2021 | Term 2 | Week 9

June 18, 2021


From the Head Master

June 18, 2021

At this morning’s quad assembly, I announced the appointment of the 2022 School Officers.

There are thirty-two School Officers at Trinity: a School Captain; three School vice-Captains; sixteen House Captains; and twelve Prefects. These young men have a formal responsibility of leading our School students during the course of their final year at the School. They take their place in a tradition that stretches back to the School’s inception and I have great confidence in their capacity to carry that tradition forward.

These are not the only opportunities that our senior boys have to show leadership. We have House vice-Captains, Captains of various co-curricular activities and sporting teams, promotional positions in Cadets, Bible Study leadership roles and other such positions, along with the informal leadership that every boy has the opportunity to demonstrate in the ebb and flow of School life.

The process of selecting these young men to serve in this way has been robust. It commenced with nearly one hundred students taking the risk of putting themselves out there by nominating for the role and seeking endorsement from a staff member. The current Year 10 and Year 11 cohorts voted on the list on nominees, as did staff and the outgoing School Officers. I give great weight in the process to the voting results; while this is not an election as such, the voices of peers and staff provide great insight to the regard in which people are considered.

My considerations also included the nominations of the Senior School Housemasters, who consult with the staff of their House in putting forward the names of those who could serve as House Captains. I reflect on the nominees’ respective records at the School. EPA, GPA, Co-curricular participation, disciplinary history, and I consult with senior staff. Every year, my reflection is that I could happily appoint between half and two thirds of the nominees to serve the School in this way, but there are only thirty-two School Officer positions.

Every young man who nominated took a risk in doing so, and sometimes risks don’t pay off. Many boys will experience disappointment today. The great challenge for them will be dealing with that disappointment. Disappointments and frustrated hopes, and doors that don’t open when you want them, are all part of the fabric of life. We do not serve our boys well by either minimising their disappointment as though it doesn’t matter, or by shielding them from it. We do well to help them to sit with it, to recognise it, to process it, and to move past it.

The School Officers at Trinity Grammar from the Year 12 class of 2022 are:

School CaptainSteven Yarad 
School vice-CaptainsJohn Dedousis
Rupert Dobbin
Eric Mihas
School Prefects:Rory Briscoe
Matthew de Belle
George Dedousis
Jonathan Gremos
Benjamin Orr
Zach Pliatsikas
Thomas Rathbone
Elias Sidiropoulos
Andrew Tanous
Keagan Tran
Oliver Walker
Jayden Woods
House Captain – ArcherNick Nguyen
House Captain – DulwichHugh Browning
House Captain – FoundersTom Jenkins
House Captain – HendersonKevin Zhong
House Captain – HilliardEvangelos Papadopoulos
House Captain – HolwoodJoshua Hanna
House Captain – KerriganMatthew Nicolas
House Captain – LathamPatrick Williams
House Captain – MurphySam Waddington
House Captain – SchoolSpyridon Konidaris
House Captain – StephensonDanial Cattana
House Captain – TaubmanMatthew Lubke
House Captain – WeeksRiley Martin
House Captain – Wilson HoggJeremy Chia
House Captain – Wynn JonesJustin Wang
House Captain – YoungMax Nguyen

Whilst I would not normally comment in this context about the departure of staff at the close of the term, in this case, in light of more than a quarter of a century of service, I would like to acknowledge the departure of Mr Michael Spratt, who joined the School teaching staff in 1995. Mr Spratt’s contribution to the School is impossible to quantify, covering an immense range of activities and programmes, but it has been most particularly powerful in his service as Housemaster of Stephenson House for nearly two decades, where his pastoral care has been a powerfully formative influence in the lives of generations of young men. We wish him well as he takes up a new challenge on the teaching staff of Shore School.

May God bless you and yours during the term break and, if your plans include interstate travel, may the borders remain open!

Detur Gloria Soli Deo.

Tim Bowden | Head Master

From the Deputy Head Master – Summer Hill

June 18, 2021

Over the last couple of weeks we have acknowledged a slew of representative selections in Basketball, Cross Country, Diving, Football, Golf, Rugby Union, Rugby League, Swimming and Volleyball. After many, many years at Trinity, I am still continually amazed at the level of athletic talent this school produces, year after year, with CAS, CIS, State and National representatives. It is a tremendous reflection of the quality of our coaches and the commitment of the boys and young men who reach these lofty heights. I hope it never becomes something we take for granted.

All of this serves as prelude to this week’s news. I would like to extend the School’s congratulations to Lucas Young 10We and Harper Stewart 10St who were selected in the Cadet  Australian Water Polo Team to play in New Zealand next month, and to Thomas Rathbone 11Ke who has been selected in the Australian Youth Water Polo Squad for an intensive training camp in Sydney. These are extraordinary achievements and follow something of a purple patch for Water Polo, and the Young family, in particular, who now have two sons who have represented Australia in Water Polo. It would be wonderful to see some of these Junior Australian Water Polo representatives follow in the steps of Sam Fricker from the Class of 2020 and Rohan Browning from the Class of 2015 who have both been selected in the Australian Team for the Tokyo Olympics. We are hoping to hear news that they will be joined by Oliver Hoare, also of the Class of 2015. In an interesting footnote, Caleb Dryer 12Sc, Gabriel Wilczak 11Ar and Hayden Hoang 9Ta (who turned 15 this week!) competed at the Olympic Swimming Trials in Adelaide. Well done!

Congratulations to the Cadet Corps, and SUO, Sebastian Papadopoulos 12He, on a fine Annual Ceremonial Parade this week, and which continued a tradition stretching back over eighty years. The weather was kind and the Cadets of Trinity and Meriden brought great credit to the Unit. The Marching Band, as always, was outstanding. Well done! The parade was followed by a very convivial Dining In Night for the graduating Cadets at the Canada Bay Club. May I extend my best wishes for a safe and successful Cadet Promotions’ Camp this weekend at the Field Studies Centre, and also to the boys and young men heading off on their Bronze Duke of Edinburgh, as well as to the Snow Sports Team who compete over the winter break.

Please accept my thanks for your support, my congratulations to your sons on another fine term, and my best wishes for the coming holiday. However, may I remind Year 12 students that they would do well to view this three-week hiatus as a study break rather than a holiday. Even six hours of study per day, six days per week, provides the opportunity for almost 200 hours of preparation for the coming Trial Examinations and Final Examinations for the HSC and IBD.

Bradley Barr | Deputy Head Master – Summer Hill

From the Head of the Preparatory School

June 18, 2021

End of Term Chapel

This afternoon we had the opportunity to gather all the Prep students together for an end of term Chapel. This has become our tradition at the beginning and end of each term. It provides a chance to reflect on the learning and growth that has occurred across all areas of school life and to give thanks to God for the way that he has sustained our learning community throughout the term. It was also an opportunity to reflect on the Bible verses that the boys have learnt at each of the Chapels this term.

Semester Report

This week you should have received an email notifying you that your son’s Semester One Report is available to be accessed online through your Trinity account. Throughout the report you will notice a strong emphasis on celebrating each boy’s growth and development as well as highlighting his ‘next steps in learning’. This focus is based on our firm belief that each and every boy is unique and is at a different point in his learning journey. We continue to work with the boys to instil a commitment to ongoing learning that is lifelong. This is sometimes referred to as students having a ‘growth mindset’. Rather than simply focusing on what has been achieved, students are committed to ongoing growth, making mistakes and perhaps most importantly, learning from them in the future. This semester you will see this captured through the student self-reflection which is given prime position on the front page alongside the teachers’ general comments. It has been exciting to read the students’ reflection and to see the high level of ownership they have in their learning and the goals they have set for themselves in the coming months. I encourage parents to engage the boys in a discussion about their self-reflection comment and the spidergraph that reflects on the students’ use of the Approaches to Learning across all areas of the curriculum. I hope that this provides a useful stimulus to celebrate growth and to set learning goals for the remainder of the year.

The information contained in the Semester Report should always be read in conjunction with the regular work samples and rubrics shared through Seesaw, Google Drive and the Unit of Inquiry books. Together, this provides a comprehensive summary of each boy’s learning journey this semester.


Today the boys will bring home information about our Walkathon which will take place on Thursday of Week 2 next term. This event is always a highlight as well as acting as the Auxiliary major fundraising effort for the year. We appreciate your support in getting behind this event. The money raised this year will be split, with part of it going to the Auxiliary to support future school projects and 20% going towards a charity or charities of the boys’ choice. The community’s generosity will allow the boys to experience the joy that comes from supporting others in greater need. We will provide an update once the charity or charities have been selected.

North Coast Tour

The School has been slightly quieter this week as a number of our Year 6 boys have been off-site on the North Coast Sports Tour. This tour provides boys with a valuable social and sporting opportunity as they mix with boys from other schools. From all reports, the boys had a fantastic time and three very competitive matches against Bishop Druitt, The Armidale School and Scone Grammar School.  Thanks to Mr Bremner and Mr Short (as well as Mr Robinson and Mr Bishop from the Junior School) for taking good care of the boys while they were away.

Pre-Kindergarten enrolments

The Enrolments Department has just begun the process of enrolling our newest Trinitarians into Pre-Kindergarten for 2022. Demand for these places is often very competitive. I encourage families with boys wishing to be part of our wonderful Pre-K programme next year to contact the Enrolments Department now. Similarly, if you know families that are interested in sending their sons to Trinity, now is the time as it is becoming increasingly difficult to join Prep in later year levels.


This afternoon, confirmation emails about Term 3 co-curricular activities will be emailed to parents. Administrators of each activity will provide additional details at the beginning of next term.


Today we farewelled several staff who are leaving the school for different reasons. Mr Johnson, our Youth Leader Intern, has finished his time with us and will now head back home to England. We wish Mrs Anshaw well as she takes long service leave in Term 3. Mrs Caddy and Mrs Levee depart on a temporary basis as they begin their maternity leave. We wish them God’s blessing on the arrival of their new family members. Mrs Levee’s teaching load will be covered by Mrs Sarah Cameron who will be joining us at the beginning of next term. We look to the boys benefiting from her significant Art teaching experience.

Term 3 start

Please be aware that Monday 12th July is a Staff Professional Development Day. All boys are expected back at school on Tuesday 13th July. We look forward to welcoming them back after a refreshing three-week break.

I hope that all members of the School community have a wonderfully refreshing break over the holidays and have a chance to spend quality time with family and friends. We look forward to the boys returning with enthusiasm for another busy term of learning.

‘But those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint.’

Isaiah 40:31

From the Head of the Junior School

June 18, 2021

Dear Parents and Friends of the Junior School,

We are very proud of the boys and how much they have grown this semester, a result of their enthusiasm, application, independence, resilience, good guidance, and support from home. The boys have demonstrated learning in the classroom, other learning environments, in their character and in their relationships. Semester reports capture and detail this growth and were made available yesterday. Teaching staff and your son put a great deal of effort into ensuring that each report does justice to his achievement and his application of various approaches to learning throughout the semester. If there are any points of clarification, feel free to address these to the relevant teacher at the commencement of Semester 2. Please discuss your son’s report with him and note his own voice in his self-reflections which can be the basis for setting goals for the second half of the year. I congratulate all of the boys on their growth and thank the teaching and support staff for their commitment to enabling the development of every boy.

Mr Hassall will be taking well-earned Long Service Leave for the duration of Term 3. In his absence, the Head Master has invited Mrs Ormes to step-up into the position of Acting Deputy Head of Junior School, and Mr Hoare to assume many of Mrs Ormes’ regular responsibilities as Acting Curriculum Coordinator. This is a wonderful opportunity for both staff members and the Junior School will be well served through their appointment to these acting positions. In order to facilitate these changes, Mr Hoare will share the role of 6H Class Teacher with Ms Baines. We wish these teachers well in adjusted roles and Mr Hassall a well-deserved chance to be refreshed after many years of service to the boys and staff of the School.

There is a lot to celebrate in sporting pursuits over the last fortnight. Twenty of our boys along with fifteen from the Preparatory School return this afternoon after touring the North Coast. The boys have given a great account of themselves on and off the field and by all reports have been terrific ambassadors and travel companions. Well done! Last week, Daniel Simpson, Jayden Bechara and Jonah Chan represented IPSHA at the CIS Cross Country and ran magnificently. Daniel is to be particularly commended for finishing second (the fastest IPSHA runner) and qualifying for the next level of championships, a wonderful reward for consistent performances across the CAS running season. Also, last weekend Kobe Harb won the 2021 ACT State Championship in Brazilian Jiu Jitsu, a sport in which he has been training and competing with incredible success for a number of years. Well done to all our sportsmen!

We have worked hard in recent weeks to ensure boys understand expectations for winter and sport uniforms. Parents are asked to ensure that all matters of uniform are attended to prior to the first day of term. Some aspects such as hairdressing and dry-cleaning require parent assistance. If any items need updating or replacing, now is a great time to do so.  

Interest in co-curricular activities has again been very strong. Emails confirming the offering of places for Term 3 activities have been sent today. Most of the over 600 expressions of interest have been accommodated. However, many activities have also been over-subscribed, so selection criteria have been applied to ensure many boys are getting a variety of opportunities. Boys who were unsuccessful in their application in Term 2 have usually been prioritised for next term, a preferencing that will continue to apply as we undertake this process each term. Most activities commence in Week 2 although administrators of some sporting activities will be in touch if their activity is to start in Week 1. Any late applications will now not be considered until the beginning of next term.   

Term 3 begins for students on Tuesday 13 July after a Staff Development Day on Monday. I wish all our Trinity Junior School students and families a safe and refreshing break. Vacation Care is available at Strathfield across the holidays and can be booked through OSHClub.

Mark Dunn | Head of the Junior School

The Spirit himself testifies with our spirit that we are God’s children. Now if we are children, then we are heirs—heirs of God and co-heirs with Christ, if indeed we share in his sufferings in order that we may also share in his glory. I consider that our present sufferings are not worth comparing with the glory that will be revealed in us.

Romans 12:16-18

News from the Field Studies Centre

June 18, 2021

For the entire law is fulfilled in keeping this one command: “Love your neighbour as yourself.”

Galatians 5:14

The young men who progress through the four-week Field Studies Programme (FSP) at Woollamia quickly discover who their neighbours are. They are between three and seven of their peers, depending on their cabin placement. They are the 12-15 fellow students who are in their pastoral groups while on the FSP. They are the 40+ students that currently make up the cohort for each residential programme. They are the teaching, outdoor education, administration, kitchen and other support staff who come together to make the Field Studies Programme the incredible experience it is. Learning to get along with our “neighbours” is a big part of the challenge.

The concept of shared experience is one of the key features of Trinity’s Year 9 FSP model. Every boy will step through the rite of passage experience as they progress through the Middle School. This gives them another keystone experience during the Trinity journey that each boy has in common. Each boy learns a great deal about themselves, and a whole heap about their peers during their time on the FSP. This is a central goal of the programme: to provide opportunities for social-emotional learning which build social intelligence, empathy and appreciation for and respect of others.

The final week has provided each boy with the opportunity to choose their own adventure, be that mountain biking in Canberra; paddling, fishing and surfing close by to the Woollamia Campus; or extending their rock-climbing skills. The Woollamia Olympics, reflection activities and final campfire cook up and debrief, have now been completed. And, at the time of going to press, the boys will be either greeting their parents at Summer Hill, or for those on the Cadet promotions Course, spending a couple of hours together locally before the next adventure begins. It has been another amazing month during the FSP Residential 4. The boys have achieved an enormous amount, and I look forward to following their journey over the coming years.

The staff team at the Field Studies Centre look forward to a very well-earned rest over the term, as we prepare to do it all again with another group of Trinity’s fine young men at the start of Term 3. Today will see the first of the interviews taking place for the new teaching positions that will be required as we transition to the term-long programme in October. There are exciting times ahead where opportunity awaits, and innovation abounds at the Woollamia Campus.

Virtual exhibition online now

June 17, 2021

Visit “Lineage” anytime online at https://my.matterport.com/show/?m=kPmt7T7npkQ The exhibition continues at Delmar Gallery until 18 July and will be open during the winter break.

The Maningrida region in Arnhem Land is one of the most linguistically diverse places in the world, with 12 distinct languages spoken by over 110 clan groups. The landscape is equally diverse, covering over 7,000 square kilometres and ranging from saltwater coastal regions to rocky escarpments.

“Lineage” celebrates the work of contemporary women artists from across this region. Their strong tradition of fibre sculpture and weaving is at the heart of the exhibition, complemented by handprinted fabrics and works on paper painted with earth pigments, completed during the COVID lockdown. Uniting them is a profound connection to djang: “Djang is an ongoing, eternal, life-giving transformative power that accounts for every aspect of existence. It also refers to the creation ancestor, the country where spirit resides, and to ceremonial designs and songs that represent that being. It is what powers our art.”

The exhibition is presented in association with Maningrida Arts & Culture and Bábbarra Designs and works are available for purchase. Request a price list by emailing delmargallery@trinity.nsw.edu.au

Gallery hours: Wednesday – Sunday, 12-5pm. Free admission.

Entry via Victoria St Gate, Summer Hill Campus.


Managing a successful term break in Senior School

June 18, 2021

This week I had the pleasure of addressing the Senior School assembly as they headed into the mid-year break. My message had two themes, and I am sure the students have heard me represent these themes to them before! Firstly, I offered the perspective that the pain of discipline is never as great as the pain of regret; and secondly, that in Senior School, a successful term break is a matter of balance.

The first perspective is found in the truth that achieving one’s best possible secondary school credential is costly: one must either pay in discipline throughout the journey, or with regret at the end of the journey. As a teacher, it is a great joy to witness the delight and satisfaction on result day when students know they have done their best and are proud of their achievement. All teachers wish this joy for all the students they teach … but they also know this kind of joy is found in sustained discipline over time.

Our Senior School cohorts are at quite different points in this journey. Year 10 have committed to a credential pathway and must now work diligently to prepare themselves for a best possible start.  I gave the example of a HSC student who has elected to step into the challenge of Mathematics Extension – but knows there are aspects of his learning this term that he has not quite mastered. This term break is the time to consolidate that learning – not next term. Our Year 11 students have made the transition to the demands of Stage 6 and each will have not only learning to consolidate, but final assessments for which they must begin preparation. Setting aside substantial  time during the term break, to work both on consolidation and assessment preparation, is an expectation. And of course, Year 12 are managing a rigorous and self-directed schedule of learning consolidation, final assessment, and study for trial examinations. They have benefitted from the Focus Day programme throughout this academic year; their feedback about the skills of reflection and task management they have developed is most encouraging.

During my address, I offered students five lessons from neuroscience to promote effective and efficient personal study time: encode your learning thoroughly; create your own study notes; use visual techniques constantly; include daily exercise and ensure excellent sleep culture. Your son can tell you more about these strategies …

The second, but equally important perspective I wished to share was about balance. In the Senior School, term break means balancing time for learning consolidation with time for rest and rejuvenation. Each student must assess the balance he needs to create. For some, the investment in study needs to take the greatest weight. Others, who have invested heavily in their learning this term, or are recovering from injury, or whose journey this term has involved hardship, must acknowledge that it is rest and rejuvenation to which they must more fully commit, if next term is going to be as good as it can be for them. I’d like to encourage parents to see themselves as very well placed to support students as they make this determination … what should the balance of your son’s term break look like?

Finally, each student was challenged to pick a number! If we think about sixteen school days over the term break, with about seven hours of usual school time in each day, then students have roughly 100 hours of self-directed study time available to them, if they just worked to the school timetable! Now, I’m not suggesting every student needs to study for 100 hours … but you can do a lot with a big chunk of time like this! I suggested that there are probably very few students who should be picking a number less than 20 …. but equally, no student should be thinking he needs to do more than 100 hours of learning. Balance is the key.

I wish every student and family a marvellous, balanced, term break.

Deborah Williams | Academic Dean

News from The Arthur Holt Library

June 18, 2021

There’s been something of a focus on our Year 11 IB Diploma Program boys of late. Next term will see the boys begin their Extended Essays, a 4,000-word piece of research that will enable these students to develop many of the skills that will see them through university and beyond.

In preparation, The Arthur Holt Library ran a workshop for the entire cohort that was designed to practice and assess their research skills. We called it a ‘Research Race’. Students were grouped in teams and asked to Google complex questions, search Academic Databases for information, summarise lengthy newspaper articles and apply their critical thinking skills to a series of ambiguous photographs.

It was a great way to warm the boys up for the term that awaits them. At the end of each session we asked the boys to reflect on their own performance by identifying their own areas of strength and comparative weakness. We identified seven key research skills and asked them to arrange them in order of personal ability. The results will help us tailor our future sessions with the boys to those areas where they need the most support.

This is just one example of how we use evidence-based data to inform our practice. Read more about the boys’ reflections and rankings in our blog post analysing the data here.

Ideation, or the sparking of ideas, was the skill most consistently identified as an area of need, so we have been busy preparing a series of sessions to help support the boys in finding a subject for their Extended Essay that will interest and inspire them. We are very much looking forward to delivering them at the start of the new term.

So while we are wrapping up for another term break, our eyes are fixed firmly on the year ahead. We hope the boys share some of our excitement.

“Only a generation of readers will spawn a generation of writers.”

– Steven Spielberg


June 18, 2021

More than goals

In the last Year 12 Careers Session this term, I presented a mystical image of a crystal ball and challenged the boys with the concept of the ‘quest’ that they were on. Not a quest to achieve goals that relate to marks to be achieved, courses to be accepted on to study next year, or sports teams to captain, but a quest to become the best version of themselves when they graduate from Trinity at the end of the year.

We talked about the way tasks, assignments, exams and performances need to balance with the ways the boys take care of themselves and attend to their ‘quest’. The metaphorical scales are never in exact equilibrium, rather they tip from side to side as we move through life. Attending to self care is the key to ensuring that our scales don’t remain imbalanced for too long

For some, making a decision about the next step beyond school can be quite daunting. Our students will hopefully recognise the value of the connections they make at school to help them weigh up their options when they consider the post-school opportunities. If boys have not approached me to have a conversation about their options, I am contacting them, and I am very happy to make appointments to Teams-meet during the holidays if this suits their timing.

Courses and contacts

Please refer to Courses & Contacts for details of courses and contacts that may be of interest to you and your sons.

Awards for the Week | Junior School

June 18, 2021

Awards Week 9


Paul Lucas

Skyler Guo

Dewey Chen


Nathan Skepev
Ali Choker


Thomas Hoare

Aydin Saeed

Marcus Tsia


Lucas Lieu

Jeremy Leung

Adam Wang

Library News | Junior School

June 18, 2021

Year 5 has been learning about Space this term in their Unit of Inquiry. The class teachers have adapted the ideas and concepts learned about space and shown how they can be turned into poetry. The boys have then used Library time for some modelling and practice of their delivery of their space poems. Our Head Master, Mr Bowden and Deputy Head Master, Mr Barr, have provided some input into how to deliver poetry to the boys during Library time. Mr Barr recorded himself on video reciting a poem and reflecting on some of the dos and don’ts when reciting poetry. This week Mr Bowden delivered a couple of poems that he has known since childhood to the boys and discussed the meaning and significance of the poems. He also explained that being a clear communicator is crucial for the audience to be able to hear and understand the poem. A selection of boys recited their poems in front of all of Year 5, and Mr Bowden was able to provide some feedback. He encouraged the boys to learn their poems off by heart, committing them to memory. There were a number of boys who were able to do this. The Year 5 boys who presented their poems are to be commended for developing their risk-taking and communicating skills.

Boys have been encouraged to borrow some good reads for the holidays. A collection of books about holidays is on our provocation table this week. Boys were asked where they are going on holidays and who they are going with. Many boys are looking forward to the break and some time to spend with family and friends.

Nikki Bowden | Teaching and Learning Librarian

Library News | Preparatory School

June 18, 2021

Write a Book in a Day

This week the Year 5 and 6 students participated in Write a Book in a Day. Students were given the whole day to generate ideas, plan out a story, organise group roles, write their 3000-word story and finish with editing and illustrations. It is a huge task for the students, but with the use of their Approaches to Learning and determination, they were able to achieve this goal. The books will be printed, bound and kept in the library for all Prep students to borrow and read.

CBCA – Recommended Reading List

Not sure what to read over the holidays?

The CBCA 2021 Shortlist has wonderful books that they have chosen as great reads! We have these books available at the Prep Library so pop by and borrow them and find out later in the year which book will be announced as the book of the year!

CBCA Book Week

This year the CBCA Book Week Theme is Old Worlds, New Worlds, Other Worlds! Over the break is a great time to start to think about a Book Week costume you would like to wear for our Book Week Parade in Week 5! This is a lovely time for families to come together and get creative whilst making their Book Parade Costume.

Some theme ideas to help you choose your outfit could include:

  • Fantasy
  • Dinosaurs
  • Medieval times
  • Space/Galaxies
  • Western
  • Dystopian

If you are stuck for ideas, please come and see us in the library to have a chat.

Mrs Jenny Bruscino | Library Services Specialist

Prep | Pre-Kindergarten News

June 18, 2021

Mother’s Day Celebration

On Friday the 28th May the Pre-Kindergarten cohort were fortunate enough to host our Mother’s Day Celebration. The students spent the lead up to the event engaging in a number of tasks including decorating recycled jars for vases, handwriting tags and making signs for the various engagements. The boys were thinkers and communicators as they designed a plan for the outdoor Cubby Cafe, including a sign, menus and decorations, all of which were written and decorated by the students. In preparation for our baking experience, the boys read the provocation story, ‘Can We Lick the Spoon Now?’ before brainstorming the items required to make and decorate cupcakes.They also shared their observations of the form and connection of photographs of the teachers and their families, recognising the different family dynamics and predicting the role of each person. The boys had some lovely insights into their mothers, sharing a quote to accompany their painted portraits. 

Riddhim: My mum always plays with me and makes yummy food. She makes chicken nuggets. My mummy plays soccer with her friends. At mummy’s work she plays on her laptop. She drinks apple juice and eats curry with rice.”

George.K: “I love mummy because she loves me. Sometimes she makes mistakes, but it doesn’t matter because I still love her. She loves me and I love her. She loves lasagna. She hugs me and likes making muffins for me.”

Dominic: “I think my mum likes my painting. My mum likes to work in the home and my mum works very hard to do her jobs. Mummy likes to cook. She cooks everything. She is beautiful. She wears beautiful things. I am lucky. I love mummy.”

On the day of the event, the Deckhouse, COLA and Playground became an interactive learning space for the mothers and sons to engage in a variety of experiences. After a beautiful mother son picnic in our outdoor space, the boys performed a song and dance conducted by Mrs Campbell before roaming between the environments. 

The boys were just as excited to invite their mothers into the space and share all their learning and discoveries over the Semester. There were plenty of opportunities to create momentums from the day, including still life drawing, paper flower making and bracelet threading, all of which were student led. It was lovely to see how the boys took initiative and demonstrated their caring nature as they spent the afternoon with their mothers. 

Thank you for joining us for our ‘Celebration of Curious Minds’ this week! We hope you enjoyed the showcase of our inquiry into How the World Works over Term 2. It was lovely to have all our families in the learning space to engage with their son’s learning, and observe the students independently sharing their critical thinking of the scientific experiences. 


  • Over the break, please ensure that all belongings are clearly labelled. Names and labels tend to fade and come off over time, so a quick check to ensure items are labelled would be appreciated.
  • The boys have each received a ‘Holiday Bag’ to fill with 3 to 4 small items from their outings or experiences over the holidays. We look forward to hearing about all the exciting things they get up to in the holidays when they present their items at the beginning of Term 3. 


During STEAM PK we have been exploring rainbows through conducting experiments to develop a rich understanding of our central idea ‘Curiosity helps us to understand the world around us’.

Our first experiment focused on the understanding of absorption. The boys coloured in the bottom of a strip of paper towel and placed it into two cups of water. Through observing their experiments, the boys saw the coloured markers ‘grow’ up the paper towel to create a full rainbow.

“Mine is growing” – Ryan PKS

“It’s all going into the water, look at it” – Jacob PKM

“Look, mine is a full rainbow now.” – Tarek PKS

“The marker is moving.” – Callum PKOP

“My one is mixing colours” – Marcus PKM

“The water got all dirty.” – George PKOP

The next experiment conducted looked at the process of melting. The boys carefully placed ten skittles in a circle on a plate before pouring the water into the centre. Using their observation skills, the boys saw the food colouring melt off the skittles and colour the water to create a rainbow.

“It’s going in the middle.” – Louis PKM

“They are losing their colours, see” Benjamin PKS

“It’s changing.” – James PKOP

“My water is turning orange.” Kayson PKS

“Hey, it’s changing colours, look at my one” – Lawref PKM

“Yum, this is a tasty experiment.” – Adam PKOP

Prep | Kindergarten News

June 18, 2021


As part of our literacy programme, students in Kindergarten have continued to develop their phonemic knowledge and understanding by learning new sounds, as well as writing and reading words and sentences. The sounds we have explored are m, s, t, a , p , i, f, r, o, c, d, h, e, n, g, l, k, u, b and j. Each sound has an accompanying character and action to support students in their recognition and application. Additionally, students have been taught several high frequency words known as ‘Tricky words’ to support them with increased fluency during reading and writing.

Readers do so much more than decode a series of words or recount a sequence of events. Experienced readers make predictions and inferences in their heads. They also make connections to themselves, others and the world around them. We have been exploring quality picture books with rich vocabulary to continue to develop our comprehension skills. The two most recent stories

Unit of Inquiry – Who We Are

During the last two weeks of Term Two, we have been looking at the line of inquiry ‘keeping myself and others safe’ as part of our Who We Are Unit of Inquiry. This has allowed for some very important life lessons to occur that we hope will help your son to be safe throughout his life.

We have learnt about the different emergency services, including how to call 000 for help if there is an emergency. We discussed a range of different scenarios and learnt the difference between an emergency (when you must call 000) and a ______ (where you don’t need to call 000). The boys practiced ringing 000 and taking turns as the operator and the person calling for help. They also were tasked with homework to support this lesson – talking to their parents about their address and phone number so that they can give these details to emergency services if needed.

Another key lesson included car safety. The boys learnt about the importance of staying in their carseat and making safe choices in and around cars. Some of their key takeaways included:

  • “If your car is going very slow, you need to have a seat belt on” – Jayden
  • “Wear your seatbelt at all times in the car” – Jeremy
  • “If you are in the car line in the morning, never take your seatbelt off until the door is open, and the car is off” – Milan
  • “When you are in the car, don’t touch your seatbelt” – Jacob
  • “Remind mum to buckle you” – Cameron
  • “Get out of the door on the side where the cars aren’t at – the path side one, not the roadside one” – Jeremy 
  • “Everytime the car is stopped, and you get out, go out the safety door” – Milan
  • “Hold your mum or dads’ hand, because a car might bump into you because you can’t be seen” – Jacob

Please encourage your son to keep having these conversations at home about keeping himself and others safe, particularly when travelling in the car. We look forward to seeing lots of Kindergarten boys buckled in safely in the kiss and ride car line. 

STEAM/Unit of Inquiry

During STEAM Kindergarten have been investigating different materials as a part of their UOI topic “The properties of materials determine a product’s purpose.”

To further develop the boy’s understanding of materials we conducted various experiments before creating sturdy shelters for our toy friends.

First an investigation was conducted with the STEAM hamster who was left outside in an open box for a full week. The boys created predictions of what might happen to the hamster and looked over him in the kindergarten playground.

“I predict that the hamster will get wet from the rain.”

“I predict the hamster will be struck by lightning.”

“I predict it will get so dirty.”

At the conclusion of this experiment, we determined that the hamster became very dirty and even a little bit wet from the morning dew. These observations assisted in the development of our own shelter designs. Utilising recycled materials, the boys all constructed their own creative shelters, before taking them outside and testing their durability. Could the shelter protect their toy from the sun, rain and wind? Was it waterproof? Strong? Comfortable?


Kindergarten boys have continued to explore animal words and life cycles through songs and stories. They learn to recite familiar rhymes in Mandarin using prompt cards related to animal sounds. The boys are able to apply pictographic clues to read numbers in Hanzi and advanced learners progressively develop their reading skills in recognising Chinese words without visual guides. They have fun designing their butterfly origami and inquiring into different colours and types of paper which are linked with the learned vocabulary and Term 2 UOI.   


During Mathematics, we have been exploring the concept of one-half. Through play and hands-on investigations our learners have had many opportunities to talk about their understandings and share their thinking. The boys are now able to communicate using the following language: whole, part, equal parts, half, halves.

On the holidays, allow your child to further their mathematical thinking by participating in real life experiences exploring skills and concepts covered in Maths.

In the kitchen: Having your child help you in the kitchen not only offers the benefit of an extra pair of hands but also involves maths. This could involve measuring and cutting fruit and vegetables in half.

On a road trip: Road trips provide interesting opportunities to practice maths.  Making words from the letters on number plates, reading maps and understanding road signs. 

Going shopping: Grocery shopping provides wonderful opportunities to, among other things, practice estimating cost, writing a shopping list and using the scales to weigh produce. 

Container Collection

As part of our Mathematics Measurement unit next term, we are collecting a variety of empty containers. If you have any of the following containers could you, please wash them and send them to school with your son:

  • Empty boxes e.g. cereal boxes, tissue boxes, snack boxes
  • Empty and clean plastic containers e.g. ice cream/ yoghurt/ margarine containers
  • Empty and clean plastic bottles e.g. soft drink/ milk/ water/ juice bottles

Support your son in the holidays

During the holidays, there are lots of activities that you can do with your son to support his learning. We know that learning doesn’t just happen in the classroom, in fact, one of your sons’ main teachers in life is you! One of the most important things that you can do is to spend quality family time together – this is essential for your son’s wellbeing and sense of self. Take some time together without electronic devices to really focus on your relationship while you play and have fun.

Please continue reading with your son every day, this is will _____

Some other activities that we suggest are:

  • Cooking together and talking about how recipes work, ingredients and measurement
  • Play board games and card games 
  • Visit a new park or playground
  • Write a story or make a book together 
  • Make playdough from scratch 
  • Get creative – get out some paint, coloured pencils and paper and let your son’s imagination run free
  • Write a letter to a family member or friend
  • Meet up with a classmate for a playdate
  • Have a dance party at home – put on some music and enjoy having a boogie together
  • Have a movie day – blankets, popcorn and a movie
  • Go for a walk and play ‘I spy’ looking for initial sounds in the environment (e.g. I spy something starting with ‘c’, it is a car)
  • Visit a beach and make a beautiful sandcastle
  • Go to your local library
  • Reflect at the end of the day as a family about three things you are grateful for 
  • Create a holiday journal and encourage your son to write something everyday

We hope you have a wonderful holiday, and we look forward to seeing you for wonderful learning next Semester.

Kindy grade level news images

Prep | Year 1 News

June 18, 2021


In writing the boys have been working on writing persuasive texts. They have worked on breaking down the different features of persuasive writing, such as text structure and using persuasive language to support their opinions. Some examples of persuasive language are: 

  • I think…because…
  • I believe…is better than…
  • A good reason for…
  • It is important to…
  • We should…
  • I strongly believe…

Next term the boys will begin looking into the structure of procedural writing. The boys will learn how to write sequenced steps to give instructions needed to inform the audience of how they do or make something. This writing focus will be closely linked to the current Unit of Inquiry How We Organise Ourselves. The boys will work on explaining the process of how primary resources are changed. They will need to practice starting their sequenced steps with a verb (action word). For example:

  • Stir
  • Pour
  • Mix
  • Add
  • Place 

You can continue to support your son’s learning by using this language within your home.


In Maths the boys will be finishing inquiring into their current focus of Volume, Capacity and Mass. Over the past two weeks the boys have focused on learning the difference between Volume and Capacity. This week the boys will be learning about Mass. They will be given opportunities to measure mass using informal units, which enables students to develop some key understandings of measurement. The boys will be given experiences to experiment measuring with a pan balance and using a hefting method. The boys should continue to be exposed to the following language: capacity, container, liquid, full, empty, volume, gap, measure, estimate, mass, heavy, heavier, light, lighter, about the same as, pan balance, (level) balance.

Next term the boys will be introduced to the new Maths focus of Money. They will inquire into the Australian dollar and build an understanding of the different values. They will practice comparing equal values, for example: $1 is equal to two 50c coins. It would be great over the holidays to introduce the boys to the different notes and coins we use in our daily lives and their different values. 


In Year 1 the boys have started their new Unit of Inquiry How We Organise Ourselves. The boys have begun exploring the concepts of change and connection by investigating the process different products go through. They have been inquiring into where products originate from and how they can be changed to create different resources we use in our daily lives. Last week they began by inquiring into how milk is turned into dairy products such as milk, cream and cheese. This week the boys will investigate what their clothes are made of and the process of wool being changed into different products. 

Over the next week the boys are encouraged to bring in at least one packaged food item. Both Australian products and international packaged goods. Year 1 will be inquiring into where different packaged goods come from, the process they go through and what ingredients they include. Please ensure these items are nut free as we are a nut aware school. 

Year 1 will continue inquiring into this unit next term. To help your son’s learning please inquire where particular foods/items come from that you have in your home and how they can change through different processes. One way to support this learning is to give the boys an opportunity to explore how foods can change through cooking.


In our past unit of inquiry in STEAM Year 1 have been investigating different forms of ‘Digital Technology’. To determine the function of code the boys have been exploring robots and coding applications, including Scratch Jr, Cubetto, Dash, Kodable, Beebots and Bluebots.

To finish the unit, we made connections to the UOI topic ‘Sharing the Planet’ and developed Scratch animation of an animal in its habitat. Year 1’s coding skills and technological awareness have improved during this unit and we look forward to using our knowledge of digital technology in our next units of work.


In Mandarin lessons, Year 1 students learn to comprehend conversational exchanges about zodiac signs through Chinese reader and in-class dialogue. There has also been a focus in decoding animal Hanzi by analysing the structure, for example exploring the connection between meaning and form using animal pictographs and Chinese radicals. The boys collaborate in teams researching animals and their habitats which are closely linked with the UOI: Sharing the Planet. They collectively examine impact on animal movements due to the change of their habitat in China through case study discussion. 

Prep | Year 2 News

June 18, 2021

Unit of Inquiry

Sharing the Planet

Central Idea: Taking action can sustain and protect the world’s resources

Key Concepts: Perspective, Responsibility, Causation

In Week 8, we launched our new Unit of Inquiry into Sharing the Planet. The boys have analysed a variety of the world’s issues and shared their perspectives on the issues they believe are the most important issues facing the world today. It has been exciting to hear how each boy has used his head (thinking), heart (feeling) and hands (action) to analyse an issue of their choice in greater depth.  They have also been listening to each other’s perspectives, so as to develop their thinking and empathy skills in a highly emotive unit. We have begun by collecting all the wastepaper we accumulate over a week and then leaving it in a pile in the centre of the room. It’s becoming quite a problem. I wonder who will take action and how they will fix it?

Throughout the inquiry the boys will explore the key concepts through our lines of inquiry: sustainability is a complex issue (Perspective), some resources are finite (Causation) and Action can take different forms (Responsibility). It is a unit that really encourages authentic action. Please be ready for your son’s innovate ideas and his ways to sustain the world’s resources at home.


In the past unit of inquiry during STEAM Year Two explored sound and conductive energy through the development of their digital band.

The boys began their inquiry process by exploring the functions of Chromebook’s; determining how to log in, find the internet browser, google search and plug a cord into the USB port.

Next the boys explored Makey Makey devices, investigating the functions of circuits and developing their understanding of conductive materials.

After investigating all the technology required for their band it was time for each boy to design and construct an instrument, ensuring it contained at least two conductive elements. Once the instruments were constructed the boys then used Scratch to develop their own sound code. This code was then transferred to the instrument through the Makey Makey device. In the final week each class held their own digital bands showcasing their instruments and the sounds they have coded. 


Over the second half of the term, Year 2 students continue to develop their communication skills to share information, experiences and feelings about school routine and community in guided exchanges. They inquire and recognise that each character is a meaningful unit used to make up ‘related words’ in conjunction with the school community vocabulary. The boys creatively apply learned words with reference to Trinity map and design bilingual sign boards for places around the school. They learn a bilingual song related to ‘Waste Disposal” which helps to instil their awareness and responsible actions within the school.


Does your son argue with you? Well it might be about to get a whole lot worse! Imagine them convincing you with well structured reasons and evidence as to why they should or shouldn’t. Following on from our informative reports, the boys have begun inquiring into a new text type: persuasive writing. 

Our learners are exploring the form and function of persuasive writing. In the coming weeks, the boys will learn to construct their own persuasive text to try and invoke action in others. When writing persuasive texts, the Year Two boys are building their understanding of forming multiple arguments and including evidence, using strong persuasive language (modality), sentence structure and time connectives. 

You can support your son at home by asking him for evidence when he is trying to convince you to do something for him. 


In the last few weeks, our Year Two learners have been furthering their understanding of multiplication and division. Through this unit, the boys have been expanding the range of strategies they can use to help them solve mathematical problems. These strategies include using concrete materials to make equal groups, sharing objects, creating arrays, using repeated addition and subtraction, commutative properties and using skip counting to find totals. The boys have been applying these strategies to solve open ended problems. The next step in their learning is to justify which strategy is the best to use for a given problem. You might like to ask our Year 2 students: If there are 24 students in a class, how many different equal groups can they make? 

Next term, we will begin a unit where we explore shapes, area and angles. You might like to look for shapes we see in our everyday lives while on holidays. How big is the park we are playing in? Is it bigger than the park we went to yesterday? How could we find out? What shapes do we see at the supermarket? Why do you think they used those shapes?

Prep | Year 3 News

June 18, 2021


Over the last three weeks the boys have taken a new direction in writing. We have moved on from informative writing, which saw some fantastic research and thinking skills used to inform the teachers about what supplies the boys would need to survive a natural disaster. Our new focus for the next seven school weeks is persuasive writing. We have already covered this, and it is shown in their knowledge, but it gives us a great chance to build on what we know and extend ourselves to the next level.

In literacy groups the boys have started a new class novel. The intention behind this is to build comprehension strategies based around text features of a narrative. The boys are experts at identifying the setting, characters, problem and solution in a story. The next step is to break down the author’s purpose and the theme of the story. This will allow the boys to gain a deeper understanding of the story. 


During this term the boys have shown great resilience in their learning of new multiplication and division strategies. Division can be a hard concept to grasp but the boys have covered it well. A popular strategy amongst the year 3 cohort is using the inverse relationship between multiplication and division to solve problems. Moving on, the boys have covered probability/chance to end the term. A fun strand of maths that allows the boys to explore chance through their own experiments. 3H used their expertise in basketball to predict the chance of the class making 5/25 shot attempts. They predicted that it would be a certainty and completed it with 3 shots remaining.

UOI | How the World Works

In week 7 we were lucky enough to have a visit from Mrs Puneet Singh, a parent in the year group. She shared with the boys her experiences of growing up in the north of India. Many of the boys were blown away by the landscape and were very interested by the technology that the local people used. Mrs Singh brought in a number of items that the boys were allowed to explore. The session allowed for a number of questions and the boys were very engaged. 

UOI | How we Organise Ourselves

For the last two weeks of term we have moved our focus to How we Organise Ourselves. This unit will see the boys focus on individual actions affecting the functioning of a community. This can be related to many things in the boy’s life, school, home, sport and friendships. So far, we have covered some different roles in different communities. These include, facilitators, speakers, timekeepers, material managers and recorders.


In STEAM Year 3 were posed with the question “Can you code a trip the seven continents of the world?” In small groups, Year Three explored this question through coding Sphero devices to move around large maps on the floor, allowing the boys to create connections to their UOI content they were looking at in class.

The boys then transferred their understanding of their groups Sphero coding into their own Scratch animation, showcasing their knowledge of the world and the various climates.


Boys practised making sentences (including time, place, and activity) to organise a timetable in both speaking and writing. Moreover, they used Research Skills, Thinking Skills, Communication Skills and Social Skills to learn extended place vocabularies including Sydney local places, national places, and international places. This hopefully helps boys to be more globally aware in terms of places and activities in the local communities and the broader world.


The year 3 teachers have noticed a drop off in homework being brought in completed to be marked. Please ensure that you are encouraging the boys to complete homework. This allows them to practice writing that is being completed in class and will in turn extend their thinking when they engage in the activities during class time.

Prep | Year 4 News

June 18, 2021


Year 4 have wrapped up their learning on Patterns and Algebra and used week 9 to revise over previously learned content. When students return, they will engage in a new unit on Data. They will learn how to create specific questions, collect data, collate data and present data in different formats. They will use programs such as google forms and other online apps to create forms and get their classmates to complete questionnaires and surveys on a variety of topics. Boys will use their gathered information to create a range of different graphs. 


Students have been focusing on the comprehension skill of Drawing Conclusions within Literature Studies. Drawing Conclusions involves using the information we gather from using a comprehension skill and allowing it to deepen our understanding of a character, setting or text. Within writing, the boys have continued to improve in their persuasive writing by planning and drafting persuasive texts on topics that relate to their Unit of Inquiry. Perhaps it would be worthwhile over the holidays to sit down with your son and have a structured discussion arguing for and against a topic that they have written about. 

Unit of Inquiry

Our unit into How we organise ourselves has led students to explore the digital world. Students have looked at the consequences of what happens when digital systems fail or are disrupted, how the digital world is a platform for interactions, and the ethical use of technology. To find out about the world of IT and the digital systems at Trinity, students created interview questions for Mr Macintosh, our IT support Officer. Mr Macintosh sat with each class and discussed how the students’ Chromebooks are tracked under the Trinity network, how data is stored within the school servers and what can happen when students add extensions to their Chromebooks. Boys were intrigued how everything that they search and do on their laptops is monitored. As the unit progresses, we aim for students to understand that the digital world provides opportunities to connect, inspire and create change.

Linking into this unit of inquiry in STEAM the boys have been investigating the inner workings of Chromebooks through taking apart old devices and examining their internal hardware components, determining their purpose and identifying the function of each part. 

In our past unit of inquiry during STEAM Year Four investigated the concepts of contact and non-contact forces through exploring the wacky and wonderful inventions of Rube Goldberg. Putting their knowledge into action the boys designed and created their own Rube Goldberg inspired marble runs.

The design process began through conducting research on different marble runs, before developing and drawing out a scientific diagram of their design brief, and then beginning the construction process.

Putting their marble runs to the test the boys determined modifications and ensured that it included at least three contact and two non-contact elements. The final component of the design process was for boys to reflect on their designs and determine the positive aspects and what improvements they would create in the future.


Boys have been exploring the digital world by making a bilingual timeline about the revolution of human interactions and the timeline helped boys to identify ways of communication in olden days and the changes of our lives because of technology.

They also inquired into 2 case studies: robot hotel in Japan and cashless pay in China. Visible Thinking Routines (Think, Pair, Share; I used to think…now I think) have been used by boys to analyse the case studies (pros and cons of technology in Asia) and do learning reflections.

Prep | Year 5 News

June 18, 2021

Coming up in Year 5


Week 1-3 How we Express Ourselves


Week 1-3 Chance



Weeks 1-3 Imaginative: Poetry


In week 7, Year 5 began the How We Express Ourselves unit. Through this, the boys will inquire into the idea that movement is a universal language that can be interpreted, appreciated and created in different ways. So far, they have researched different eras of dance throughout history. Moving forward, the boys will learn historical and cultural dances, choreograph their own dance, and explore how movement can be linked to healthy mental and physical wellbeing.

Student research exploring historical eras of dance
Student research exploring historical eras of dance

In STEAM, students were challenged to code a dance; they found that coding had many similarities to dancing: repeated blocks of code are like repeated movements, we can label a block just like we label a movement, and we need to run our programme to debug it just like we rehearse a dance. Students could continue this learning in the holidays at https://code.org/dance

Write a Book in a Day

On Tuesday 15 June, the boys participated in a Write a Book in a Day event, organised by Mrs Nel. All boys successfully collaborated to write engaging narratives with illustrations, which will be printed as books. This was a great opportunity for the boys to apply and develop their approaches to learning, and to particularly work through the challenges involved in negotiating in collaborative groups. We look forward to sharing the finished books with other students in the Library.


How We Express Ourselves has seen lots of collaboration: In Mandarin boys designed their seal signature and then made a stamp in Art. In Mandarin, boys inquired into Kung Fu and Tai Chi, they then practised their physical moves in PE. In Week 7, a Kung Fu master came to deliver a Chinese martial art workshop. The workshop helped students to learn more moves to make them stronger and more flexible. They also experienced the cultural beliefs- meditation for mind and spirit, while doing some Tai Chi moves.


In Year 5, the boys have begun identifying, describing, continuing and creating number patterns. The boys have learnt to create a table of values to help organise their thinking, use this table to find the recursive rule in the pattern (the changes that happen through the value of terms) and the function rule (the rule we can apply to any term in the sequence to find the value of the term. Using these mathematical elements, the boys have been able to identify where certain coordinates would land in a graph involving repeated patterns. The next steps in our learning are to identify patterns involving fractions and fractals. 


In English, the boys have been writing, editing and publishing a historical narrative. We have been focussing on using grammatical structures for purpose, using character voice to connect person, values and historic setting, including a theme or moral in our story, and using figurative language to describe character actions and feelings. The stories have provided a rich opportunity for our young authors to explore different ways to engage an audience but keeping true aspects of the historical event intact. 

The boys have now begun a unit on poetry. We have analysed the poem ‘Stream School’ and identified the purposeful use of personification in this poem. The boys then created their own poems, focussing on purposeful personification. The next step in our learning is to analyse an ode, and then use our understanding of how to write an ode to create our own poem. 

Writing samples:

The world I want to be (NAIDOC writing)

By Jaydon Chang

I smell the radiance of the country,

The land of grassy plains.

The smells that bring back memories,

Throughout the sun and rain.

The crisp of fire and fall,

Fresh in life around me.

The wind of Kookaburras,

And the bustlingness of bees.

The succulence around the land,

Food, flood and family.

The aroma of gum trees,

Looks like pure fantasy.

But life is not the same,

The cultures gone and angered.

Our soul is broken through the land,

Since they came and anchored.

The scent is fading, the life is crushed,

With white ghosts crowding like grains of dust.

Their ways of dirt, malicious and cruel,

Is turning our customs into rust.

But In my heart, the dream still lives,

It thrives and grows and drowns the past.

As we are seeing the future creep,

Our culture keeps, unsurpassed.

Historical Narrative

(July 19th, 1848 America, First protest for women in America)

“Deeds, not words!” the fierce women of America screamed with all their might.

“We will break down your brick walls,” Emila Stregthhood shouted. Her words shot like bullets at anyone in their path. Grey clouds, dirty streets and thousands of feet trampled across the disgraceful, rocky, cement ground. The army of women marched like ants, fearless in the face of the brick wall that was the guards. 

“We will break windows and burn things, because war is the only thing men will listen to,” Violet Cambridge’s words rang out through the crowd, stoking the flames of courage. The best protection a woman can have is courage, and they knew they needed every ounce of it to break down this wall and earn their rights. 

The officers stood side by side, solid as a brick wall ready for a rehearsal, not a war. They waited for the oncoming army of ‘mice’ to draw closer. No way could the rodents penetrate this stable wall of brick. Excitedly waiting with little patience, the officers were amused and laughed bitterly at their opponents. A thought had possessed all of the soldiers and it was that a woman had no place in this brick wall, nor had any place in this world. A Man’s World. Seconds from a winner’s glory, the officers had lost almost all their patience for the mice ahead of them.

The women shot like a gun towards the brick wall with the weapons, knowing that they gain the rights now or never. Shields smashed against jaws crushing teeth and destroying hope. The women didn’t give up, they fought with all their might and strength pushing holes through the filthy brick wall. Finally, the women made a large hole in the wall. Like a hoard of buffalo, they charged through the gap tramping on the men trying to stop this hoard of hope. But then a large number of men surrounded the hoard, stopping them from getting out. The women looked at one man that owed them, James k. Polk the government.

By Dominic Alvaro (5H)

Prep | Year 6 News

June 18, 2021


This term we have focussed on Measurement. Boys in Year 6 inquired into distance both inside and outside of the classroom. We then learnt to calculate speed by dividing distance over time and practised our algorithm by calculating the speed of a rolling ball, paper aeroplane and even how fast our classmates could run 30 metres. Mass was also a focus as we learnt how to estimate in tonnes, kilograms and grams. We challenged ourselves with some good questions about a petrol tanker that made stops to the petrol stations. Finally, we have been investigating time. It was interesting to learn about time zones around the world and calculate elapsed time when travelling.


We are loving our literacy groups in Year 6. Our small groups are reading some challenging novels such as Pennies for Hitler, Goodnight Mr Tom and Once. Boys enjoy reading aloud and discussing various literary devices. For writing we have focussed on narratives. Mrs Mansouri has helped us generate ideas and plan our narratives so that they will be more mature as well as have a good complication and resolution. We are really succeeding in making our story starts more interesting by setting the scene using the five senses. 

Unit of Inquiry – Where We Are in Place and Time

Before we started this unit, we learnt all about TUBA. No, not the instrument, but the acronym. TUBA stands for Timeless, Universal, Broad and Abstract and it helps us decide what is a conceptual idea. This helps us to decide what things we should inquire into for our new Unit of Inquiry. For example, we learnt that space is a concept, but planets is a subject that is narrow. Similarly, natural disasters are a subject, but phenomena are a better concept to inquire into. After that we created our new central idea for this unit.

‘Society has evolved through scientific exploration’

We are looking forward to investigating all the amazing scientific discoveries about space and natural phenomena in human history.

In Steam we quickly recapped our understanding of contact and non-contact forces that we had learnt about in Year 4. The boys then followed the scientific method to prove that exerting a larger force on a rubber band makes it travel further – luckily, we could use the top court to measure just how far the bands travelled! They now need to apply this knowledge as engineers to consider how to combat the effects of forces in natural phenomena like earthquakes by designing structures that can withstand the effect of shaking.  

Ozren Bogdanovic (genetics scientist) By Jaemin Yoo

On the 11th of June, Year 6 was very lucky to be able to have a Skype call with Dr Ozren Bogdanovic, a scientist from the University of New South Wales. Dr Ozren Bogdanovic obtained his PhD from Radboud University (Nijmegen, the Netherlands), where he worked on DNA methylation and methyl CpG-binding proteins during early embryogenesis. Ozren then moved to the Andalusian Centre for Developmental Biology (CABD, Seville – Spain) where he led multiple developmental genetics projects and participated in the adaptation of next-generation sequencing technologies to vertebrate embryonic material. Before the talk, we researched his work and wrote down a list of questions for him to answer. Dr Bogdanovic answered some of our questions and also talked about DNA methylation, Methyl CpG and embryogenesis he even talked about epigenomics. Dr Bogdanovic was amazed at the maturity and level of the questions and was astounded by the engagement and enthusiasm. He even emailed Mrs Nel telling her that we were the best class he has ever talked to!

What’s coming up in Year 6 Next Term?

Over the next few weeks in English we will:

  • Continue inquiring into narratives and poems in our Creative Writing unit
  • Hold workshops to develop skills associated with the creative process of narrative and poetry writing
  • Continue developing oral reading, comprehension and grammar skills through our weekly Literacy Groups rotations. 

In Mathematics we will:

  • Delve into 3D Space and then fractions, decimals and percentages
  • Hold workshops that target specific learning needs
  • Show and justify mathematical thinking and problem solving

In Unit of Inquiry we will:

  • Continue our investigation into natural phenomena and space. If you have a particular interest in this unit, or know someone who does, we’d love to hear from you!
  • In STEAM we will look at how design thinking is used by engineers to prototype and test different structures; how science informs design and design must meet the needs of the community.


Boys continued with the stand-alone unit “Introduce a famous city” and used their Communication Skills (writing) and Research Skills to create a bilingual brochure of a city based on their choices, including city name, country name, city location, city feature, city attraction and local cuisine. It was great to see some Hanzi writing (Chinese characters) and various ways of creating the brochure such as doing graphic design, making an animation, and designing a booklet.

Music News | Junior School

June 18, 2021

Music touches us emotionally, where words alone can’t.

– Johnny Depp

At the conclusion of another term, we celebrate the success of a normal return to music making. Congratulations to all the boys who have performed, including at the Junior School Assembly, the Gala Concert, Eisteddfods, AMEB Exams, and Studio Concerts.

We expect the highlight of Term 3 will be The Primary Arts’ Festival on 20 August. We have programmed some exciting repertoire for the ensembles which we are looking forward to sharing with our community. The Junior School Choir intends to première three new Australian works as a part of the TGS Composer Fellow Program. Save the date! 20 August 2021.

We extend a very special thanks to Parents and Caregivers for their support of son’s participation in the Junior School Cocurricular Music and Individual Lesson programmes. Whilst the benefits for your son are self-evident, it would not be possible without the special sacrifice parents and caregivers offer in encouragement, transport, and patience. Quite simply put, Thank you!

Term 3 Week 1 Music Cocurricular Rehearsal and ICM Schedule


Students not in attendance


Students not in attendance


Prestissimo Jazz (from 7:30am) – School of Music Orchestra Room (M1.3)

Year 1 Instrumental (11:30am – 12:30pm) – School of Music

Year 2 Instrumental (1:15 – 2:15pm) – School of Music

Year 3 Instrumental (2:15 – 3:15pm) – School of Music


Vivaldi Strings (from 7:15am) – School of Music Band Room (M1.2)

Junior School Concert Band (from 7:30am) – School of Music Orchestra Room (M1.3)


Treble II Junior School Choir (7:30 – 8:20am) – School of Music Choir Room (M1.1 & M1GA)

Choir Advanced Ensemble (7:30 – 8:20am) – School of Music Choir Room (M1.1 & M1GA)

If you have any further inquiries for music, please contact the Music Department on 9581 6042.

Trevor Adams | Director of Junior School Music


Rugby – Representative Selections

June 18, 2021

Despite the break from the CAS competition there have been numerous Trinitarians plying their skills on the rugby field. The significant efforts of our young men have been rewarded, with several students selected in a variety of teams.

From their efforts in the CAS 1st XV Competition, Olly White (12FO) was selected for the CAS 1st XV, while Theo Kidd (12WJ), Kai Roberts (12LA) and Hunter Hannaford (12DU) were selected in the CAS 2nd XV. They played GPS last Thursday night and they will take the field again on Friday, with the CAS 1st XV playing the CHS 1st XV and the CAS 2nd XV taking on CCC.

Following the CAS Under 16s Trials, five young men were selected for the CAS Under 16s Team; Orly Hatton-Ward (10SC), Alisi Leao (11MU), Paulo Tauiliili-Pelesasa (11HE), Kian Edmed (11FO) & Max Meagher (9HI). They will compete at the NSWSRU Trials on the first weekend of the school holidays and vie for a spot in the NSW Under 16s side.

Over the June long weekend, we had several of our players represent their club teams in the NSW State Championships. Trinity players were active in the Under 14, 15, 16 and 18 age groups. The following boys were selected in representative teams:

  • Akira Chapman (9DU) and Cameron Van der Groot (9WE) were selected in the Sydney Under 14s squad.
  • Sam Niulala (10ST) was selected in the Sydney North Under 15s side.
  • Ashton Frazer (9MU), Malik Amine (10YO), Dane Micthell (10LA) and Mitchell Chen (10AR) were selected in the Sydney South Under 15s side.
  • Alisi Leao (11MU) was selected in the Sydney Under 16s Blue side.

Congratulations to all these boys for their efforts.

Mick Snowden | Director of Rugby

Cross County Report | CIS Championships – 10 June 2021

June 18, 2021

The CIS NSW Championships were held on Thursday, June 10, on the vast, uncovered, hilly, muddy terrain of Eastern Creek Raceway, and Trinity recorded some remarkable individual and team results as part of the CAS contingent. Here are the highlights:

Trinity Team Victories:

U13s: Matthew McLachlan, Kobe Stewart, Angus Royal, Joshua Lubke

U16s: Jack Waide, Joseph Cantlon, Micheal King, James Schroder

Individual CIS Representatives:

U13s:    Matthew McLachlan (1st)

              Kobe Stewart (3rd)

              Angus Royal (6th)

              Joshua Lubke (10th)

U15s:    Luca Gillard (2nd)

              Ben Moloney (11th; first reserve)

U16s:    Jack Waide (3rd)

              Joseph Cantlon (8th)

              Micheal King (12th; second reserve)

Opens: Patrick Cantlon (1st)

The above results truly are amazing. I can’t recall four of our runners ever having placed in the top 10 at CIS like our U13s did, nor can I recall a stronger contingent than our seven U16s runners. The improvement of a runner like James Schroder, the guts of our U12s runners Ashvin Nagaratnam and Giacomo Duarte, the courageous aggression of Patrick Cantlon, the commitment of Ben Moloney in coming from Field Studies, the solid first CIS run of Keelan Stephandellis, and so many other individual performances, were not left unnoticed or unadmired. Our Trinity runners who did not end up making the CIS team did CAS and Trinity proud, running good, competitive races in very difficult conditions: Ashvin Nagaratnam, Giacomo Duarte, Myles Buvac, Zachary Pliatsikas, Ryan Gupta, Lewis Potter, Theo Christian, William Cooper and Keelan Stephandellis. Well done to all.

Enjoy the three-week break and don’t forget to enjoy some regular runs!

Good running,

Phillip Mugridge | MIC of Cross Country

Australian Water Polo Representative News

June 18, 2021

Congratulations to Harper Stewart (10St) and Lucas Young (10We) on their recent selection in the Australian Born 2005 Cadet Team. Both Harper and Lucas will be travelling to New Zealand with the team in July. Additionally, Congratulations to Thomas Rathbone (11Ke) on his selection in the Australian Born 2004 Youth Squad. Thomas will be involved in a training camp in Sydney in July. Well done to all three students on these exceptional achievements!

Seamus Rodden | Director of Water Polo

H. Stewart
L. Young
T. Rathbone

Junior Sports Fixtures

June 18, 2021

Music News | Preparatory School

June 17, 2021

Music is life itself

– Louis Armstrong

Term in Review

Thank you to all Instrumental and Curriculum Music staff, students and parents as we returned to some normality in regard to performances in Term 2. We began the term with the Anzac Day Service and welcomed back after over a 12-month absence Trinity Singers. All things strings were celebrated at the Strings Soiree Concert in May and some ensembles continued to record and share achievements with parents. In the Studio concerts it was so refreshing to hear the boys play and evident that we require ongoing performance opportunities for the students to develop confidence in performing to an audience. The ability to host again AMEB exams onsite for strings and piano was an added bonus and I hope the fact they could play in familiar surroundings will be reflected in the results. The Year 1 and 2 string classes end of term concerts enabled the students to work towards a goal, develop new playing and ensemble skills and play for their peers within the program. The uptake of students from the Year 1 and 2 string programs into the Private Tuition Program has been the best in my five years here, so thankyou to the staff, boys and parents for supporting their ongoing musical growth. In the Year 4 Band/String Program the students have continued to develop their skills in playing the chosen instrument and in sightreading. Thanks to Mrs Deasey who has taken the Year 4 String session in Mrs Palmer’s absence. I would like to publicly thank the Publications Department for their work in regard to our Studio Concert Programs. 

Co-curricular Group – Corelli Strings

Corelli Strings have had an exciting term learning new repertoire and performing at the String Soiree! Building on the organisational skills of Term 1, all students are developing responsibility for setting up the stands and chairs required for rehearsals to take place effectively. Students have enjoyed playing together and learning about different parts in ensemble playing. There has been a focus on rehearsing small sections, listening to other parts, and building layers as each part is added. With listening at the core of music making, students have played scales, warm up activities and a variety of repertoire including Ready … Set … Fiddle and How Do You Do? Throughout rehearsals Corelli Strings have experimented with different sounds through dynamics and harmonies while demonstrating teamwork and respect.

Music Rehearsals Term 3

All Music Co-Curricular Ensembles will commence rehearsals in Week 1 on their designated day so please ensure that students are in attendance and on time for the scheduled start time for the rehearsals.

Geraldine Campbell | Director of Music Preparatory School


Arthur’s Authors | Inaugural Event Rescheduled!

June 18, 2021

RESCHEDULED DATE. Our inaugural Arthur’s Authors event has been rescheduled for Tuesday 20 July, 2021. In conversation with the History Faculty’s Mr Matthew Driscoll, Dr John Dickson will be sharing insights on his new book: Bullies and Saints.

Ticket holders will be contacted via email with further details. Thank you for your understanding. We look forward to welcoming you to this event early in Trinity term.

Free curator’s talk this Sunday

June 18, 2021
Bronwyn Rennex (left) and artworker Derylesa Carter (right) at the art centre, Maningrida NT, June 2021

Learn about art from the Maningrida region of Arnhem Land, NT, with guest curator Bronwyn Rennex.

Join her for a free floor talk and walk through Delmar Gallery’s current exhibition. Lineage celebrates the work of contemporary women artists from across the region, highlighting the strong traditions of fibre sculpture and weaving. Ms Rennex has worked as a consultant with Maningrida Arts & Culture since 2017, where she has helped train local artworkers and assisted in the art centre and Djomi Museum. She will be talking about her experiences at Maningrida and sharing what she has learnt about the artists and their works in the exhibition.

When: Sunday 20 June, 2pm – 2.45pm

Where: Delmar Gallery, Summer Hill Campus, Victoria St Gate

Cost: Free

RSVP essential via https://www.trybooking.com/BSDJN

Contact: delmargallery@trinity.nsw.edu.au or phone 9581 6070

Read more: https://issuu.com/delmargallery/docs/lineage_online_catalogue

Dates for the Diary

June 18, 2021

For full details of co-curricular programmes, please click on this LINK

Evening of Prayer

June 18, 2021

Wednesday 28 July 2021 | 8pm to 9.30pm

You are warmly invited to the Parents and Supporters’ Prayer Meeting at the Head Master’s Residence. Come and join in an evening where we pray for the many needs of our School community and hear something of the Christian Ministry within our School. Supper is provided.

Please RSVP via the TryBooking link here: https://www.trybooking.com/BSGMO

Bookings will close at 4pm on Sunday, 25 July.

Venue: Head Master’s Residence (near the main gates of the School in Prospect Road)119 Prospect Road, Summer Hill.

Dates for the Diary | Junior School

June 18, 2021


Week 1

13 July First day back for students

17 July Sport – Winter Round 8

Week 2

19 July Kindergarten Excursion Symbio Wildlife Park

20 July Track & Field House Championships (SOPAC)

23 July K to 4 Father and Son Breakfast

23 July Y2 & Y4 Allwell Diagnostic Testing

24 July Sport – Winter Round 9

Week 3

31 July Sport – Winter Round 10

Artmaking weekend at Delmar Gallery: take home your very own djamo!

June 17, 2021
© Lena Yarinkura, 2019. “Djamo (Dog)”, paperbark and kurrajong with natural dyes, 78 x 48 x 16cm.

Come along to Delmar Gallery during the holidays for an exploratory, artmaking workshop designed to be enjoyed and shared by children and their carers. Using our latest exhibition, “Lineage: Maningrida Arts”, as their muse, participants are invited to make 3D animals found in the artworks. The workshop will be led by Delmar Gallery staff member, Christine Smalley. Art materials and instructions will be provided.

Ages: 3-12 years. PLEASE NOTE children must be accompanied by a supervising adult at all times.

Time: Drop by between 1 – 3pm, allow 40 min to make your 3D animal

Dates: Saturday 3 and Sunday 4 July

Location: in the Delmar Gallery courtyard (weather permitting) and inside the gallery if raining/windy

Cost: Free!

Further information: delmargallery@trinity.nsw.edu.au or phone 9581 6070

Read more about the exhibition in the catalogue, including an essay by guest curator Bronwyn Rennex. “Lineage” is presented by Delmar Gallery in association with Maningrida Arts & Culture and Bábbarra Designs: https://issuu.com/delmargallery/docs/lineage_online_catalogue


Trinity Prayer Group | Summer Hill Campus

June 18, 2021

Parents and friends continue to pray for our boys and the School. In Term 2, we will meet at the Summer Hill campus, for Junior and Senior School:

When:  Tuesdays | 8.30 – 9.30am on the even weeks of term (Weeks 2, 4, 6, 8).

Where: The Dining Hall

So grab a cuppa and please join us for a time of encouragement, community-building, thanksgiving and to sincerely bring the needs of the School community before our gracious God. Dates for Term 2, 2021:

  • Tuesday, 20 July
  • Tuesday, 3 August
  • Tuesday, 17 August
  • Tuesday, 31 August
  • Tuesday, 14 September


Greg Webster | Senior Chaplain, Summer Hill
email gwebster@trinity.nsw.edu.au

Kerry Vickery (Summer Hill) 
mobile 0408 119 187

Trinity Prayer Group | Strathfield Campus

June 18, 2021

Parents and friends continue to pray for our boys and the School. In Term 2, we will meet at the Preparatory School, Strathfield campus:

When:  Tuesdays | 8.30 – 9.30am on the odd weeks of term (Weeks 3, 5, 7, 9).

Where: Christian Studies Room (please sign in at reception first)

Dates for Term 2, 2021:

  • Tuesday, 15 June


Wendy Chan (Prep School) 
mobile 0405 129 328

Carla Ferla (Prep School) 
mobile 0414 166 336

Student Absence Notice

June 18, 2021

The preferred channel to report an absence is via the School app. If your son requires a leave of absence from school, please continue to request leave in advance by writing to the relevant Head of School for permission. To download the Trinity School app, please visit the Google Play store for Android, and the Apple Store for Apple iOS devices.

Prep Canteen News

June 18, 2021

Canteen will only be available for students through FlexiSchools. There will be no use of cash.

Parents are invited to order their son’s Crunch & Sip, morning tea or lunch each day through the FlexiSchool app.

  • Crunch & Sip orders close at 8:30am
  • Morning Tea orders close at 9:30am
  • Lunch orders close at 10am

Click HERE to set up your FlexisSchool account.

Reminder: Please let your son know you have ordered Crunch & Sip or Morning Tea. Boys can collect their orders from the canteen.

CLICK HERE To download the latest menu!




Traffic Management Plan (Summer Hill Campus)

June 18, 2021

Click here to read the Traffic Management Plan (Summer Hill Campus).

Preparatory School Traffic Management Plan (Strathfield Campus)

June 18, 2021

Click here to read the Preparatory School Traffic Management Plan (Strathfield Campus).

From the Uniform Shop | Holiday Trading Hours

June 18, 2021

Trinity Grammar School Uniform Shop will close for the school holidays on Friday 18 June at 4.00pm.

School Holiday Trading Hours

  • Friday, 9 July | 9.00am to 4.00pm
  • Monday, 12 July | 9.00am to 4.00pm

Extended Trading Hours

  • First Saturday of every Term
  • Saturday, 17 July | 9.00am to 2.00pm

The uniform shop will return to normal trading hours on Tuesday 13 July 2021.

Normal Trading Hours

  • Monday – Friday | 8.00am – 4.00pm

Please use the link below to book an appointment.


You are welcome to purchase from the online uniform shop at your convenience and your order will be filled when the store re-opens, 9 July 2021.


Passphrase: tgs1913