The Bridge, Issue 1, 2015

May 2015the BridgeThe magazine of Brigidine College St Ives

Welcome to our first edition of The Bridge for 2015. Like the nation as a whole, we are steeped in our own commitment to growth and possibility as evident in this edition. Australia is in the midst of an education revolution and it is aimed at achieving improved outcomes for young Australians in their formative years of schooling. Those changes include improvements to the quality

of the curriculum through the Australian Curriculum in English, Mathematics, Science and History but quality education is about quality teaching. The single greatest influence on student achievement according to the OECD (Organisation for Economic Cooperation and Development 2005) is the transformative power of an effective teacher. The quality of an education system cannot exceed the quality of its teachers.

Much of our work at Brigidine is done in pursuit of enabling teachers to flourish, to be the best they can be. We use these terms when we speak of students but they have universal applicability. If each of us can be effective in our workplace, the possibilities abound. John Hattie, Professor of Education and Director of the Melbourne Educational Research Institute, spoke recently at a symposium in Sydney about his work in ‘visible teaching and learning’ which occurs when learning is the explicit goal, when teaching and learning is an active, passionate and engaging collaboration between students and teachers.

It is therefore vital that if we are to optimise our learning environment, to enable the College to be a place of growth and possibility for each student, we must enable our teachers to be the best they can be. This was evident at the commencement of the year when our own staff gave keynote speeches on assessment, supported by a large number of staff who presented on innovative ways in which to assess student achievement and provide rich and meaningful feedback. The diversity of methodologies was academic in its approach and provided opportunities for us to be the learners and learning is the key to teaching.

That reflective approach to personal and professional growth is also evident in the appraisal system in place in the College. The appraisal system is founded on the NSW and national teaching standards and these provide the benchmark against which each teacher is measured. Teachers assess each other, observe each other in practice and provide evidence of effective teaching. This is scrutinised for the specific purpose of helping us to be the best we can be. From these appraisals, goals are set and monitored so, always, we move towards improving student outcomes.

As you read through the exciting initiatives and achievements in these pages, take a moment to reflect on the value of the teacher supporting and guiding each student as she works towards being the best she can be. As our strategic intents state unequivocally, we aim for a learning paradigm founded on the possibility of growth and success in an environment where every girl is known and valued.

Jane Curran Principal

Principal’s Message Contents

4 2014 HSC Results5 The Quest for Improvement10 Writer in Residence11 History Initiative

12 Interfaith Dialogue Forum13 Annual Giving 2015

14 Catholic Mission15 Antipodeans Abroad16 Welcome to Brigidine

17 Camps and Retreats20 College Musical21 Parents and Friends

Issue 1, May 2015

www.brigidine.nsw.edu.au Contents

22 Clubs and Sport24 Interhouse Competition 26 Back to Brigidine

4 2014 HSC Results5 The Quest for Improvement10 Writer in Residence11 History Initiative

Brigidine High Achievers in 2014

2014 HSC Results

Brooke Menzies

Jodi WilliamsonStephanie Long

Maddison Breen

“2014 was marked by exceptional individual results across the range of subjects offered in the curriculum. Girls are encouraged to pursue subjects they enjoy and in which they feel they have a talent. They are also encouraged to pursue rigorous courses if they have the ability. The breadth and depth of their achievement and the powerful contribution these choices have made to the girls’ ATARs is testament to the value of this approach.”

Sue Martin, Assistant Principal Teaching and Learning

“The College extends its sincere congratulations to the Class of 2014. Their results are a testament to their dedication and commitment to excellence. In a community where quality teaching and learning is valued, these results make us very proud of our young women and create in us a confidence in their future.

I extend my sincere thanks to our dedicated staff for their hard work and expertise in supporting the girls through their years at Brigidine.”

Jane Curran, Principal

Completion of the Higher School Certificate and of all the years

of study leading up to Year 12 is the culmination of so many experiences and achievements. The College community congratulate all the girls from the Class of 2014.

Some of the highlights of results for the Class of 2014 are:

• Ranked in the top 100 of the State.

• From a cohort of 128 candidates in the 2014 HSC at Brigidine College, 51% gained a place on the Distinguished Achievers List for at least 1 achievement of Band 6 (top 10%).

• The Dux for 2014 is Brooke Menzies who achieved an ATAR of 99.35.

• Two students are All Rounders and we congratulate Brooke Menzies and Maddison Breen. An All Rounder is a student who has scored over 90 in at least 10 units.

It is notable that there was depth to the academic success of the 128 eligible students:

• 1 student achieved an ATAR >99

• 11 students achieved an ATAR >95




• Twelve Year 11 students from our inaugural accelerated class in Mathematics 2 Unit achieved Band 6.

• In addition there were some excellent results across of breadth of studies:

2nd in State - Business Studies

Brooke Menzies

2nd in State - Drama

Jodi Williamson

9th in State - Food Technology

Maddison Breen

1 selected for Onstage [Drama]

Emma Samson (Theatre Review)

4 nominated for OnStage [Drama]

Eliza Roel, Sabrina Thompson, Jodi Williamson (Individual Performance)

Holly Dalton, Eliza Roel, Sabrina Thompson and Jodi Williamson (Group Performance)

1 selected for Texstyle [Textiles and Design]

Alyse Aivazian

2 selected for Encore [Music]

Emma Squires (Music 1 Viva Voce) and Rebecca Johnson (Music 2 Composition)

1 nominated for Callback [Dance]

Megan Taylor (Core Performance, Major Study Performance)

Sue Martin Assistant Principal Teaching and Learning

The Bridge May 20154

Not so long ago, many educators favoured practices that were

deemed to be ‘tried and tested’, known to be successful and therefore not in need of change even when there was evidence to suggest otherwise. Established, successful teachers were inclined to retain established, successful methods of teaching, organisation and classroom management. A ‘good’ assessment could be used for years. The notion of improvement was not thought to apply. ‘Why fix something that is not broken?’ would have been a common refrain. An understanding of success in the established, traditional model was centred on the teacher. It favoured quiet classrooms, desks in rows, books on desks, pass marks (must be over 50) and preferably high marks (must be over 90).

About four years ago, the government of the day began talking about schools and improvement. At the time it seemed a curious expression to use because it smacked of something not being right, something that needed to be fixed, something that could be resolved with a ‘you must try harder’ approach. We can all remember those trite comments on the school reports of old. It was not difficult to summon an image of slaves chained in a Roman galley being told to row harder because a leader demanded it. It had negative, disapproving connotations when teachers generally worked very hard and with the best of intentions. I remember being part of a discussion group with other school leaders and feeling somewhat dispirited as I listened to the commentary on improvement. Having then mulled this over for some weeks, it became clear that the notion of improvement was not personal but systemic and belonged to an alternative mindset, one that required me to think differently and positively. In short, it was all about change but it had an optimistic feel about it.

This mindset required educators to step away from the backward looking, traditional perspective and instead reorient their thinking forward to the demands of the future and reappraise their purpose as teachers and leaders, become centred on student learning and wellbeing and develop a richer understanding of what was meant by success in the 21st century. At its simplest, if the focus shifted to the quality and effectiveness of day-to-day teaching and learning, student outcomes would improve. The more one thought about the required mindset, the more it could be recognised that the shift had the potential to be empowering, enabling and in its wake, bring about the desired improvement with enthusiasm.

The idea that schools could impact positively on student outcomes generated considerable interest in research and practice. Defining a teacher’s effectiveness and what made an effective teacher, designing assessment for learning, ensuring individual students were included and not excluded from learning, appraising practice and processes in a framework of self evaluation and providing opportunities for successful leadership in a context of school improvement were all viewed through the lens of the changed mindset. The evidence and ideas about what worked that could effect change were drawn from all around the world and Australian educators became curious about the success of Finland, Shanghai and Singapore.

In the national agenda for school improvement, an acknowledged

difficulty was raising teachers’ understanding of what works and why in terms of educational effectiveness. Encouraging and enabling teachers to undertake professional learning to improve the quality of their pedagogical decision-making that would impact significantly on student outcomes was a challenge. Teachers could be resistant to changing their practice. Sometimes the most well-intentioned, caring and experienced teachers unwittingly prevented students from reaching their potential. Not every teacher was able to differentiate effectively for students requiring learning support, not every teacher could access and utilise technology effectively to raise students’ understanding of key concepts, not every teacher could interpret the academic data that provided a starting platform to assess progress and not every teacher was familiar with evidence-based research that could make a difference to learning. It was a fact that effecting cultural shifts would take time and thoughtful planning.

Thinking about improvement at Brigidine began with conversations at all levels about student learning and wellbeing, classroom teaching, resourcing and leadership. Everyone’s thoughts were valued and listened to. It was remarkable how many exciting ideas were raised from simple questions around hopes and

The Quest for Improvement


dreams. Questions such as ‘what do you dream for … your subject, (your teaching practice, your students, your workplace, your access to resources, your learning space, your career aspirations and so on) that would make it better for you (your class, your school, the community)?’ The questions were centred around the idea that anything was possible and should be considered as possible. So when the Head of Music remarked that her department would love to have performance classes but that would mean class sets of violins and trombones, the old mindset would have dismissed it outright as being too expensive and not possible; the new mindset considered how we find a way to make it happen. The conversations were lively, optimistic and triggered a flurry of ideas, many of them truly exciting. This notion that anything was possible enabled a change mentality that was only limited by imagination and enthusiasm. Leading and managing it, however, required an effective framework.

The strategic plan for teaching and learning was centred on this new mindset, a changed paradigm that sought to reframe what we do so that we could focus on all that was possible within a clear understanding of who we were as an independent, Brigidine girls’ school. The challenge was to move away from thinking that was isolated, singular, linear

and top-down to thinking that was multi-faceted, interconnected and integrated in such a way that every element could be a catalyst for change and play a role in the big picture.

Each year the Heads of Department prepare an operational plan that is aligned to the annual management plan of the strategic intent for teaching and learning. Each faculty interprets the management plan and considers the actions they can take that would contribute to improvement. The actions have been many and varied, with some inspired by the intentions of the Australian Curriculum, others by use of new facilities and yet others by the expertise and fresh ideas of new staff.

The following changes represent a summary of improvement initiatives that have occurred in the last two years: Music implemented its performance program to the juniors; Drama developed a series of workshops for students in Years 7 and 8; TAS streamlined its elective projects; Visual Arts separated traditional art making from digital art making in Years 9 and 10 to improve the preparation for its HSC; English initiated a ‘Writer in Residence’ program to improve creative writing; Honours continued to extend the intellectually curious by writing a

Philosophy course endorsed by the BOSTES, whilst Learning Support streamlined its model of inclusion and differentiation; Mathematics successfully achieved improved outcomes

in its accelerated HSC program whilst delivering an engaging series of Year group activities to captivate curiosity in mathematics; Science implemented its new integrated programs and introduced the girls to its new telescopes and the world of astronomy: History delivered its new programs to a surge of interest from the girls; PDHPE continued to explore the pedagogies that would improve student outcomes; Languages sought new and relevant resources that would improve the standard of fluency without compromising interest and rigour; Social Science incorporated contemporary examples, ideas and current information into its programs accessing technological and interactive resources. Across the College a unified appraisal process was implemented, aligned to the strategic plan, management plans, operational plans and the individual goals of teacher accreditation; a professional learning model was initiated that focused on celebrating and sharing the expertise of teachers as valuable contributors to an overarching theme of improvement



PhilosophyThis year saw the commencement of our own Brigidine devised and BOSTES-endorsed Philosophy elective.

The two inaugural Philosophy classes, taught by Ms Marine Choquenet and Ms Catherine Hickie, began the year by taking inspiration from Socrates’ belief in the value of philosophical thinking because the unexamined life is not worth living. Students learned to apply the Socratic Method and started evaluating life’s big questions. They engaged in critical and creative thinking about the validity of the apparent truths which surround them and quickly realised that this type of pondering leads to a deeper understanding of the world.

The first fundamental philosophical problem tackled in depth was a

study of identity by attempting to answer the question ‘Who Am I?’. Students explored the work of Rene Descartes, Alan Watts, Daniel Dennett and the African concept of “Ubuntu” to evaluate different perspectives on notions of self. They were encouraged to employ philosophical thinking tools to develop an intellectually

independent view through their discussions during community inquiry sessions. They also constructed their own written evaluations in their Philosophy Journals to reflect an evolution and increased sophistication in their thought processes.

The second concept assessed by our young philosophers was aesthetics


(in 2014 it was general capabilities and in 2015 assessment); technology accreditation could be achieved through the Microsoft IT Academy; raising awareness of disability was achieved through the compulsory completion of e-modules with the Catholic Education Commission, and a close scrutiny and analysis of HSC results to discern opportunities for improvement were discussed with each Head of Department.

In 2015, the new subjects of Philosophy, Photography and Digital Media as Stage 5 electives and Dance as an HSC elective were introduced, deepening and broadening the curriculum offerings for the girls; renowned authors are booked to speak to English classes; Year 7 students were introduced to a transition to technology program initiated jointly by the Head of Library and the Learning Technologies Integrator; Gallipoli celebrations have been and continue to be

embraced innovatively by History; Drama has hosted the AIS State Conference; Mathematics is hosting the regional problem-solving day and all departments are exploring an improved approach to assessment focusing on its purpose and quality as a measure of learning progress. Emerging from the HSC analysis is a sharper focus on writing. Backward mapping the writing demands of senior assessment into junior school programs to develop ‘perfect paragraphs’ that can develop into rich extended responses is an improvement goal.

All are indicative of a changing mindset and an ongoing quest for improvement. All the initiatives at faculty level are owned, not imposed. All are shared within the College. They are led by their Heads of Department who are guided by whole school considerations of improvement. At Brigidine, we hold some valuable core truths: the best education is

more than a set of marks, each girl is entitled to achieve her potential, each girl should be developed as an optimistic young woman of the future - confident, courageous and compassionate and capable of acting in the world with justice and integrity. With those values in mind guiding our mission and purpose, it has become a most enjoyable quest exploring the many possibilities for improvement.

Sue Martin Assistant Principal Teaching and Learning

“I like the idea of ‘I think, therefore I am’. It feels empowering and makes sense, but I do not agree with Descartes’ view on being unable to distinguish between being asleep or awake.”

Charlotte Redman, Year 9

“I believe that the mind and the body are one cohesive unit. They live off each other in order to operate. I do, however, understand the philosophical quest to find an indubitable statement and I find it difficult to fault Descartes’ idea.”

Annabel Baker, Year 9



through the questions ‘What is Art?’ and ‘What is Beauty?’. To define these, students visited the Art Gallery of NSW, the Botanic Gardens, Sydney Harbour’s foreshore and the CBD. They formulated their own opinions on aesthetically pleasing objects, in the natural and manmade environments, and compared these with the views of great thinkers such as Plato, David Hume, Alain de Botton and John Armstrong.

Fundamentally, the study of Philosophy at Brigidine encourages students to think outside of normal parameters. It fosters intellectual rigour and self-confidence as our young women learn to develop a philosophical attitude based on curiosity and respect.

Catherine Hickie Philosophy

“My favourite part of the Philosophy excursion was walking though the Botanic Gardens, observing the different flora and fauna and questioning whether it was beautiful.”

Sarah Andrew, Year 9

Accelerated MathematicsIn 2012 I was given the privilege of working with the first Year 9 class to go through the Accelerated Mathematics program. I have worked with them throughout the four years, to see them flourish in their 2 unit Mathematics and Extension courses in Year 12.

My passion for this program has been rewarded every day as I see the engagement and enjoyment of

the girls. Although at times they have expressed concerned about their own ability, they have thrived on being challenged. As a teacher I too have thrived – on being the challenger to them but also by the girls challenging me. These capable students want to learn, and they question and delve into concepts. It has been my task to find ways to give the girls what they need without simply handing them the answers; to try and identify the issues and help them to see how they might manage these by problem solving.

The greatest gift of this program has been time – time to study at the highest levels of Mathematics in such a way as to be able to go beyond the rote learning and practice of core skills to then use these to solve harder and more in depth problems that explore links between related concepts. The gift of time has allowed students to become braver; to try without expectation of getting everything right, to pull apart concepts and put them back together again with other concepts, to use solutions to gain experience in how to



approach questions. Often capable students do not attempt the higher levels of Mathematics because the time it takes to become confident (and brave) impedes their other work. This program has allowed our girls to contemplate what they are capable of achieving.

As a teacher I have always prided myself on being well prepared and knowledgeable in my field. With this class I have also had the opportunity to be braver in the way I present ideas and encourage students to think. Over the course I have been more encouraging than usual of the girls finding answers to their own questions, and of taking risks to make mistakes and learn from them, knowing that we have that time to discuss and explore yet still complete the syllabus requirements. I have taken time to revise my notes and use these as better teaching tools. These students are capable of learning independently to a certain extent and this has then enabled us to use more of our time exploring harder

applications of the core concepts.

Over the past three years, encouraged by having this class, I have explored different ways of assessing Mathematics. Following a professional learning conference I attended for teaching the gifted and talented, I looked at the ways in which we typically assess Mathematics and have introduced a more critical analysis approach to some assessments along with using others to enhance independent learning.

As the students in this class are very keen and prepared to work hard, I considered ways to assist both them and myself in terms of time. This included videoing lessons for absent students and an email system to assist with problems with homework

and study questions.

It has been a very rewarding experience for me to have progressed an idea that started as a dream – to have more students, in particular girls, want to attempt higher levels of Mathematics and do so with enjoyment and a sense of achievement.

Liz May Mathematics

Student Reflection on Accelerated MathematicsBeing part of the Accelerated Mathematics class we have been taught to be open to anything, right from the beginning. Mrs May taught us to be open to higher level thinking. That kind of thinking has been able to prepare us for harder questions, giving us methods to follow that can be applied to a range of questions, and also teaching us that there is not one single method that is ‘correct’; that there are many ways to approach a question and that’s fine.

It’s definitely helped having the same teacher throughout the entire course, because that way, we learn their teaching style and they learn

our learning style. Mrs May knew what lay ahead, so knew how to prepare us for it. The course has also made us that bit braver and willing to just sit down and nut out a hard question by trying it again in different ways. We no longer get spooked by an unfamiliar question and we’re no longer scared of getting something wrong, something I think even the best Maths students struggle with from time to time.

We have been taught to think maturely, not only when it comes to Maths, but also how to approach the course and how to deal with stress and time management. We’ve learned how to build upon previous concepts, how everything can be linked and that we shouldn’t treat any one topic in isolation to the others. I personally think these

links between concepts are quite beautiful.

I feel this course has been really successful, perhaps even exceeding the expectations of us guinea pigs. You can see it in the girls, and the fact that we currently have ten willing (yes, willing!) 4 unit students who are happy to give it a go; the fear factor has been removed. I think everyone has found Mrs May’s video recording of the lessons very useful too.

From the beginning of Year 9, I had not one doubt of the benefits and the joy that this course would bring me. So thank you, Mrs May, for leading your Maths students to victory!

Isabel Bunting Year 12


“T rue story: a little nuggetty guy walks up to an extremely tall woman in a

nightclub and says, ‘Hey, baby, what’s the weather like up there?’ The woman looks down on the guy in disgust, tilts her wine glass and as its contents fall on his head, says, ‘It’s raining.’

That would have to, without a shadow of a doubt, be the worst pickup line in history. Though I think mine runs a pretty close second.

It’s the last train we can catch to school without getting a late notice. Chris tells me to give up. She’s not coming this morning. She’s either sick or her parents have driven her. Besides, Smith Street Girls’ High is only two stops up the line: she can afford to catch a later train. With five stops to Redcliffe Boys, we can’t.

Chris nods over to the far stairs, which Lisa has just wafted up. She sits down in a vacant two seater but because we’re in the last seat we will be going backwards so I can discreetly - or not so discreetly - gaze at her for the entire length of the journey, which is probably one kilometre. Oh, lucky, lucky me.

She takes a book out of her bag and finds her page.

‘To Kill a Mockingbird?’ says Chris. ‘Man, if that’s not destiny sending you a message, then my nephew is a simian.’

My heart is pounding in my chest like a set of bongos as I get up and make my way forward in the face of an imaginary force ten gale.

‘I hope that’s not an instruction manual.’ And there it is. The second worst pickup line in history.

And there it is at the corner of her mouth. It’s just a suggestion but there’s no mistaking it. It’s the beginning of a smile. The beginning of a relationship.”

Extract from The Pause written by John Larkin.

For the past two years, students have been working with our Writer in Residence, John Larkin. John has worked as a stand-up comedian and his seminars are always presented with wit and humour. His passion for writing is infectious. John has written over 20 teen novels and The Shadow Girl won the Victorian Premier’s Literary Award 2012 Prize for Writing for Young Adults. The Shadow Girl is currently being made into a Hollywood film.

John has shared with our students enjoyable extracts from his soon to be released novel, The Pause. In his seminars, he has taught the golden rules of creative writing. These include: be creative, show the reader what the protagonist wants

and then place obstacles in the protagonist’s

way which must be overcome, have a ‘sizzling’ start, include ‘killer’ similes and an interesting motif, as well as provide an ending where, paradoxically, less is more. John’s ideas and tuition have inspired our students and they are enjoying working on their entries in the annual Brigidine Short Story Competition.

Brett Harrison Head of English

Writer in Residence

John Larkin

“And there it is at the corner of her mouth. It’s just a suggestion but there’s no mistaking it. It’s the beginning of a smile. The beginning of a relationship.”

John Larkin, The Pause


History Initiative

Camp Gallipoli

A group of 70 Brigidine students from Years 10–12, accompanied by seven

teachers, joined a nationwide centenary commemoration of the Gallipoli Campaign of 1915 named Camp Gallipoli. Camp Gallipoli is a not-for-profit organisation set up to help preserve, foster and perpetuate the unique spirit of ANZAC commemorations. On Anzac Day eve the group attended the Sydney based celebration at The Entertainment Quarter in Moore Park with over 10,000 students. It was a sleepover with various activities commemorating this significant moment in Australia’s history, culminating in a Dawn Service on Saturday 25 April.

After the official opening the girls were treated to a horse procession followed by the lighting of the Anzac Flame. This marked the return of the RSL Anzac Flame after its journey from Albany, WA, to the War Memorial in Canberra and regional Australia. The RSL Anzac flames symbolise the return of the 11,400 souls that were lost at Gallipoli.

After the Flame ceremony we enjoyed a traditional Australian dinner, then dignitary interviews and short history videos.

Musical acts included performances from Imogen Clark, Blackwater, the Southern Cross Pipe Band, Mahalia Barnes and Jon Stevens. Russell Crowe’s The Water Diviner was screened with lights out following the film. On Saturday campers were woken at dawn by a bugler followed by a Dawn Service conducted under the supervision of the RSL and DVA.

Camp Gallipoli will be long remembered as a fitting tribute to those who served so valiantly 100 years ago. It was such a privilege to be involved. Lest We Forget.

Bill Gleeson Assistant Principal Religious Formation

25 April 1915: “In the distance one can just discern the Dardenelles opening up – the thunder of the guns is much clearer – the weather this morning is beautiful; what will it be to-night? I have eaten well. I can now see fire from the guns. I wonder which of the men round me has been chosen by Death. I do not feel the least fear, only a sincere hope that I may not fail at the critical moment.”

Diary of Signaller Ellis Silas, a soldier in the Australian Imperial Force, morning of the first landing at Gallipoli

“You, the mothers, who sent their sons from faraway countries wipe away your tears; your sons are now lying in our bosom and are in peace. After having lost their lives on this land they have become our sons as well.”

Text inscribed on Memorial at Gallipoli by Mustafa Kemal Ataturk,

First Turkish President

Brigidine RemembersAs we commemorate the centenary of the Anzac Landings, the History Department is launching a project to remember those with a connection to Brigidine who have served Australia, not just in World War I, but all conflicts.

Who Will You Remember?The History Department is inviting you to commemorate this special centenary occasion by sharing a story from your family history that speaks to us of why our nation may stop, pause and remember.

We are seeking contributions from the Brigidine community.

Submit a 100 to 200 word paragraph explaining

• Name, date of birth and death (if known) of your family member

• What theatre of war did they serve in or which home front did they volunteer for?

• What did they do in that conflict/ what did they do to serve their country?

• Is there an extract from a letter or a diary to include in a few sentences?

• Is there an image to go with your family story? (eg photo, medals, telegram etc)

The Brigidine Project is still open. Please send your submissions to the History Department at [email protected]

This year’s Anzac Assembly focused on the Gallipoli campaign, with other commemorative events taking place in 2016 – 2018.

Sherryl Bremner Head of History


Interfaith Dialogue Forum

A number of staff, students and parents attended an Interfaith

Forum titled An Abrahamic Dialogue at the College, held in the Murray Theatre in March. It took the format of a presentation and conversation among three representatives from the Abrahamic faiths:

• Judaism: Rabbi Gad Krebs (Masada, St Ives)

• Christian (Catholic): Fr David Ranson (Holy Name Parish Wahroonga)

• Islam: Mahsheed Ansari (ISRA).

The event was organised by Bill Gleeson, Assistant Principal Religious Formation and Teresa Pirola, Broken Bay Diocese, and facilitated by Sr Trish Madigan OP.

A key focus was the discussion of core content in the Studies of Religion syllabus.

Feedback from those who attended was encouraging for similar future events. As Fr David commented, “It

was a great pleasure and privilege for me to be a part of the conversation. I do hope that we can come together for further opportunities in the future. I am so thrilled to learn that it was such a positive and constructive experience for the girls of the College in their studies.”

Mahsheed Ansari added, “It was a pleasure to be amidst such a wonderful group of panellists and people. Your staff, students and the community of Brigidine are doing a great job at taking proactive steps to promote social harmony and peace. I congratulate you on giving interfaith a priority.”

As Pope Francis states: We must create a “culture of encounter”, a culture of friendship, a culture in which we find brothers and sisters, in

which we can also speak with those who think differently, as well as those who hold other beliefs, who do not have the same faith. They all have something in common with us: they are images of God, they are children of God. Going out to meet everyone, without losing sight of our own position.


One God,three religions,3.8 billion believers


I f you type “leaving a mark” into Google you will get about 85 million results!

Some of those will be inspirational, some simply definitions or references but many will be stories or suggestions of ‘How to’.

Just over 60 years ago a group of women committed to the establishment of Brigidine College St Ives which has gone on to leave its own mark on thousands of young women. It was the efforts of the Brigidine Sisters who taught, prayed, counselled, cleaned, ate and slept Brigidine St Ives that ensured the perpetuation of the College and the education of our girls.

For many of our younger students it is difficult to understand the commitment and sacrifice these women made to begin and grow the school they love so much. The history of their presence and impact of their devotion beckons acknowledgement here at Brigidine St Ives.

An inspiring concept has been developed to visually recognise all those Brigidine Sisters who have contributed to the life and development of the College. This “Recognition of the Sisters” is a design based on glass panels. Transparent images of the Sisters will background

the glass and tell a story. The names of the Founding Sisters, Sr Romuald Walz

and Sr Adrian Small, and the Principals who were Brigidine Sisters will

symbolise all who played a part. The design will incorporate the

Brigidine Cross in copper symbolically connecting

and interlinking the panels, which will be illuminated by a soft light creating a warm ambient glow.

This significant and symbolic design

has been developed for inclusion in the heart

of the College, St Brigid’s Chapel, creating a presence

for all to reflect, remember and appreciate the contribution of the

Brigidine Sisters.

Whether you are a member of the Brigidine Alumni, a current or past parent, staff member or friend of the College we invite you to make a contribution, through Annual Giving, to bring this concept to life thus perpetuating the presence of the Sisters. Donors to the project will be acknowledged on a plaque adjacent to the sculpture. What a wonderful project to bring to fruition.

Leaving Her MarkEach girl contributes to the life of the College in her own way. As a member of the Alumni or a student today, each girl will have strong memories of those days

and experiences that have impacted most and gone on to shape who they are and who they may become.

Recording your presence at the College, now or in days past, leaves a lasting sign of the part you have played in the life and character of Brigidine. Nearly 40% of the seats in the Murray Theatre record the presence of a Brigidine girl, family or staff member from our earliest graduates in 1958 to those still here until 2022.

Be a part of this community project and leave your mark today by Taking a Seat.

Providing a placeEach year there are some families who experience hardship that impacts them greatly; perhaps through business difficulty or the illness of a parent. As a community that cares for others we strive to provide support and a nurturing educational environment for girls from families in these circumstances.

Supporting this project means that girls in need can access or continue to receive the benefits of a Brigidine education and the ‘strength and gentleness’ of a supportive community. We are grateful to those who help us provide this stability to girls in need. It is an important part of who we are.

To make your gift to one or more of these Annual Giving projects go to our website www.brigidine.nsw.edu.au and click on Support then Annual Giving. You can click the Donate now button to take you straight to our Payment gateway. Around the time you are reading this article you will receive a package in the mail or an email with more details. Feel free to use one or more of the coupons enclosed to send your gift. Whatever your gift, it will be greatly appreciated and will make a difference.

Di Lawrence Director Development and Community Relations

Our Annual Giving Appeal is an annual request to support Brigidine College St Ives financially and reflects our philosophy of everyone contributing what they can for projects which cannot be covered by school fees.

Annual Giving 2015

Leaving a Mark“Leaving a mark is a metaphor for the imprint we make on places, people, lives and hearts.”


The people I met, the experiences I had, the lessons I learned and the

gratitude I gained from the beautiful culture of Cambodia is irreplaceable. The 16 days we spent immersed in another culture amongst inspiring people opened my eyes to the harsh differences in opportunity and access throughout the world that holds people back materially, but in the end I found, does not control a person’s ability to love, find happiness, passion and most importantly, a purpose. I found this lived out through the strength and resilience of our amazing guide and ‘mum’, Soky, and through the countless kids that smiled at us, gave us high fives, played games with us or simply wanted a cuddle. The language barrier was a hurdle at first but became a lesson on the importance of a smile and it allowed me to challenge myself to learn some Khmer to talk and connect with the people around me, whether it be children or adults.

The older children at St Francis I found particularly inspiring. They, like most Cambodian children, had this burning desire to learn English and to learn in general, something I feel that we all take for granted at times in our lives. One particular girl that I met, Sredun, has stuck in my mind. We started talking together during Agriculture class and I noticed how well she was able to understand me and I could understand her. She asked me what I wanted to do when I was older as a career, a question that everyone seems to ask at home, but a question I don’t

know the answer to yet. She, however, had it all figured out. She longed to be an English teacher and said “English is my purpose.” It struck me how someone who does not have as much guidance or opportunities as I do has such a passion for something and determination to get there.

Another significant time I felt on our trip was the time we spent at La Valla School for disabled children. I had no idea what to expect going into this school but I left with the core values of respect for one another, understanding and support. All of the kids there were disabled in some way, whether they were in a wheelchair, had lost limbs or had an intellectual disability. Despite this, their happiness and strength cannot be compared to any able-bodied youth or even adult. Through the simple yet entertaining actions of clapping games, singing, thumb wars and even just practising English and Khmer eliminated the barrier between us and within an hour their disabilities were invisible. What particularly stuck with me was their support and love for each other and how they would always help, whether it be

getting out of the pool, getting dressed, preparing lunch, dishing out food, the list goes on. This is something I want to implement into my life: being more helpful and considerate of others and put the needs of others above my own.

Lastly, the teachers and the girls that came on this trip were amazing. I was able to create new friendships and memories to cherish forever. I could not compare this experience to anything. The memories that replay in my mind, the photos and videos that captured the experiences and our hearts that captured the smiles and love of all the people I met.

Isabella Ryan Year 12

Catholic Mission

Cambodia Immersion


While most local students were enjoying their recent summer

holiday on the beach, girls and staff from Brigidine College St Ives worked hard to build a new school facility in Laos.

Thirty-nine students from Years 11 and 12, along with six staff, headed to Northern Thailand and Laos over the January holidays as part of the College’s Social Justice Immersion program. The Brigidine contingent formed three groups and travelled separately over 19 days. The teams worked on a common community service project of renovating four classrooms for the Pak Xeng High School, located 60km outside of Luang Prabang, Laos, to extend the school’s facilities which are in high demand.

The girls raised $4000 prior to the trip facilitating initial building construction. On arrival, they were involved in carrying 60kg bags of cement, sifting sand and collecting water from the river. Then came the many lessons on how to mix the cement, sand and water in the correct

quantities to render the exterior walls of the newly bricked classrooms. A qualified renderer on site instructed the students and assisted with a professional finishing touch.

As well as providing the much needed labour to render the walls and help with the instillation of the ceilings, the girls taught English to primary school students, an experience they will never forget.

Brigidine students and teachers were particularly grateful for their own College facilities and resources after discovering the conditions in Laos. The Pak Xeng High School caters for around 900 students, many of whom travel large distances and live in bamboo huts on site to attend. Conditions are very basic and one classroom contains 78 students with only basic writing utensils and exercise books. However, education is recognised by the villagers for its importance to the livelihood of these young people and their families.

In addition to assisting with the extension of the classrooms the three student

groups were also pleased to donate all the required textbooks for Years 10, 11 and 12, and English and Maths textbooks for all Year 10 Laos students. This was achieved through the generosity of the wider Brigidine community who donated to the appeal of ‘Sponsor a child a Textbook Pack for Christmas’.

While working on the community project students and staff were accommodated in home-stays in the local village. During their stay the group played games with village children and learnt local customs such as basket weaving, looming scarves and cooking.

Some of the students who took part in this Antipodeans project have leadership roles in the College in 2015 but for all those involved the experiences were significant in broadening their view and understanding of the lives of others and their appreciation for their lives in Australia.

Jo Baker Antipodeans Abroad Immersion program

Antipodeans Abroad

Expedition to Northern Thailand and Laos

“All teams contributed to a community project during their trip and spent 5 nights and 6 days in a local village. As we arrived, we were greeted by a line of kids each holding a bunch of flowers for us and were introduced to our amazing home stay families. That night we were given a performance with lots of friendship dances and games, which quickly became a nightly tradition in the village. Throughout the trip, the language barrier didn’t seem a problem as we all interacted with the kids and would play long hours of ‘Sor Macadora’ and ‘My Aunty Anna’ with endless smiling faces.”

Sophie Barratt, Year 11


In 2015 we welcome new members of staff

Welcome to Brigidine

Year 7 and New Staff

Greg Smith Business Manager & College Executive

Amanda Cicchini Technological and Applied Studies

Jude Allan Music

Brooke Lamplough Science

Donielle Gale Mathematics

Tiffany Suominen Social Science

Jillian Smith-White Science

Emy Tesoriero Sport

Erinn Taba Technological and Applied Studies

Kathy Tobin English

Angela Thomas Religious Education

Robert Walker Maintenance

Julie Tyler Reception

Jo Wise Counselling

Kate Weber Print Room

Year 7 Daughters of Alumni

(Above, left to right)

Catherine Redman (nee Glover, Class of 1988) and daughter, Laura.

Carmel Heffernan (nee Barbero, Class of 1984) and daughter, Sally.

Anthea Temple (nee Thornton, Class of 1990) and daughter Ella.

Jennifer Astley (nee St Ledger, Class of 1985) and daughter, Rebekah.

Megan McGrath (nee Liddy, Class of 1993) and daughter, Madison.

Sancha Kelly (nee Primrose, Class of 1989) and daughter, Samara.


Camps and Retreats

Camps

This year we experienced a very successful Camps and Retreats week, held in March. The compulsory Camps and Retreats program forms an essential element of the overall social, emotional and personal development of our girls.

Camps are designed to make connections with the student’s own

approach to life and help them to face the many challenges they experience as young women. A number of youth specialists and educationalists share a growing concern that many young people are retreating into a virtual world

and losing contact with reality, leading to social dislocation and isolation. At Brigidine College the Camps program is an essential aspect in enabling students to be less reliant on technology, and come to appreciate that they can happily exist without the comforts of home and enjoy one another’s company in the calm of the natural environment. The challenge of camp activities is ‘challenge by choice’ where girls push themselves to their own limits without being forced to do something. We have a single outdoor education provider (OEG) giving us consistent professional support in all of our camps.

The camps develop in intensity and responsibility over the four years, building the students capacity and ability to face the challenges they experience on camp. They also develop closer ties to their Mentor groups throughout the process.

Year 7 – Coming to BrigidineKey themes include relationship building and connection between students, and developing positive attitudes to change and challenge. They develop a better understanding and appreciation of others in their Mentor groups as they transition


Camps

Camps and Retreats

to secondary schooling. Girls experience one night in tents and one night in cabins with archery, climbing walls, swimming and other fun activities.

Year 8 – My Gifts and StrengthsThe camp involves a night in onsite cabins and an overnight camp in tents. Students undergo a range of physical challenges including raft building, giant swing, vertical challenge and low ropes. They work in teams to cook meals and to overcome the challenges of the camp experience.

Year 9 – The Great OutdoorsGirls experience three nights in tents and cabins in the Southern Highlands. The camp involves hiking, mountain biking, abseiling, flying fox and orienteering activities. Students are responsible for the preparation of meals and this camp is the ultimate challenge providing an adverse situation to overcome and to build up the sense of achievement within the girls.

Year 10 – An Urban ChallengeCarried out in an urban setting around Sydney’s CBD and inner west areas, this camp sees the girls work together to undertake challenges and solve problems, moving from one stage of the camp to the next. Along the way students experience Camp accommodation on Sydney Harbour, plan their meals and budget for transport, experience different events and modes of transport and plan destinations and journeys as a team. The camp has a different approach to resilience and challenge, with different skills and gifts coming to the fore among the students as each has their own specific role within the group. A key element of decision making is critical for this camp.

Brian Loughland Assistant Principal Pastoral Care


Retreats

Camps and Retreats

“It was lovely to see 10 young ladies walk in this morning with smiling faces and filled with enthusiasm to get their day started, and it was just as lovely to see them all arrive back here at 3pm with even bigger smiles and more enthusiasm. We had great feedback from the staff and clients about how fantastic the girls were. We are happy to have Brigidine girls again anytime! They were a delight and we wish them well in their futures. Huge thanks to all involved in today’s visit.”

Supervisor, RSL War Veterans Village, Narrabeen

Along with the Camps, the Retreats held for Years 11 and 12 present

an effective time out for the girls to consider their journey as students at Brigidine College. Amid the opportunity to build cohort unity through team building activities and self-awareness enhancement with reflection and meditation processes, the senior groups encountered sacrament with the celebration of mass and liturgies.

This year, for the first time, the entire Year 11 cohort attended the Street Retreat, with the girls based across four venues: Pymble, Randwick, Ingleside and Baulkham Hills. The groups encountered guest speakers, visited outreach centres and experienced a day placement with a social welfare agency.

The College is thankful for the continued connection with such centres as William Booth House, Wayside Chapel, Catholic Health Care, Youth Off the Streets, Manly Far West Childrens’ Home, Stewart House, Sacred Heart Hospice, Brigidine House, Ozanam Industries, The Fact Tree,

Edmund Rice Centre, Sir Eric Woodward School, St Edmunds, St Gabriel’s, St Lucy’s, Mission Beat, Oasis Centre, Street Level, Café Horizon, House With No Steps, Inala School, Baptist Health Care, North Rocks Blind Institute, Westmead Children’s Hospital, Sunshine Homes and many retirement and respite centres.

The Year 12 cohort attended a Spirituality Retreat at Mt Victoria. Evaluations of both retreats reveal their success and the College anticipates the offer of similar programs next year.



T he 1960s were a time of incredible social change in America. In an

era initially marked by its political optimism, change became a rhythm that underscored every facet of American life. The push for civil rights became a particular focus in the early part of the decade, instigated by the ‘Greensboro sit-ins’ of 1960, a series of non-violent protests by four university students who chose not to sit at the segregated lunch counters at a department store in North Carolina.

It is fitting that it was a group of students whose simple actions created the foundation of a new America. After a decade where young people had been seen as ‘rebels without a cause’, the 1960s belonged to the youth generation, and the cause was clear, equality. The medium for achieving this was perhaps not a surprising one, as by the 1960s television had become the dominant form of household entertainment. In the city of Baltimore, Maryland, The Buddy Deane Show was the youth television show of choice, presenting top music acts performing live alongside a ‘committee’ of teenage dancers. It aired for two and half hours a day, six days a week, inciting fervent loyalty amongst its teen viewers. Every other Friday, the show featured African American teenagers, but they were not allowed to be seen dancing with their white peers.

In an interview with the Associated Press in 2002, Deane said “The management of the station … asked each kid (on the show’s committee of regular dancers) what they thought about integration, and they said, ‘Well, it’s OK with me, but my folks won’t be happy.’ That was the general consensus.” Sadly, the general consensus prevailed; the show was cancelled in 1964, unable to support the teenage participants’ desire for racial harmony on television.

Hairspray takes these threads and recapitulates them into a narrative that is not necessarily historically accurate, but one which resonates deeply with the unreserved optimism that we all have for living in a world

Hairspray

where race, gender and appearance does not dictate a person’s worth. In the fictionalised The Corny Collins Show, integration ultimately becomes a cause for

celebration and the happy ending that occurs in the wake of Tracy Turnblad’s innocent perspective on the world would not happen in the real America for a few more years. Luckily, the Hairspray audience sees America through Tracy’s eyes, and her vision of an America radicalised by the colourful possibility of television informed the staging of our Brigidine production.

It is with great appreciation that I thank the cast and the production crew for their ambitious efforts with this show. I would particularly like to thank Maree Lindsay for her many years of exceptional commitment as our choreographer. This show is indeed a celebration.

Chris Rutherford Director


W hat a night we had at the P&F Caribbean Twilight on the evening

of Friday 27 February. The Murray Courtyard was turned into a Caribbean resort with brightly coloured decorations and fairy lights bringing the area to life. The ‘welcome cocktail’ got everyone in the mood for Caribbean Soul, the steel band who entertained all with their amazing tunes and even finished to calls for “more” from audience members at the end of the night.

Our ‘Carmen Miranda’ dancers, made up of girls from the Dance Club in Years 11 and 12, danced throughout the evening both on the stage and amongst the crowd. Not only did they dance wonderfully, they looked amazing in their Caribbean themed costumes, so a huge thank you to all of our dancers on the night!

The delicious canapés, paella and hot ham rolls served throughout the evening along with a fully staffed bar kept everyone in the holiday mood.

The P&F presented a cheque for $15,000 to Jane Curran towards the update of

the audio visual equipment in Bowie Hall. This will continue to be our fundraising purpose for the rest of this year.

I would like to thank everyone who donated a prize for the raffle, where weekends at Mantra Hotel and high tea at the Westin were just a few of the prizes on offer. Congratulations to all of our winners.

The evening was magical and we have had some wonderful feedback, so with that in mind I would like to thank everyone who helped with the planning, set up and running of the evening, especially Maria Lowe and her team of Liz De Montemas, Leisa Burns, Penny Wilkinson and Pip Inman. Also thanks to Di Lawrence and her team for all their support in the set up and running of the evening. A huge thank you to Brian Riordan and his Maintenance Team, who again transformed the area with fairy lights and lanterns, to Leah Crockett for lighting effects, and a special thank you to Malcolm Stevens who stayed and packed away after the event.

Massive thanks to the volunteers who welcomed parents, sold raffle tickets, took photographs and helped on the evening, and to Monique Chilton for yet another fabulous invitation design.

Thank you to those parents who attended and made it such a memorable evening. If you enjoyed the evening and would like some input into next year’s event or other P&F events, please contact the P&F on [email protected]

Laura Hurstfield P&F President

Caribbean Twilight

Parents and Friends


CSDA Public SpeakingCongratulations to our four speakers who took part in the Zone Final of the CSDA Public Speaking at Marist North Shore in March: Dominique Bennett (Year 11), Amelia Malone (Year 10), Ciara Flynn (Year 9) and Ella Ward (Year 8, pictured). Special congratulations to Ella who was selected to compete in the final at Christian Brothers’ High School, Lewisham.

Rotary 4 Way Test Speaking CompetitionFrancesca Rowlinson (Year 11) took part in the Rotary 4 Way Test Speaking Competition that was held at the State Rotary Conference in the Hunter Valley in March. Francesca spoke on the value of education and her own experiences working with young children on her trip with the Antipodeans Abroad Cultural Immersion to Thailand and Laos.

Jane Curran and I joined Francesca’s parents in support of her and we were delighted that she was placed second in the competition. Well done, Francesca.

Jan Whiddon Centre for Excellence Coordinator

Centre for Excellence

Clubs and Sport

Round 1 Mock Trial Success

Congratulations to the Mock Trial Team who won their first Trial against Masada College in March. The Brigidine team successfully won their criminal case that the Defendant was not guilty of committing murder and the Magistrate ruled that the Defendant was acquitted.

Therese Kelly (Year 11) and Isabel Toohey (Year 10) were articulate, confident and convincing Barristers. They were supported by Solicitor,

Mimi Rosenbaum (Year 11). Hannah Frykberg (Year 11) and Zeyna Tinker (Year 11) were fantastic witnesses and Mahek Bansal (Year 11) was a diligent Court Officer.

It was a fantastic start to the competition, with Brigidine also winning the Trial on points. With such an incredible performance by everyone on the night, we look forward to future Trials.

Lions Youth of the YearIn February, Mia Holman, College Captain, took part in the St Ives Lions Youth of the Year competition.

As part of the competition Mia was interviewed and questioned on her leadership at school, her sporting activities and her cultural pursuits.

At the Presentation evening, Mia and five other students were required to answer two impromptu questions on social media and the difficulties faced by young people in today’s society, and present a five

minute speech on a topic of their own choice. Mia gave a warm, caring and emotional speech on motor neurone disease and how it has touched her family.

I am very proud to say that Mia won the Public Speaking section of the competition. Congratulations, Mia.


GolfTess Clarke (Year 11) represented the College in the NSWCHS Golf team. Tess has also been awarded a golfing scholarship by the Australian Golf Club.

TennisRachel Emms (Year 9) represented the College at the ‘ABBTEN’ U17 Medibank Junior Development Tennis Series held at Abbotsleigh in February and won three out of her five matches.

Water PoloHayley Ballesty (Year 9) and Ella Worland (Year 8) have been selected to play in the NSW Water Polo teams. Hayley will play in the U16 Waratahs and Ella in the U14 Blues.

BBSSSA SwimmingThe Brigidine Swim team competed at the Broken Bay (BBSSSA) Carnival in March. Overall the team finished in 4th place and all girls competed with great spirit. Special mention to Mia Rolfe (Year

9) who won three individual events, missing out on two association records by the barest of margins and finishing runner up in the 14 years Age Champion point score. The Senior girls’ team should also be commended for their overall 2nd placing in the Senior point score, as should Olivia Findlay (Year 11) who was runner up in the 17+ years Age Champion point score.

State Age SwimmingMia Rolfe (Year 9) competed at the State Age titles and earned five medals,

including a gold in the 100m Backstroke. In addition to this, Mia also finished 2nd in the 200m Backstroke and earned a gold and two bronze in Relay events.

Belinda Moore Director of Sport

Clubs and Sport

Sport Highlights

1. Tess Clarke

2. Rachel Emms

3. Olivia Findlay

4. Mia Rolfe

4

1 2 3


Interhouse Competition

Swimming Carnival

W hat a spectacle was created by the House Leaders at this year’s

Swimming Carnival, held at Warringah Aquatic Centre on Friday 20 February! Spectators and competitors enjoyed the colour and creativity inspired by the Prague Pool Party, Fatima Floaties, Kildare Kingdom and the Lourdes Life Savers.

There were over 120 heats with the greatest participation in the 13 years 50m Freestyle with 83 girls entering this event. Freestyle attracted the greatest number of entries overall with 144 girls swimming 50m.

Congratulations to the Age Champions and special mention to School Swimming Champion, Mia Rolfe, who was the 14 years Age Champion, swam three new records and won the Invitational 50m Freestyle.

New Records

Mia Rolfe: Junior 100m Freestyle,14 yrs 50m Freestyle and 50m Backstroke

Open 50m Invitational Champion

Mia Rolfe

School Swimming Champion

Mia Rolfe

Belinda Moore Director of Sport

2015 Age Champions

Year Ist Place 2nd Place 3rd Place

12 Years Olivia Bennett Madison McGrath Keily Ting

13 Years Madison Louw Anika Townley Lauren Pilling

14 Years Mia Rolfe Lily Flynn Annabelle Oh

15 Years Katie Manning Hayley Ballesty Isabelle Ronksley

16 Years Courtney Young Madison Long Kate Menzies

17 Years Olivia Findlay Sophia Tonoli Tamara Alford

Multiclass Ellen Hester Allison Gillis Juliet Liddy



Mothers’ Luncheon Groups

Back to Brigidine

Formation of the Original Mothers’ Luncheon GroupThe original idea for the establishment of The Apostles Club came from my mother, Mrs Patricia Parkin (recently deceased), after some discussion with the foundation members:

• Mrs Pam Downie (mother of Meredith, Class of 1973, and Carol, Class of 1979)

• Mrs Val McLerie (mother of Belinda, Class of 1972)

• Mrs Dot Laird (mother of Christine, Class of 1974, Jenny, Class of 1977 and Debra, Class of 1975)

• Mrs Margaret Jacques (mother of Sue, Class of 1972)

• Mrs Nola Allen (mother of Kerrie, Class of 1973 and Jeannine, Class of 1975)

• Mrs Heynen (mother of Carol, Class of 1971 and Elizabeth, Class of 1973)

• Mrs Nella Zubani (mother of Paula, Class of 1972, Diana, Class of 1975 and Annette, Class of 1977).

The group was originally created because at the time, Brigidine was a very small school but had no existing network for mothers to get to know each other. The tuckshop was the only real meeting point for mothers of both new and continuing students, and contact was limited to those mothers rostered on for that day.

As well as providing a social network for the mothers it was decided that they could also raise much needed funds to benefit the College by holding luncheons in their homes and charging the mothers a small fee to attend. There were strict guidelines regarding the menu – three courses only with an economic proviso that these be within budgets. The luncheon host provided the main course and others brought dessert.

With the introduction of the Higher School Certificate there was a great strain on resources as it required more subjects to be taught with accompanying material requirements. The eventual agreement was that the College provided these requirements, while the Luncheon group chose what it wished to buy for the school.

My mother had a wry sense of humour and suggested the Luncheon group name

because it was decided that 13 mothers were needed to cover a 12 month roster: one for each month and one spare in case of illness or an inability to host a luncheon. By the time I graduated the Apostles group ran a lunch every month and a large Melbourne Cup day luncheon open to all who wished to attend.

Dr Sally Parkin Class of 1973

ArchivesArchives Room Now Open!It is exciting to be able to announce the opening of the Archives Display room in the McMahon Wing. The archive can now display items and photographs from the collection relevant to the College calendar, for example, Open

Day and the Reunion Day. The students and the College community can come and appreciate the College history through the archive collection. Current students with relatives that attended the College in the past are able to find them in photographs that are on display and sometimes see their names on plaques and trophies.


We celebrated with the Classes of 1974, 1984, 1994, 1999 and 2004

at our annual Alumni Reunion day and also invited the Captains and Vice Captains from 1970 – 2013 to return for the College’s Diamond Jubilee year. We were thrilled to have over 40 Alumni join us from this group.

Big thanks to the Alumni who travelled from Canada, Mongolia, Singapore, Tasmania, the ACT, regional Queensland, regional NSW, Melbourne and Brisbane to enjoy the celebrations.

We were also honoured to be joined by our Alumni patron, Sr Anita Murray, as well as a number of past and present staff.

It was a great day filled with laughter and wonderful stories of days gone by.

Wendy Baxter Alumni Coordinator

Back to Brigidine

Calling all members of the Classes of 1975, 1985, 1995 and 2005This year is your 40, 30, 20 and 10 year Reunions.

We are currently looking for coordinators to assist with these Year group functions, to be held on Saturday 24 October 2015.

If you would like to help please email Alumni Coordinator, Wendy Baxter, at [email protected] or phone 9988 6254.

Reunion Day 2014


Weddings and Births

Back to Brigidine

Lauren Ware (nee Flanagan, Class of 2001)

Lauren married Adam Ware at an idyllic property in the Byron Bay Hinterland

on 25 October 2014. Sister, Tegan (Class of 2000) was Maid of Honour, and Stephanie King (Class of 2001) was bridesmaid.

A number of Alumni members from the Class of 2001 joined the couple in Byron Bay for the celebration, including Nicole Marshman (nee Tarrant), Candice Ahearn (nee Higgins), Daini Phillips (nee Marshall), Ashleigh Tracey, Olivia Koorey and Arabella Vescio.

The garden ceremony was followed by a candlelit dinner, before dancing in the barn located on the property. Adam and Lauren enjoyed a brief holiday in Byron Bay, with plans for an extended honeymoon to Europe in 2015.

Anna Mattiussi (nee Robertson, Class of 2004)

The 10 year Reunion held last October for the Class of 2004 turned out to be

an unforgettable day! After meeting past students and staff and collecting the time capsule I created in Year 12, I met my boyfriend, Dave, for dinner.

I was eager to show him the contents of my Time Capsule and read him the letter I had written to myself 10 years earlier: the last line of the letter read, ‘I hope I make the right choices’. It was at that moment he placed a silver box on my plate and asked me to marry him.

We didn’t want a long engagement and as Dave’s family was traveling to Dave’s father’s hometown of Travesio, Italy, for Christmas, we decided to make a wedding happen in Italy within six weeks – what a lot of work!

Dress, shoes, wedding rings, marriage courses, paperwork, consulate appointments, photographer, flowers, reception, the boys’ suits, meeting the priest, flights and accommodation all needed to be organised, which was challenging in a quiet town in the north of Italy where no one speaks English! I was heavily relying on Dave to translate for me. He even spent 3 hours in a hair salon prior to the wedding to communicate the look I wanted!

The wedding day came, 27 December 2014, and it was beautiful. It was very special being in Travesio, with the church bells ringing. We had our reception at Belvedere, a typical Italian ‘ristorante’ in Sequals just down the road.

Zahlia Rose NielsenRebecca Nielsen (nee Vumbaca), Class of 2003, has had a daughter, Zahlia Rose Nielsen (pictured with her brother Blake who is 3). Zahlia arrived after a quick labour of 30 minutes, weighing 3.9kgs and 51cm long. Zahlia has applied for enrolment for Year 7 in 2027.

Louis Mason BehrensJanelle Behrens (nee Knowles), Class of 2002, has had a son, Louis Mason Behrens. Big sister Isla Rose just adores him!


Back to Brigidine

Nicole Timbrell (Class of 1995)

The collision of a research question, a scholarship, and long service leave

with an invitation from a distinguished American college professor resulted in a professional experience of a lifetime for English teacher Nicole Timbrell (Class of 1995).

In August 2013 I landed at New York’s JFK airport, flashed my F1 student visa at the immigration official and entered the USA as a graduate student. I was bound for the University of Connecticut (UConn)

at the invitation of Professor Donald J. Leu, a Professor of Education who holds an endowed chair in Literacy and Technology and is a leader in the field of New Literacies.

I had met Professor Leu while on a study tour to the USA one year earlier, funded by a teaching scholarship provided by my employer (Loreto Kirribilli). He had kindly agreed to meet me and a colleague after we had emailed him to say we admired his work. In follow up correspondence, Professor Leu extended an invitation to come and learn more about literacy, technology and the world of educational research in America. He installed me as a research assistant in his laboratory, invited me to co-author several publications, and sponsored me to travel to four major educational conferences in Boston, Dallas, Philadelphia and New Orleans. Across the year I met a range of academics, researchers, educational technology specialists and enthusiastic literacy practitioners, the result of which was the establishment of a global network of professional contacts.

My year at UConn was also coloured by the cliché American college experiences of pep rallies, marching bands,

homecoming week, football matches, and (my personal favourite) snow days. Recognising that I was in a unique situation experiencing many of these cultural phenomena for the first time as an adult, I wrote a blog to try and capture my reactions to this cultural shift.

It had never occurred to me when I was at Brigidine and University that there was an entire network of overseas universities, scholarships and exchange programs available to broaden my educational, professional and personal horizons. It took me over a decade in the workforce to start taking advantage of these opportunities. I encourage current students and Alumni to investigate how you can further your own careers by taking the time to ask a few questions, make a few contacts, send out the odd email and fill in a few applications. You never know where that paperwork or correspondence will take you.

So think about these ‘study abroad’ programs, to the USA or anywhere, as an option to combine your education with travel.

Read Nicole’s blog at https://graduateadmissions.wordpress.com

Where are they now?

Lisa Berry Weynon (Class of 1985)

I graduated after 6 great years as a student at Brigidine and attended

Macquarie University where I gained my BA DipEd majoring in Linguistics and History. In 1991 I returned to Brigidine to teach Year 12 Ancient History and English as well as English, History and RE to Years 7-11. I was made Year 7 Coordinator in 1999 and remained in this position until 2002 – a position I absolutely loved!

I had always wanted to live and work in London, so with John Bowie’s blessing I took a year’s leave from Brigidine in 2003. One year turned into 10 years! It was the most amazing experience of my life, something I would not change for the world. I taught all that time in a comprehensive boys’ school in SW London, which was a lot tougher than

anything I ever did in Sydney! It was there I met my husband, Ed, a PE teacher at the same school. We fell in love over the lunch table in the dining hall, became engaged in the Notre Dame Cathedral in Paris in 2006 and were married in Sydney in 2008.

We then returned to London until the beginning of 2013 when we moved back to Sydney. Since returning to Sydney, I have taught at both St Catherine’s School in Waverley and Loreto Kirribilli.

We have now welcomed a beautiful baby girl, Mia Isabella Rose (born 22 December 2014) into our lives – a true gift from God! I adore being a Mum.

I would like to say to all Brigidine girls: try and experience living and working overseas. It is a most empowering experience, testing your resilience and adaptability to the extreme. As women of strength and gentleness, we Brigidine

girls are women equipped to do much in our lives with great strength and great gentleness!


Where are they now?

Back to Brigidine

Jacqui Edmiston (Class of 1991)International Sporting Event Consultant

I always loved sport and travel. After Brigidine, I completed a Bachelor of

Human Movement Science and as luck would have it, Sydney was awarded the Olympic Games a few years later. From there started an incredible journey; I was in the right place at the right time!

Seventeen years, 7 Olympic and Paralympic Games, 2 Commonwealth

Games, 1 Rugby World Cup, 1 Pan Am and Parapan Am Games and countless smaller events later, I feel incredibly privileged to have called five amazing cities home and to have regularly travelled the world for both business and pleasure. I feel extremely fortunate to have been exposed to several cultures, tried my hand (mostly unsuccessfully!) at a couple of different languages, made friends all over the world, met my husband and started a family.

Some highlights from my work and travel include being situated in a Cabinet Office during the London 2012 Games and having a visit from Prime Minister, David Cameron; trekking in Nepal for 17 days without internet access; sharing the road with an elephant while catching a taxi to work in Delhi; storm chasing in Tornado Alley, USA; stepping over a bull to use the internet café in Ethiopia while volunteering for Right To Play; seeing the President of the United States’ Cadillac 1 up close and personal during APEC 2007; doing the “Polar Bear plunge” in Moscow after

locals cut a hole into a frozen lake; and running with the Olympic Torch in Kazan, Russia, prior to the Sochi 2014 Games.

I am currently engaged as an advisor for operational readiness and C3 to the International Paralympic Committee and last year consulted to both the Rio 2016 Olympic and Paralympic Winter Games and Toronto 2015 Pan Am/Parapan Games in support of venue safety, risk and emergency planning. I am about to deliver Venue Simulations to the Toronto 2015 Pan Am and Parapan Games.

My career path has been an incredibly amazing and rewarding experience combining all of my favourite things in life. It has been made possible by choosing “the road less travelled” and by being open to new experiences and cultures by regularly pushing past my comfort zone. It continues to morph every day in new and exciting ways and I wouldn’t have it any other way.

Sinead Keaveney (Class of 2008)Sinead Keaveney, College Senior Vice Captain (Class of 2008) was one of our star Science students, taking Physics and Chemistry for her HSC.

Sinead has received an Australia Day Award from the National Council of Women, NSW, for her postgraduate research and publications in the field of Physical Organic Chemistry at the University of NSW. She is now into the third year of her PHD and the awards were set up to encourage and reward young women in their postgraduate studies.

The award certificate was presented to Sinead at Parliament House by guest speaker Nancy Serg, OAM..

“Some highlights from my work and travel include... trekking in Nepal for 17 days without internet access; sharing the road with an elephant while catching a taxi to work in Delhi; storm chasing in Tornado Alley, USA; stepping over a bull to use the internet café in Ethiopia while volunteering for Right To Play...and running with the Olympic Torch in Kazan, Russia, prior to the Sochi 2014 Games.”

Jacqui Edmiston, International Sporting Event Consultant


Trevor Ansell

Trevor Ansell, the adored father of Lauren, Bree, Jesse, and wife to Susan Ansell, passed away on 6 March 2015 after a long battle with brain cancer. He

was a brave soldier to the end and has left behind a legacy of love, courage and some rather large footprints.

Back to Brigidine

Sophia Goodwin (Class of 2008)

A fter graduation I studied Occupational Therapy at Sydney University. I

completed my degree in 2012 and moved to London where I spent a year working at a primary school with special needs children. I then accepted a job with a volunteer tourism organisation called African Impact in Kenya. Last year in particular, Kenya had quite a bad reputation due to media coverage of the terrorist attacks and Ebola, however I can honestly say I had the year of my life.

The Kenya project was situated in Limuru, a rural suburb about an hour outside of Nairobi and I was the Project Manager. We were a Medical, Teaching and Community project meaning we worked with both mainstream and disabled children in orphanages, hospitals and health centres and also a home for the elderly.

My primary role was looking after almost 100 amazing volunteers from 15 different countries, ranging in age from 17-68,

but the biggest honour of all was living in the community, working on the projects and falling in love with the local people. I taught a class at primary school, and couldn’t get enough of my 5-6 year olds, as well as all the children at the special needs school, and the beautiful children at the Body of Christ Orphanage will also forever have a special place in my heart. The nurses, the women who gave birth in maternity, the teachers, and our ‘adopted grandparents’ at the home for the elderly made me smile every day. I could write a book and it wouldn’t be enough to explain or give this experience justice.

Unfortunately the company I was working with had to close the Kenya project due to a recent decline in volunteer numbers. This is upsetting for the now unemployed staff but also devastating for the projects, which are now unsupported.

I have recently set up a sponsorship program for the orphanage, Body of Christ (BOC). BOC is home to 35 vulnerable children who have nowhere else to go. The project is called Kumbuka, which means “remember” in Kiswahili because these kids will never

be forgotten. If you are interested in supporting our project or finding out more information, please visit our website at www.kumbukaproject.com

I feel Brigidine played a large role in shaping the person I have become and I am eternally grateful for the faith they bestowed in me so that I could make a difference.

ValesCathy CorryCathy Corry (Class of 1979) passed away in September 2014. She was the sister of Maryanne Curran (Class of 1973), Allison Elliott (Class of 1976) and Jane Stratton (Class of 1985).

Selena MurraySelena Murray (Class of 1998) passed away on 6 March 2015. In 1996 Selena, then a vibrant Year 10 student of Brigidine, entered hospital for neurosurgery. Difficulties resulted in Selena being in a coma for many months as well as the loss of sight in one eye and paralysis of her legs and arms. In February 2010 the Selena Murray Trust hosted a fundraiser at the College and the money raised enabled a new, special chair for Selena.

Selena is fondly remembered by many in our community for her courage.


Term Dates

2015 Term Dates for Students

Term 2

Monday 8 June: Queen’s Birthday Holiday

Friday 19 June: TERM 2 ENDS

Term 3

Tuesday 14 July: TERM 3 COMMENCES

Friday 18 September: TERM 3 ENDS

Term 4

Wednesday 7 October: TERM 4 COMMENCES

Friday 4 December: TERM 4 ENDS

2016 Term Dates for Students

Term 1

Thursday 28 January: Year 7 and New Student Orientation Day

Friday 29 January: TERM 1 COMMENCES

Friday 25 – Monday 28 March: Easter

Wednesday 8 April: TERM 1 ENDS

Term 2

Monday 25 April: Anzac Day

Wednesday 27 April: TERM 2 COMMENCES

Monday 13 June: Queen’s Birthday Holiday

Friday 24 June: TERM 2 ENDS

Term 3

Tuesday 19 July: TERM 3 COMMENCES

Friday 23 September: TERM 3 ENDS

Term 4

Tuesday 11 October: TERM 4 COMMENCES

Friday 2 December: TERM 4 ENDS

The Bridge May 2015Editor: Aleisha ConlayDevelopment and Community Relations DepartmentBrigidine College St IvesArtwork: www.somersaultgroup.com.au

Brigidine College St Ives A Catholic Independent Secondary School for Girls

325 Mona Vale Road St Ives NSW 2075 Australiawww.brigidine.nsw.edu.au

Class of 200510 Year ReunionSaturday 24 October 2015 Contact: Wendy Baxter [email protected]

Class of 199520 Year ReunionSaturday 24 October 2015Contact: Wendy Baxter [email protected]



Reunion Dates 2015

Documents

The Bridge, Issue 1, 2015