2021 | Term 3 | Week 3
July 30, 2021
From the Head Master
This week we saw a number of shifts in the COVID-19 restrictions that have implications for the School.
Remote learning to continue
The key issue is that schools in Greater Sydney will remain under Level 4 restrictions for another four weeks; in Trinity’s context, we will be in remote mode until at least the end of Week 7. I suspect that this decision was not surprising for most of us, given the continuing escalation of the situation. Nonetheless, I do not doubt that many hearts sank at the prospect of continuing with the current arrangements. While the overall feedback from the community suggests that remote learning is generally going as well as we could hope, we want it to be over.
Broadly speaking, the current arrangements for remote learning will continue. Supervision of students will be provided onsite for those students who need it. The protocols for remote learning can be accessed from the MyPortal.
Year 12 to sit Trial Examinations
The Premier announced that Year 12 students would be able to return to schools on Monday 16 August (Week 6). Trinity is planning for our Year 12 students to sit their Trial Examinations for both the HSC and IB Diploma in Weeks 6 and 7. At this point, the best advice for the boys is to continue to prepare for the examinations.
The School has a number of concerns and questions raised by the government’s initiatives. We expect that the government will provide clarity over the next two weeks; health advice will come from NSW Health and the education authorities will provide guidance with applying the health advice to schools. An announcement was made by the Premier today with reference to the provision of vaccination for some Year 12 students. We expect further information to be provided with reference to COVID testing for students. When the School is able to provide information as to how the Trial Examinations will be conducted in a COVID-safe way, it will be communicated to the School community.
The School is also awaiting guidance from NESA with reference to the assessment of major works in practical and performance subjects. There will be misadventure provisions for boys whose preparation and completion of major works has been impacted by COVID-related restrictions. Again, the School will communicate about these issues with boys as soon as we are able to do so.
At this point in time we do not have the information to be able to answer questions in a meaningful way. The School leadership is seeking clarification, making our concerns known to the authorities, and planning for a number of scenarios. In the meantime, the boys and teachers should continue to consolidate their learning to the best of their ability.
End of year assessment in the MS/SS
As families are aware, unlike most schools, the academic year for the Middle and Senior Schools at Trinity rolls over at the end of Term 3. There are only a few weeks left of the academic year. The extension of remote mode and the announcement regarding the return of Year 12 has required a significant shuffling of the planned end-of-year assessment programme.
The primary purpose of assessment is to identify where students are at in their learning at a particular point in time. Teachers have been gathering evidence of student learning throughout the remote period and will continue to do so. In Weeks 5 and 6, students in Years 7 to 11 will have a more formal assessment in each of their subjects. These assessments will be designed to be completed within the timetable and in a form that is suitable for the remote mode of learning. Boys will have received information about the timing and nature of these assessments from their teachers.
Lesson-free days for MS/SS
In normal circumstances, the process of assessment and reporting in the second half of Term 3 is very highly tuned, placing very heavy demands on teachers and providing very little margin in due dates. The issue is that we attempt to complete the process of assessing and reporting for all six Year groups in a five week period; most schools manage this process over a period of four and a half months, from August to December. There are a number of reasons why Trinity takes the approach that we do; a key consideration is that Term 4 is deployed much more effectively for learning in this arrangement, rather than being characterised by a long, slow slide into summer holidays. However, it is important for families to understand that the second half of Term 3 is very pressured for teachers of Years 7-12.
One of the ways that the School attempts to meet the demands of this ambitious schedule each year is to provide a student-free day for marking and reporting on the Friday of Week 8 (3 September). You will see this date noted in the Record Book. As we have juggled and shuffled the assessment schedule this year, it has been decided that teachers will need an additional day for marking and reporting. Therefore, Friday 27 August (Week 7) has been gazetted as a lesson-free day for MS/SS students, as well as Friday 3 September (Week 8). Reminders about these days will be provided to boys and families over the next few weeks.
Field Studies Centre and Programme
The extension of the restrictions have prevented the School from resuming the Field Studies Programme (FSP) for Year 9 students as we had planned. The current Public Health Order requires fourteen days of self-isolation for people who leave Greater Sydney. We hope to offer the boys who were scheduled to go on the FSP this term an opportunity to do so, as soon as the Public Health Order allows. It appears that this will not happen prior to the end of August. More information will be provided as and when we are able to do so.
The restrictions will also prevent us from holding the planned Open Day on 14 August, during which we had hoped to formally open the new facilities and give School families the opportunity to explore our campus. We will not be able to conduct an Open Day this term. We are putting together a virtual formal opening of the new classrooms, which will be circulated to the community later in the term; this will include video and photos to help families become familiar with the site.
The School continues to be hopeful that the remaining boys from the Year 9 cohort of 2021 will be able to participate in a Field Studies Programme, before the new iteration of the extended programme commences in Term 4.
As always, I am appreciative of the trust that the parents of the School continue to demonstrate in us. In the changing and fluid landscape, we will continue to try to provide the best communication that we can, without pretending to offer a certainty or clarity that can’t be sustained. We understand the frustrations, tensions and pressures that so many are feeling, as we feel them too, and we remain resolute in our commitment to continue to do the best that we can in their education of the Trinity boys.
Detur gloria soli Deo.
Tim Bowden | Head Master
From the Head of the Preparatory School
Whilst it has been a quiet week at the Prep School onsite, I am pleased to report that this has not been the case in the remote classrooms our students inhabit. Whilst the number of steps I walk at school each day has dropped significantly, I feel that the insights I have into the students’ learning has increased dramatically. From my desk I have the ability to move quickly from classroom to classroom and to share in the students’ learning. I hope that parents are also appreciating the more regular insights into their sons’ learning.
Yesterday I wrote to the Prep community with an update on Remote Learning for next week. I trust that this email was received. The main points made in the email were:
- Our approach to remote learning continues to be tweaked as we seek to respond to student learning needs. There are no significant changes for next week, however, we are considering a few options to enhance the students’ experience in future weeks.
- This week was the first week of a more synchronous (real time) approach to remote learning in Year 5 and 6. It is proving to be very successful for the older students, but we are not looking to implement this daily model for other year levels due to the maturity required by students to engage for extended periods of time throughout the day.
- An acknowledgement of the additional challenges facing our staff and families residing in the restricted Local Government Areas.
- Grandparents’ Day – further information can be found below.
- A reminder that any ongoing issues can be raised through the following email addresses:
Grandparents’ Day extended to a week
Unfortunately the current lockdown will prevent us from hosting our annual Grandparents’ Day with Year 1 and 2 which was scheduled for next week. Rather than dwell on the disappointment of this, we are seeing this as an opportunity to broaden Grandparents’ Day to make it a whole week! We have decided to move the event to the virtual world and opened it up to all students from Pre-K to Year 6.
I encourage parents to watch this video with their son where he will have the chance to listen to a story and then receive some ideas on how to engage virtually with his grandparents (or a special family friend). Whilst he is enjoying this time with his grandparents, please take a photo or a video as we would love to share how the school has celebrated together. Please use this form to share your photo or video. If you have any troubles accessing this, you can also email your submission to firstname.lastname@example.org.
Learning highlights from Week 3
I hope to bring a range of learning and pastoral highlights to the community each week to celebrate the efforts and engagement of the students and to showcase the wonderful work and creativity of the Prep teachers.
Look at the fun 6G had at one of their afternoon check-ins – click here to see more..
Brendan (LEGO) and Jonathan (sketching) have created representations of the Great Wall of China as part of a Time for More challenge.
Year 1 have been exploring 3D shapes in Maths this week and have been creating some life-size models.
Year 1 have also been busy in STEAM sorting through their recycling bins to redesign chip packaging. Working through the design process it was determined that the new packaging needed to be resealable, protective, fresh, and convenient. Check out some of the designs!
Some of our Kindy learners talking about our favourite books and thinking about book characters so that we are ready for Book Week!
Year 5 have been learning the Heel Toe Polka as a part of their How We Express Ourselves unit. They have been completing an inquiry into how people connect, and express culture, through dance. Click on this link to see more.
And it’s good to know that birthdays are not being missed…pity we can’t share a piece of cake at the moment.
Finally, there is much excitement in Pre-K because of what is coming next week…click on the link to learn more.
Chris Wyatt | Head of the Preparatory School
From the Head of the Junior School
Dear Parents and Friends of the Junior School,
We were not surprised but disappointed with the lengthy extension to the city lockdown and the implications for schooling. Almost every teacher, student and parent would prefer to have boys on-site, but that is not to be for at least the next four weeks. I thank everyone, parents, boys, teachers and aides, for their patience and additional efforts in maintaining momentum for learning. Please keep doing your best and we will do the same.
Thank you for the many messages of support communicated for our teachers. The encouragement is very affirming for the teachers and helps to keep their spirits high. Much like students miss the daily interaction, teachers also miss the contact with students and one another. Learning is usually a shared experience, and all are missing the energy that comes from social interaction and being together.
Please continue to read the updates that will be distributed each Thursday, outlining events and registration details for the week ahead. The key points in yesterday’s update were:
- We remain conscious that every family is in different circumstances and facing different pressures – we will continue to strike a balance with check-ins, teaching and tasks, to facilitate routine whilst allowing the flexibility needed by the variety of our learners.
- A number of special events are being planned to energise the boys, build community and break-up routine. Next week, we will abandon our now-familiar morning routine on Thursday to hold the ‘Junior-lympics’. Details will be provided early next week – we are looking forward to sporting achievements to rival what we are seeing in Tokyo!
We will also be planning other special events for boys to look forward to in the weeks ahead. Book Week will be the focus in Week 5 and Science Week will provide special opportunities in Week 6.
At this stage, it would be foolish to forecast when we will return to face-face schooling or what this may look like. At that time, we will be better placed to advise which calendar events will be able to be re-scheduled or re-imagined. I can flag that we are conscious that all Father and Son Breakfasts have been missed this year, so we are planning to hold a virtual event for all boys and fathers to be scheduled to coincide with Father’s Day.
Mark Dunn | Head of the Junior School
Consider it pure joy, my brothers and sisters, whenever you face trials of many kinds, because you know that the testing of your faith produces perseverance. Let perseverance finish its work so that you may be mature and complete, not lacking anything.James 1:2-4
From the Deputy Head Master
God grant me the serenity
to accept the things I cannot change;
courage to change the things I can;
and the wisdom to know the difference.
At Trinity, we take the welfare and wellbeing of your sons very seriously. One way this is reflected in the School’s procedures is through the Welfare Teams. If a member of the staff or parent has a concern about a boy’s wellbeing or mental health, a referral is generated and triaged at the weekly Welfare Team meetings at the Senior School, Middle School, Preparatory School and Junior School. Each referral is handled individually, and a team approach is taken for each case. A referral may involve the TESS Counselling and Psychological Support Service, it may involve the TESS Academic Support Service, or it may require a referral and liaison with external professionals, including psychiatrists, psychologists, speech pathologists, occupational therapists, paediatricians or community mental health teams. The Welfare Teams continue to meet during lockdown. Recommencing this week, your sons were asked to respond to Skodel, our weekly wellbeing pulse check. They are asked three questions; how they are feeling, what things are having a positive or negative impact on their wellbeing, and the third question asks whether they would like to talk to someone. We will ask your sons to respond each Wednesday to help us, and you, keep our fingers on the wellbeing pulse.
An integral aspect of our commitment to the welfare of your sons, is the Counselling and Psychological Support Service. Mr Tim Smith, Ms Sandi Bell, Ms Sue Boursiani, Ms Cara Chillari and Mr Micah Boerma make up the TESS Counselling and Psychological Support Service Team, and all of whom are Registered Psychologists. Your son may never require their services but, if he does, he will be in good hands.
If you sense your son needs support, if you notice he is not his usual self, or if he verbalises that he is struggling with his emotional health, it is important to keep open lines of communication in your family and with the School. Encourage him to talk with a trusted adult, a family member, his Housemaster, or confidentially with one of our School Psychologists who continue to provide remote counselling sessions, support and advice during lockdown. The Counselling and Psychological Support Service may be contacted on 9581 6035 or send a confidential email to email@example.com
Alternatively, you may prefer to point him in the direction of some of the online services where he (and you) can speak, anonymously if you choose, to a trained professional. For example, he (and you) can chat with e-headspace at https://headspace.org.au/eheadspace/ or you can talk with someone at the Kids Helpline on 1800 551 800. We encourage your son to speak openly with the people in his support network about how he is feeling, to continue to engage in activities, and to maintain his social and family connections.
Bradley Barr | Deputy Head Master – Summer Hill
Book a breakfast meeting with your son
Middle School Fathers received an email this week asking them to arrange a new sort of breakfast meeting. Forget complex agendas and video meetings with work colleagues, we want you to have a breakfast meeting with your son. Over the next couple of weeks, share some time, share breakfast together, then share your group selfie shots with us.
“As the lockdown has interrupted our plans for our traditional Father Son breakfasts across Years 7 to 9, we thought we’d encourage our Dads to enjoy some time with a Father-Son breakfast at home,” said Head of the Middle School, Mr John Allen. You’re invited to upload details of your breakfast recipes, pictures of the meal and of yourselves, using this form. Over the next couple of weeks, we’ll share the stories in the Bulletin and our social media channels.
Thanks to Head of the Preparatory School, Mr Chris Wyatt, who sent in this one of breakfast with his son. “It was nice to have eggs with my dad this morning,” wrote Ben.
Or Father Oliver and son Leo T who sent in a mouthwatering selection. “This morning my Dad and I cooked a nice home made breakfast! It involved double eggs in the egg rings on top of some garlic, red onions and herbs, alongside some mushrooms and cherry tomatoes! With a bit of hummus on toast. A breakfast for champions! Haha!” wrote Oliver.
We’re looking forward to seeing more of our Father and Son breakfast meetings! Submit your stories and photos here.
Learning in lockdown
Assembling bicycles, skipping rope challenges, turning dining rooms into mini sporting arenas … Trinity students and their families have been adapting to the challenges of lockdown and remote learning in typically positive style.
They’ve also been making the most of something that in normal times can be in short supply – each other’s company, as indicated by these reports.
Year 10 mum Virginia Valiozis told how her son James managed to assemble his own bicycle at home despite, rather than because of, the manufacturer’s instructions.
“Having exchanged his Trinity school uniform for a more relaxed looking oodie-form, James used his problem solving skills to decipher the not so clearly written instructions.
“Parts were laid out and checked for missing components. Tools and equipment needed to assemble the bike were carefully selected and neatly laid out.”
Though he felt like swapping the instructions for less conventional help such as a rabbit’s foot and healing crystals, the bike was eventually completed.
“Final inspection took place to ensure student expectations were met and the bicycle was roadworthy,” she reported.
“Assessment competency included third-party certification (by way of an older sister) to ensure the bike had been built to specifications.
“It was then taken out into the local area for testing.
“This authentic learning experience challenged our expectations that learning can only take place inside the classroom. It taught us that learning can also occur through experience – by doing, rather than by listening or observing.
“Every day, in both our personal and professional lives, we come up against unfamiliar situations in which we have to solve problems, adapt our behaviours and make decisions.
“We were heartened to witness our son discover his capabilities through doing – a habit that will hopefully stay with him for life.
“Learning beyond the classroom is possible for our students if we continue to encourage them to learn through authentic, real life experiences. This practice of focusing on the good in any given situation helps to rewire our brain and avoid the negative feelings associated with lockdown fatigue.”
Year 2 Prep school mum Nivey Govender said her son had been having fun with the Jump Rope for Heart challenge.
“Some wins we’ve had are:
– spending quality time with each other (in particular with siblings without distractions);
-creating things in Unit of Inquiry that spark curiosity and create joy;
-learning how to navigate different systems and understanding the value in them.
“Thanks for being a wonderfully nurturing and supportive school and giving us amazing staff to interact with, we are most appreciative.”
Another Trinity mum, Sarah Buultjens, reported a plus from repurposing part of the family home.
“Our family has been playing table tennis on the dining room table during breaks. It’s been fun!
“Thanks for your encouragement.”
For the Junior School’s 6J, they shared in the excitement of Olympics watching Ariane Titmus win gold.
The AHL library team also jumped into remote learning encouragement, from shared story time, encouraging our Kindergarten readers, and even setting up personalised Spotify playlists for our staff too. We look forward to sharing more of your stories next week. Don’t forget you can email them to us via TRLnews@trinity.nsw.edu.au
As we conclude our third week of remote learning, I congratulate students for the fine way in which they have stepped into the online learning environment. They have organised themselves to be in the videoconference at the appointed time, followed the protocols, participated, contributed, asked questions, led discussions in Teams breakout rooms, submitted their learning evidence, taken feedback … and turned up the next day to go again! We would like you to know that we are immensely proud of our young men.
The middle and senior schools are heading now into the final three weeks of assessment programmes. During this time, teachers will focus lessons upon consolidation, revision and preparation for these final tasks. Teachers will be supporting students to take up the opportunity to demonstrate what they now know, understand and can do. The tasks themselves, and the learning time leading up to them, have been purposefully designed for students learning in remote mode; they are shaped to support student success. Lesson time will be devoted to students doing the work they need to do in preparation for submitting or completing tasks, with their teachers available via the videoconference to answer questions, provide guidance and work with individual students to consolidate understanding.
Students in Years 10 and 11 will be completing assessment tasks in lieu of examinations during weeks 5 and 6. The intent is not to replicate the examination experience, but to ensure a final opportunity to demonstrate learning. These tasks will be focused upon targeted outcomes and selected topics undertaken in Semester 2; they will be completed during a timetabled period. Lessons leading up to these tasks will offer time for consolidation, revision and teacher guidance.
Teachers are working to ensure students feel well supported to do their best in these assessment opportunities. We know that it is quite a different experience to ‘do’ an assessment task at home without your mates and without your teacher right there. We have therefore designed the lessons before the task, and the task itself, and the online environment during the task, to give students best opportunity to feel confident and be successful. Students and parents are encouraged to reach out to teachers if they have any questions about these next few weeks in which assessment programmes will be completed.
Our Year 12 students are continuing to prepare for Trials in Weeks 6 and 7, while their teachers and School continue to work out answers to the many questions about what COVID-safe examinations will actually look like. My encouragement to Year 12 students is to focus upon the most productive learning that you can do day by day, to take breaks and rejuvenate often, to know that the School is working for you in many ways, and that we will continue to communicate with you as clearly as we can as information updates.
As always, the Curriculum Office warmly invites you to contact us if we can be of any assistance as you navigate remote learning over these next few weeks. At the moment, the best way to contact is us is via firstname.lastname@example.org.
Deborah Williams | Academic Dean
Library News | Preparatory School
Thank you to Lewis Boey for sending in his holiday reading, certainly looks like he has been busy! Please continue to share what you have been reading, even though it is no longer the School Holidays.
Premiers Reading Challenge
Congratulations to all the boys in KS who have completed the PRC Challenge!
Remember to continue to log your books to complete the challenge to receive your award later this year!
Time For More
The sections of Time For More on both Seesaw and Canvas continue to grow. If you haven’t had a chance to check it out yet, head on over. There are currently two competitions running, both centred around the Book Week theme of Old Worlds, New
Worlds, Other Worlds. Students in PK-2 are encouraged to create a comic strip story and 3-6 students are asked to write a 1-2-page story with one illustration. As long as there is a link to the theme, all other aspects are up to the students.
LEGO Book Week Challenge!
Do you love LEGO? If you said yes, then this challenge is for you!
Book Week will be held in week 5 & we would love for you to build any book title or scene from a book made entirely out of LEGO or DUPLO. It can be a book of any genre that you like!
Once you have completed your creation upload a photo & add details about your creation via Canvas under Time For More – Book Week.
I have attached a few photos to give you a few ideas!
Looking forward to seeing all the fantastic creations!
Maree Coote is a multi-award-winning writer, designer, illustrator, and photographer.
Maree’s latest book Azaria- A True History is based on the events that unfolded when Lindy Chamberlain’s daughter Azaria was taken by a dingo while the family was on holidays in the Northern Territory. This book examines the role of the media in history-telling, in an appropriate manner for children. A beautifully illustrated non-fiction picture book.
Abigail Nel | Inquiry Learning Integrator
Awards for the Week
Congratulations to this week’s Junior School Award winners…
Library News | Junior School
With everyone working remotely, I was keen to share with you some of the fantastic learning that the boys have been doing during online library classes this week. Here is a quick snap shot of what they boys have been doing.
Kindergarten – How we use our imagination and solve problems. The boys were asked to re-tell the story of Caps for Sale by Esphyr Slobodkina that I shared with them using a felt board story. They then recorded themselves repeating the story. Boys were able to articlulate how we use our imagination in the story and how the peddler solved his problem. This was utterly delightful!
Lachlan retelling the story with props that he made from Lego. Also note the cap on his head, just like the peddler!
Year 1 – People express themselves in diverse ways through the arts. We looked at the colourful, curvy lines on the Hundertwasser House in Austria; and the bright straight lines of colourful houses in Singapore. The boys then chose which one they liked the best and then drew and coloured a house similar to that design. The book that tied in to this lesson was Hundertwasser; The House of Happy Spirits.
Year 2 – People’s lives are affected by the use of machines. We looked at a couple of pages in What do Machines do all day? by Jo Nelson. Our focus was then on the vending machine. The boys were asked to come up with the pros and cons of having a fruit vending maching in the Junior School. Some recorded their answers to camea and while others wrote/typed their responses. There were many great ideas.
Year 3 – Spaces provide people with opportunities to establish a sense of community. The focus was Yeo Park, the large community space next to Trinity Grammar Summer Hill campus. We looked at how the community uses this space.
Year 4 – Scientific principles help shape our understanding of the world. We used the book How does my Home Work? By Chris Butterworth to look at how energy comes into our homes. Boys were asked to film themselves using energy in their homes by showing the use of electricity through turning on a light, the TV, and opening the fridge to show a cold bottle of milk. We also looked at where water and gas come from. Boys were asked to film themselves turning on the tap and explaining how the energy came to their homes. They did this with great enthusiasm.
Year 5 – Living things change in response to their environment. We used Alison Lester’s Book One Small Island as the focus for understanding how the ecosystem and habitat of Macquarie Island were disrupted and impacted by the arrival of sealers and explorers in 1810 AD. Students were asked to respond by either creating a poster or speaking directly to camera about saving the native animals on Macquarie Island. The boys produced a great range of emotive and informative works.
Year 6 – Natural disasters affect the way we live. We looked at how people have been trying to make sense of natural disasters since time began. The focus for this lesson was on Ancient Greece, Ancient Egypt and Norse Mythology. Story telling of events through mythology was the way people made sense of events such as natural disasters up until the Age of Enlightenment in the 18th Century. The boys were asked to create a comic strip about a story of a natural disaster. They needed to include at least one of the gods or mythical creatures that we looked at in the lesson. We used the book Gods, goddesses and Heroes, Mythology from around the world.by Marzia Accatino. The creativity seen in the boys work was fabulous.
Nikki Bowden | Teaching and Learning Librarian
News from The Arthur Holt Library
There are many challenges facing a library in lockdown, but none are more pressing than the need to provide access to resources when your physical space is off limits. In response to this challenge, the team at The Arthur Holt Library recently underwent professional development with the State Library of New South Wales to better understand how we can leverage their resources to support the Trinity community.
There has quite literally never been a better time to join the State Library. It’s a simple process that involves filling out a form on their website and because they are currently unable to issue physical library cards, they will then email out a library card number that gives you access to their entire digital collection.
Get a library card: https://www.sl.nsw.gov.au/research-and-collections/get-library-card
For those boys studying for their IB Diploma or HSC, this includes access to a number of Academic Databases that will help them complete the research projects they have been assigned. These include Jstor and Gale, databases which they would ordinarily be able to access via the Trinity network, and others such as ProQuest, which give them access to thousands of specialist and scholarly journal articles.
ProQuest are also one of the State Library’s key providers of ebooks via their Ebook Central service. If (like us) you finished your holiday reading weeks ago, it might be worth browsing the collection for something suitable. Your library card will also give you access to NoveList, a collection of ebooks that includes teen fiction and books recommended for nine- to 12-year-olds.
There are even some games, clubs and videos that might help you keep your housebound high schoolers occupied. These include a Young Writers Club, a series of art tutorials and a weekly recipe taken from the collection.
“Having fun isn’t hard when you’ve got a library card.”― Marc Brown
FIRST III DEBATING REPORT
While the COVID-19 induced lockdown has forced a halt to nearly every aspect of our lives, even a global pandemic is not enough to stop Trinity’s Debating Society, as Friday 23 July saw the start of Trinity’s CAS Debating campaign, albeit in a remote manner, with the 2021 CAS Debating Season being conducted at home. As I reminded the boys last Friday, Trinity has not won this competition since 2004 – when Mr. Ikeuchi was School Captain. However, the resilience that our Debaters constantly exhibit will set us up for a strong campaign this year. This round, being hallmarked by ‘Economic Issues’ as the prescribed topic area, made the team excited, with us all being economics students.
The First III of W. Martin (12WH), K. Kwok (12WH) and J. Perera (12La), entered the debate against Cranbrook, last season’s state semi-finalists, confident and prepared for any challenge that would be thrown at us. Indeed, this is what happened as we received the negative side to the topic “That we should not encourage young people to pursue their ‘dream job’ where it comes as the expense of their long-term financial security”. The affirmative team, Cranbrook, proposed a model of societal discouragement towards ‘dream jobs’ and greater encouragement for young people to pursue jobs that aligned with long-term financial security. Cranbrook’s points were that ‘dream jobs’ were over-idealised, the pursuit of these would harm future wellbeing, economic ramifications and the principle obligation of the older generation to provide sound advice. Conversely, Will strongly rebutted Cranbrook’s lattermost point, identifying Cranbrook’s assumption that the older generation know what jobs lead to financial security in the future and argued in his substantive that jobs should not be discouraged on the basis of the financial security they provide and that the discouragement of ‘dream jobs’, which often exist within creative sectors, would stifle innovation and creativity. Keith refuted the affirmative’s point on the over-idealisation of ‘dream jobs’ and in his substantive argued that while ‘dream jobs’ may appear financially volatile presently, they can be a stable source of income in the future. Keith also put forward a point that explained how young people are more likely to excel in pursuing their dream job. The debate room were fortunate to hear IB Business Management being integrated into this analysis as the motivational theories of Abraham Maslow and Daniel Pink were used to support this point. (A special thanks must be made to the Economics Department for the knowledge they bestow upon us, as well as being our biggest fans). Both third speakers summarised the debate, judging it to be in their respective favour to conclude the debate. The adjudicating panel’s time spent deliberating enabled the teams to foster a strong link, which was followed by a vote of thanks from myself and the Cranbrook representative.
Despite technical difficulties, beginning my speech while muted, and a relentless opponent, the Firsts put up a strong fight with the adjudicator panel noting the closeness of the debate, finding that the debate concluded at a point in between both sides, but leaning closer towards the affirmative. Despite the disappointing loss, the team has been encouraged by our performance in the Debate and are more motivated than ever with our premiership hopes still alive. On behalf of the team, I would like to thank; D. Chuchra (12He), for his support and perspective in watching the debate, and Mr Christopher Taplin, for his persistence in ensuring we would still have some sort of a season.
J. Perera | 1st III Captain
10A DEBATING REPORT
While debating online is possible, that doesn’t mean it’s easy.
Last Friday evening saw the commencement of the CAS debating season in an online format with round 1, in which we were pitted against Cranbrook. The CAS 10A team wasn’t happy about having to debate online, as debating online deprives both sides of the ability to communicate during a debate. The topic we received wasn’t kind to us either and took the form of the financial/principle question of whether or not we should discourage young people to pursue their ‘dream job’ where it comes at the expense of their long-term financial security, with the Trinity 10A team arguing for the topic as the negative. As this topic was a blur between principles, practicality and finance, the Trinity team comprised of V. Singleton (10WH), W. Taplin (10WH), A. Jacob (10Fo) and C. Kong (10La) had to make careful decisions when framing our points, lest we unintentionally give our opponent an advantage or missed the mark entirely. We ended up taking a hybrid approach, incorporating elements from both practicality and principles to ensure that we had a strong case, irrespective of where the debate ended up.
Cranbrook’s first speaker explained how the government ultimately knows what is best for the individual, especially in terms of how to achieve financial security. They also proposed the idea that most ‘dream jobs’ are unrealistic goals for a person to set for themselves, and that people should instead look to more ‘normal’ jobs to achieve a stable income.
Trinity’s first speaker refuted these statements, explaining that not all dream jobs are necessarily unrealistic and that ultimately the individual decides what their dream job would be. They then compellingly explained why the individual ultimately has freedom of choice and knows what is best for themselves, drawing links to the USSR, where government officials tried and failed to create a successful economy by allocating workers to certain jobs. He also spoke about how not all successful people are ‘financially secure’ in terms of their job, making reference to careers in the arts, which are primarily powered by the offering of roles and jobs to individuals. Cranbrook’s second speaker responded with a hasty clarification and re-definition of their model and definitions, affirming that they supported individuals to strive toward their dreams, but only to the extent that it doesn’t harm them. They then went on to speak about how young people need to strive towards achievable goals and establish financial security and independence before trying to strive toward a dream job.
Trinity’s second speaker responded to this by declaring this as a contradiction of Cranbrook’s other points before presenting the idea that motivation and happiness are key to success and productivity in the workplace and that a worker should thus be allowed to strive towards a job that will make them happier, as it will inadvertently make them more productive. He also spoke about the risks of cutting off entire sectors from a stream of new workers, and the effects that this might have on other related industries.
The third speakers from both sides then delivered their thematic evaluations of the debate, with Trinity’s third speaker narrowing the debate down to the two main issues of the effect of encouragement on individuals and society. He also pointed out the fact that the opposition had not defined anything in relation to what financial security was and how the government would discourage people from following their dream jobs. Overall, Trinity narrowly won the debate thanks to the fact that our system would not only improve productivity of workers but would also boost happiness and provide encouragement for workers. Overall, this debate was a great start to the CAS season and provided us with insightful feedback and lessons to prepare our team for the debates to come.
W. Taplin (10WH)
Music News | Preparatory School
Increasing Performance Confidence Tips:
- Positive Points – a hand on your forehead with slow deep breathing, clams tremors, channels into frontal lobes of clear thought – clears “brain fog”
Year 1 and 2 Strings Programme
Mrs Lorraine Jayasinghe and Mrs Palmer are uploading videos on Seesaw to assist the boys in continuing to develop their playing skills on their instruments. If at any point strings break, or the strings slip and require tuning, please contact Mrs Campbell email@example.com to arrange a suitable time to bring the instrument to School so the issue can be resolved. I would ask that parents do not attempt to tune the instruments.
Over the holidays new cello racks were installed in Studio 1 and in the corridor outside Studio 9 which will assist boys storing their instruments and make more efficient use of the space.
AMEB Guitar Results
Congratulations to Mr Rocco and three of his guitar students Oliver Cardiff, Thomas Lee and Aravinda Chauhan who sat AMEB exams recently from Grades 1-4. All boys achieved Credit – Honours. Well done.
Time For More
Thanks to the boys who have engaged in the Time For More activitiesduring the week. A number of our Music Co-curricular activities have uploaded repertoire that students can be engaging with so as to continue to develop their playing and ensemble skills. I would encourage boys involved in the listed ensembles in Time For More to engage with these activities.
Singing for good mental health By Mrs Nicole Smeulders
It has been wonderful to see and hear Trinity students sing.
Every week, I will upload a short video for Junior and Primary Choirs on Time For More. My aim is to teach a fun, easy song for the boys to enjoy. These videos are available to all boys in Years 2 – 4, even if they don’t usually sing in our choirs.
For the Trinity Singers, songs and choreography for our musical cantata Jonah Man Jazz will be uploaded each week. I hope that we may be able to record this mini musical presentation in Term 4.
Thank you to the many boys who have shared videos of themselves singing. I am also encouraged by the emails from parents and students who have let me know that they are engaging with the videos.
Singing is associated with good mental health and is a lifelong skill to enjoy!
Due to the uncertainty surrounding further extensions to the stay-at-home orders issued by the NSW Government, AMEB (NSW) has decided to temporarily pause access to the enrolment process for both Metropolitan and Regional face-to-face exams from today until 30 August 2021.
This will NOT affect:·
- Online written exams in Session 90
- Video Repertoire exams in Session 21
- Rockschool Video exams in Session 81.
Enrollers are welcome to access AMEB Connect during this period to enrol in these sessions. This temporary pause on practical exam enrolments will mean that some session closing dates will be extended, however more information about this will be released in the coming weeks. As you can appreciate, the AMEB (NSW) is looking at all options to provide face-to-face exams to as many candidates as we possibly can, and we appreciate your patience and understanding. The School will still ask for entries but will pause applying until we hear more from AMEB.
Geraldine Campbell | Director of Preparatory School Music
Music News | Junior School
Music acts like a magic key, to which the most tightly closed heart opens.― Maria von Trapp
Congratulations to the Mimo Kim (1Fo) on magnificent public examination results. He received a Grade 4 High Distinction award for violin repertoire; and a Grade 4 Honours award for piano for leisure.
Instrumental Programme for individual lessons
Online instrumental lessons began on Microsoft Teams. The Director of Co-Curricular Music (Pre-K to 12), Dr McGregor has communicated with families about the protocols in place for lessons. If you have not received this communication please contact your Instrument (private) Teacher.
Hungry For More? Music Co-curricular Ensemble activities are posted each week in Hungry for More Music in Canvas. Mr Adams will post activities for the Junior School Choir, Mrs Korjenvsky will post activities for the String Orchestras and Mr Mályusz will post activities for the Concert Bands. All students can participate in the Annual Junior School Practice Challenge. Participation in the various activities is entirely voluntary and not a compulsory commitment.
If you have any music news to share, please visit this form to let us know.
If you have any further inquiries for music, please contact the Music Department on 9581 6042.
Trevor Adams | Director of Junior School Music
Parents & Friends’ Association | Notice of AGM
On behalf of the Parents & Friends’ Association, I would like to extend an invitation for you to attend the next meeting on Monday, 2 August, 2021. This meeting will be held at 7pm via TEAMs.
Please note, this meeting is the Annual General Meeting and if you are interested in a position on the committee or would like to attend this meeting please RSVP to the following email, firstname.lastname@example.org to register. An invite to the TEAMs meeting will be forwarded on Monday, 2 August 2021 to all registered.
We look forward to being able to see our community virtually.
Jinan Ammoura | President
Summer Hill Auxiliary | Meeting
On behalf of the Summer Hill Auxiliary, I would like to extend an invitation for you to attend the next meeting on Monday, 2 August, 2021. This meeting will be held at 6pm via TEAMs.
If you would like to attend this meeting please RSVP to the following email, email@example.com to register. An invite to the TEAMs meeting will be sent out on Monday, 2 August 2021 to all registered.
We look forward to you attending our virtual meeting.
Petty Heather | President
Dates for the Diary
For full details of co-curricular programmes, please click on this LINK
Preparatory School Traffic Management Plan (Strathfield Campus)
Click here to read the Preparatory School Traffic Management Plan (Strathfield Campus).
Trinity Prayer Group | Summer Hill Campus
Parents and friends continue to pray for our boys and the Junior and Senior School. In Term 3, we will meet via Zoom until we can again meet at the Summer Hill campus:
When: Tuesdays | 8.30 – 9.15am on the even weeks of term (Weeks 2, 4, 6, 8).
Where: via Zoom
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 3, 2021:
- Tuesday, 3 August
- Tuesday, 17 August
- Tuesday, 31 August
- Tuesday, 14 September
Greg Webster | Senior Chaplain, Summer Hill
Kerry Vickery (Summer Hill)
mobile 0408 119 187
Student Absence Notice
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.
Traffic Management Plan (Summer Hill Campus)
Click here to read the Traffic Management Plan (Summer Hill Campus).