone and Dunk the Teacher are set to return again this year and there will be jumping castles, an animal farm, craft activities and face painting to appeal to our fun-loving younger crowd.
The Festival on Forbes is a fabulous event for the whole school community, with funds raised in 2019 to be directed to the Wilkinson House Building Project.
If you would like to get involved in this year’s Festival on Forbes or make a contribution, please contact your friendly year group Class Parents or our fantastic Fair Convenors, Penny Gerstle firstname.lastname@example.org and Emma Holmes email@example.com.
Festival on Forbes Committee
Girls in the Secondary School who are awarded a blazer "Pocket" for excellence and outstanding achievement in a co-curricular activity are able to have their blazers embroidered only during holiday periods.
Awards will be announced at Final Assembly tomorrow. Blazers may be left at Student Services on Friday or before 1.00pm on Monday 15 April (the first day of the School Holidays).
Students with previous awards not yet embroidered can also leave their blazers at this time. As above, blazers cannot be accepted after 1.00pm Monday 15 April. Any late submissions will need to wait until the next School Holidays.
Embroidery and dry cleaning will be done during the holidays and the cost will be charged to your daughter’s account.
Women’s College Formal Dinner
Several Year 12 girls enjoyed Formal Dinner at USYD Women’s College on Monday 8 April. It was an enjoyable evening catching up with past SCEGGS girls who are thoroughly enjoying life at Women’s College. Our Year 12 girls gained an insight into residential college life at USYD and toured the new Sybil Centre and accommodation.
Work Experience Placements - Help Wanted and a Hearty Thank You!
The Careers Office is still on the search for some work experience placements for our wonderful Year 10 students and would love to hear from any parents who may be in a position to host an enthusiastic, co-operative, friendly, polite, hardworking, fully insured Year 10 student for work experience.
Work experience takes place in the week of 5 August – 9 August 2019 and some students have tried many places for work experience but have had no luck. A dream come true for some Year 10 students would be a placement at a magazine, publishing house, TV/Radio placement, engineering firm, fashion house, public relations agency, advertising agency, architectural or design firm, with a doctor, photographer, a veterinary clinic, anything remotely connected with international relations and criminal law.
Please contact me at firstname.lastname@example.org if you would like any more information on hosting a keen Year 10 student.
Inside The Playhouse
In Term II we are introducing the first of a series titled "Inside the Playhouse". The format is a series of conversations with practitioners in the arts and will examine facets of the entertainment industry and roles that may have pertinence to SCEGGS girls past and present. At the conclusion of the conversation, audience members will have the opportunity to participate in a Q&A.
The first of these events will take place on Monday May 6 at 6.00pm in St Peter’s Playhouse. Our guest will be an Actor’s Agent. They will discuss their role in guiding young talent. This will be a perfect opportunity to learn about what an Agent does, how to obtain representation and the professional relationship essential in a performer’s career.
The School community is warmly invited, along with anyone who you may think will find this conversation of interest. Bookings are not required.
Theatre Club will be attending Barbara and the Camp Dogs at The Belvoir Theatre in Surry Hills this evening. The performance commences at 7.30pm and will conclude at 9.10pm.
Yep, she’s back. Before embarking on a national tour, 2017’s smash hit returns to Belvoir for a special encore season, fresh after a nomination for the Nick Enright Prize for Playwriting as part of the 2019 NSW Premier’s Literary Awards.
Part road story, part family drama, part political cry from the heart, Barbara and the Camp Dogs is a deeply personal play and high-octane rock gig all in one, featuring the powerhouse duo of Ursula Yovich and Elaine Crombie, and a very tight band keeping the night alive.
The Theatre Club has presented some terrific theatre thus far and much detailed conversation among participants. It continues to offer students an appreciation of the many spaces around Sydney in which to make art. This term we have visited The Reginald Theatre at The Seymour Centre, the intimate space of The Old Fitz in Woolloomooloo and the Upstairs theatre at Belvoir street.
Thank you to Jan Morice for her continued artistic leadership of this experience for the girls.
Theatre Trivia – The Green Room
In show business, the green room is the space in a theatre or similar venue that functions as a waiting room and lounge for performers before and after a performance, and during the show when they are not engaged on stage.
The origin of the term is often ascribed to such rooms historically being painted green. Modern green rooms do not necessarily adhere to a green colour scheme, though the name remains.
The specific origin of the term is lost to history, which has led to many theories and claims. One story is that London's Blackfriars Theatre (1599) included a room behind the scenes, which happened to be painted green; where the actors waited to go on stage. It was called "the green room". Some English theatres contained several green rooms, each ranked according to the status and the salary of the actor: one could be fined for using a green room above one's station.
Richard Southern, in his studies of Medieval theatre in the round, states that in this period the acting area was called The Green. This central space, often grass-covered, was used by the actors, while the surrounding space and circular banks were occupied by the spectators. From this source then The Green has been a traditional actors' term for the stage. Even in proscenium arch theatres there was a tradition that a green stage cloth should be used for a tragedy. The green room could thus be considered the transition room on the way to the green/stage. Technical staff at some West End theatres (such as the London Coliseum) still refer to the stage as the green.
Another theory is that the room was originally painted green to "relieve the eyes from the glare of the stage." On the other hand, early stage lighting was by candlelight, so the "glare" might be apocryphal, a modern reference to electric stage lighting. It is sometimes said that the term green room was a response to limelight, though the name is merely a coincidence – "limelight" refers to calcium oxide, not to the fruit or colour. Furthermore, limelight was invented in 1820 and the term "green room" was used many years prior to that.
It is possible that "green room" might be a corruption of scene room, the room where scenery was stored which doubled as the actors' waiting and warm-up room.
Many actors experience nervous anxiety before a performance and one of the symptoms of nervousness is nausea. As a person who feels nauseous is often said to look "green", suggesting that the "Green Room" is the place where the nervous actors wait.
According to one theory, long before modern makeup was invented the actors had to apply makeup before a show and allow it to set up or cure before performing. Until the makeup was cured, it was green and people were advised to sit quietly in the green room until such time as the makeup was stable enough for performing. Uncured makeup is gone, but the green room lives on.
In Shakespearean theatre, actors would prepare for their performances in a room filled with plants and shrubs. It was believed that the moisture in the topiary was beneficial to the actors' voices. Thus the green room may refer to the green plants in this stage preparation area.
The term green room can alternatively be traced back to the East End of London, England. In Cockney rhyming slang, greengage is stage, therefore greengage room is stage room and like most rhyming slang it gets shortened, hence green room. This information came from comedian and dancer Max Wall. It should be noted, however, that Rhyming Slang can be traced only as early as the 1840s, whereas the phrase "green room" predates this by several centuries, making such an etymology unlikely.
Green is also thought to be a calming and soothing colour.
A Chorus Line – Creative Profile
Over the next few weeks I’ll be introducing you to the creative team who are working with students to assemble our School Musical – A Chorus Line. Today it’s ...
Nigel Ubrihien – Our Musical Director
A Chorus Line marks Nigel’s sixth production at SCEGGS.
He graduated from the Sydney Conservatorium with a Bachelor of Music in 1995 and continued his studies at the Academy of Music in Prague in 1998. He works in many fields of music theatre and cabaret as a musician, actor, writer, translator, composer, arranger, director and conductor.
His Musical Direction credits include the critically acclaimed Calamity Jane with Virginia Gay (Hayes Theatre and Belvoir Theatre, Sydney and Arts Centre and Comedy Theatre, Melbourne) Falsettos (Darlinghurst Theatre), The Light in the Piazza, Hello Again, Sunday in the Park with George and Women on the Verge of a Nervous Breakdown (NIDA) and the Australian premiere productions of Lucky Stiff (Chapel off Chapel, Melbourne) and The World Goes Round (Sydney Opera House).
His compositions have included Beaconsfield: The Musical and his orchestral work Mestizo Suite was performed by the Metropolitan Orchestra, Sydney, in September 2017.
He has been Musical Director for a number of productions at SCEGGS including Into the Woods, Rent, Anything Goes, Chicago and The 25th Annual Putnam County Spelling Bee.
Nigel was the Associate Lecturer in Music at NIDA from 2009 to 2018.
All My Sons at Grammar
SCEGGS girls Katarina Kuo and Olivia Doyle are currently in rehearsals for Arthur Miller’s All My Sons. This is a beautiful and tragic play, one of the greats of the American play canon.
The play tells the story of a family that has lost a son, a fighter pilot, during World War II. They are also carrying the burden of a terrible, crippling secret. As is usual with Arthur Miller, the play touches on the alarmingly wide gulf between noble public ideals and petty, private motives.
We’ve seen two professional productions at The Sydney Theatre Company and The Darlinghurst Theatre Company in recent years. We look forward to another engaging production of the play from Grammar.
Bookings are now open through TryBooking. The play runs May 9 to 11.
“In the theatre silence is an absence of words, but never of meaning.”
– Sanford Meisner (Acting Teacher)
The metropolitan round of the Rostrum Voice of Youth was held at Ascham on 3 April. SCEGGS was represented by Eleanor Douglas and Amara Mathialagan (Year 10) both in the senior division and Nicola Allen, Ishara Verdickt (Year 8) and Clementine Hooper (Year 9) in the junior division. Phoebe Masnick (Year 11) competed earlier at Santa Sabina.
Amara, Nicola and Ishara won their heats and along with Catherine Park, who won an earlier heat, will speak at the Regional Finals early next term. Congratulations to all speakers.
Good Luck to Sarah McNaughton (Year 11) who will speak in the senior division today, Thursday 11 April at Smith’s Hill High School.
Public Speaking Co-ordinator
Thank you to everyone who came and supported the first Musicale for 2019. This is the first time where our concert exclusively featured all the co-curricular and classroom ensembles from our Primary school. The concert was a wonderful showcase of the talents of our Primary students. The evening would not have been possible without the hard work and artistic vision of Mrs Bronwyn Cleworth and Mrs Alexandra Dalman. Well done, everyone!
Term 2 Reminders
Members of the Holst Wind Ensemble are reminded to have their instruments ready to perform in the school’s special ANZAC day service on the first assembly next term Tuesday 30 April. Students are required to meet Mr Jewitt in the Great Hall that morning to prepare for the assembly.
Musicale 2 – Monday 13 May 6pm at the Great Hall. This concert will feature a fabulous line up of the co-curricular ensembles from the Secondary School.
Instrument “try-outs” and Beginners Band
All parents should have received notification of their daughter’s instrument selection. Please contact Ms Alison Ryan via email (email@example.com) if you did not receive it.
I look forward to hearing back from all parents so that arrangements can be made for instruments and individual tuition before the end of term.
Beginners Band rehearsals will commence in Term 2, Week 1.
International House Guests?
SCEGGS has been invited to be a Partner Choir for the Gondwana World Choral Festival to be held in Sydney in July 2019. The School Choir and Madrigal Ensemble will be performing in this international festival alongside choirs from Estonia, Canada, France, Latvia, USA, Japan, China and Mongolia. SCEGGS are hosting family accommodation for the Inner Mongolia Youth Choir. At this stage many choristers in our School Choir and Madrigal Ensemble have committed to performing in the festival but we need further support from the school wide community to assist with the billeting of the 50 male and female singers who are travelling from the Inner Mongolian grasslands. The choristers are aged between 10 – 16 years old and they will need to be billeted in a minimum of pairs. This billeting commitment is in the third week of the school holidays not during school term time.
Host families will need to provide breakfast, and a packed lunch each day and dinner at home some evenings. They will also need to transport their billets to and from the Sydney Conservatorium of Music each day. This might be a combination of individual travel in cars, travel in school buses and group travel on public transport. This is a wonderful opportunity for a true cultural exchange with students from a very different country to our own. IMYC will be arriving at SCEGGS Darlinghurst on Sunday 14 July and departing from SCEGGS on Monday 22 July so transport to and from the airport is not required.
Please contact our Director of Choral Programmes, Allison Harrigan, at firstname.lastname@example.org if you are able to welcome these children of the Inner Mongolian herdsman into your homes.
Head of Music
Easts Water Polo
Well done to the SCEGGS Senior 1st Water Polo team who played against Meriden 1 in the S01 Grand Final. The SCEGGS team played well and were very competitive despite being defeated 14-3 by a team consisting of several NSW and Australian players.
Congratulations to our SCEGGS Tennis teams who played in the IGSSA Tennis Grand Finals at Rockdale on Saturday. SCEGGS were successful in winning two finals.
|S04||SCEGGS 1||defeated Kambala 2|
|S13||SCEGGS 3||defeated MLC 4|
|J05||SCEGGS 6||lost to Abbotsleigh 15|
Australian Surf Lifesaving
Well done to Annika Freiheit who won a Silver Medal in the Rescue and Resuscitation as part of the Coogee Surf Club team that competed at the Australian Surf Lifesaving Championships held in Burleigh Heads.
Well done to the SCEGGS Fencers who were out in force at the first individual competition at the NSW Fencing Centre. Emily Dandolo (Year 5) won a Bronze medal in the Intermediate Foil. Madelaine Bell (Year 10) also won Bronze in the Senior Foil Competition. Ilaria Roncolato (Year 7), Phillippa Skidmore (Year 7) and Emily Dandolo competed in the sabre event also.
Director of Sport
IPSHA Cross Country Saturday 6th April
Congratulations to all the girls who competed so well at the IPSHA Cross Country last Saturday at The Kings School. It was perfect weather, and everyone displayed good endurance and strength to complete the course.
The majority of our girls finished in the top half of their respective age group races. Special congratulations to Anjola Petrie who came 13th in the 10 Years age group, Nancy Newton who came 9th in the 11 Years age group and Jessica Venetoulis who came 19th in the 10 Years age group.
Anjola Petrie Nancy Newton
Anjola and Nancy will represent IPSHA at the CIS Cross Country Carnival on 13 June at Eastern Creek Raceway.
8 & 9 Years
Years 1 and 2 Tennis
This term we have introduced tennis lessons to Years 1 and 2 girls held at Maccabi Tennis Centre. It has proved to be very successful, and we hope to continue to build our numbers throughout the year. The girls have been involved in the Primary Hot Shots Program, where basic hand eye, and gross motor skills are developed.
Co-curricular training Term 2
All co-curricular sport will commence in Week 1 of Term II. Years 4-6 Minkey/Hockey and Netball and Year 3 Netball will commence on the first day of school, Tuesday 30 April.
Minkey/Hockey will be training at David Phillips Hockey Fields, Daceyville (enter via Banks Ave). The girls will be taken by bus to the fields. Training ends at 4.50pm. If your daughter is catching the bus back to school, they should arrive at approximately 5.20pm outside the Sports Hall.
All Netball training, Years 3-5, will be held at the Moore Park Netball courts. (Cnr of Lang and Robertson Road) The girls will be taken by bus to the courts. Training ends at 4.50pm. If your daughter is catching the bus back to school, they should arrive at approximately 5.20pm outside the Sports Hall.
Please see information below from IPSHA, for those girls who have been training with a club.
NSWPSSA will be holding Selection trials on Thursday 8 August at SOPAC for athletes wishing to compete at the 2019 School Sport Australia Track and Fields Championships in Darwin on Wednesday 18 - Monday 23 September, 2019.
Applications to enter close 5.00pm - Wednesday 26 June.
The Trial is not for participation at the NSWPSSA State Athletics Championships to be held on 6 and 7 November 2019. Students will need to qualify for these championships through the usual School and Association pathway.
All information regarding the NSWPSSA Athletics Selection Trials can be found on the following link
NSWPSSA Athletics Selections Trials Information
Primary PDHPE & Sport Co-ordinator
As Term I draws to a close, all girls in the Secondary School who have identifiable lost property have been contacted to collect their items before the end of term. We also have a collection of lunchboxes and drink bottles from both the Primary and Secondary School. All students are urged to come in and claim hats, shoes, glasses, and swimming goggles, just to name a few of the other sundry no-name items.
School Shop Manager
Trivia Night – Friday 17 May
For all those trivia buffs out there, we are pleased to announce our "friendraising" Trivia Night will be held on Friday 17 May. So round up your friends and come along for a night of fun, games, trivia and prizes! You may book a table of 10 or request to be placed with others from your Year group. Pack your picnic hamper or pick up your sushi trays, chill the bubbly and enjoy a night out with friends. Please note the evening is BYO food and drinks.
Click the link below for further information and get your tickets here.
We will be holding a raffle on the night and would like the help of the SCEGGS community. Might you be able to donate a prize? (large or small, we will be happy to accept all offers!) Perhaps a weekend away, tickets, artwork, books, accessories etc - the possibilities are endless! Please forward your donations to the General Office or you can contact Marco Piazza at email@example.com.
We would love to hear from you. And remember this WILL SELL OUT.
P & F Events
|Friday 3 May
||Year 9 Class Parent Cocktail Function
|Cost||$30 per head|
|Online Booking||Year 9 Class Parent Cocktail Function|
|Saturday 1 June||Year 12 Class Parent Drinks|
|Cost||$70 per person|
|Online Booking||Year 12 Class Parent Drinks|
|Thursday 13 June
||Year 3 Class Parent Cocktail Party|
|Cost||$60 (covers food and drink)|
|Online Booking||Details to come|
|Go to the Parent Portal for contact information|