Online behaviour- What do you “like”?

While using social media many people scroll through and like pages without having any understanding of what they are liking. The companies that control the sites use that information to make suggestions and build your profile, which is then linked to advertising.

There can be a negative impact of pressing like without knowing what it is. When people see your profile and what you like it can potentially be a negative impression of you as a person.

At school students sometimes like pages of other students without looking what the page is about. Sometimes the posts and pictures that are liked are negative pages or related to cyber bullying. If a student likes a page that is bullying or negative it is telling the College that they support the bullying or negative behaviour. If there is a problem online students must tell a parent or teacher so the problem can be rectified.

The following web address is from the Office of e-safety and has resources and areas that you can get help.

https://www.esafety.gov.au/

Quakers Court

Many students go to Quakers Court in the morning and after school. We are asking that students be mindful of Covid 19 restrictions while at the shopping center. We have asked students not to sit in public areas or hang around inside the center. Owner of the shops can be fined up to $13000 for breaches of Covid 19 health restrictions and they are concerned about students not following the rules.

Many shops are asking for masks to be warn in their areas and students are expected to follow these rules. 

Mufti days

Our next mufti day is to be held next Wednesday the 21st  of August. The mufti day is in support of the training teachers in East Timor. Education is the key to getting communities out of poverty. The training of teachers means that the future of East Timor is going to be in the hands of an educated population.

Just a reminder to parents to ensure that College appropriate clothing is worn during these days.

What’s in the Planner?

Sleep and adolescents is a major issue. Young people are connected 24/7 with the world through their devices. There is an impact on a young persons brain and many of them suffer from fatigue and their mental and physical wellbeing suffers. Sleep is a time to recharge your brain and body and being online at night prevents that from happening. Deep sleep is required and as we go into REM sleep the material learned during that day goes into long term memory. 

Teenagers need at lease 9 hours of sleep per night.

Mindfulness is about waking up , connecting with yourself and others and focusing on what is happening rights now. We need to train our rational mind and our emotional mind. There is a time to be emotional and a time to be rational. Learning when to be in the right mind is important.

Just a reminder, when we think about resilience we need to ensure we are developing a positive mindset. Understanding our strengths and weaknesses and working hard is the key to success in everything we do.

God Bless

Mr. Nicholas Thrum

Assistant principal - Students

From the Leader of Wellbeing

Even though we aren’t at school, there are a lot of great activities happening at St Andrews College. Congratulations to all the students who are actively participating in the Wellbeing activities that the Leaders of Learning Wellbeing are putting up on their Wellbeing google classrooms. From Yr 7-12 there have been many challenges so the students can have a bit of fun, connect with each other & take a break from the news. Some of these activities from the Leaders of Learning Wellbeing include photo competitions; sharing favourite recipes; telling your favourite joke & participating in different Group Zooms (such as Learning Group, House & even Year Group zooms!)

Hope Week

In Week 3, as part of our Wellbeing Program, our College celebrated Hope Week. It was our first Online Character Strength Week. Our SRC & Captains did such a wonderful job planning the week with Hope themed activities, all of which could be accessed via their Wellbeing Google Classroom. They shared prayers, daily songs, created a video on what they are hopeful for and even facilitated a 7-12 kahoot game during lunch. On the Friday, we asked students to dress in Green & Gold which combined not only an opportunity to celebrate the amazing feats our Olympians were achieving in Tokyo, but it was also a way to send our Hope to them and to take a bit of hope & inspiration from the amazing stories that were coming out of the Olympics & to bring it into our own lives. Thank you to all students who participated and got involved. It was a wonderful week.

Online Learning

There have now been 4 weeks of online learning. If you have any concerns please feel free to contact your child's individual class teachers or their Leader of Learning Wellbeing. It’s important that for every lesson, students:

• Answer the roll question
• Be a part of the class zoom, where the teacher explains the lesson (make sure the video camera is on!)
• Ask questions either on the live chat document or via a private message on Google Classroom if they don’t understand something
• Submit all classwork at the end of the lesson - even if it’s not finished. The teacher wants to know how their students are going & where they are up to.

If you need any extra resources at this time, here are some helpful websites. There is also specific advice about COVID-19:

https://kidshelpline.com.au/

https://au.reachout.com/

https://www.esafety.gov.au/key-issues/covid-19

www.smilingmind.com.au/

Mrs Sue Cooper
Leader of Wellbeing

At St Andrews College we use Google Classroom to help facilitate student learning. You will have noticed your child using it over the last few weeks during remote learning. Parents have the ability to receive weekly summaries of their child’s learning through Guardian Summaries.

If you have not previously accepted an invitation to receive Guardian Summaries from Google Classroom you will be receiving an invitation via the email address we have in Compass.

Guardian Summaries

As a parent or guardian you can get email summaries about your child’s activity in Google Classroom.

In the email summaries you will see:

• Missing work - This is work that was not turned in when the summary was sent.
• Upcoming work - Work that is due today and tomorrow (for daily emails) or work that is due in the upcoming week (for weekly emails)
• Class activities - announcements, assignments and questions that were recently posted by teachers.

Things to note:

You can get email summaries sent to any email address but if you wish to view or update the email summary settings, you need a Google Account. If you are using a google account you will be able to change the frequency of your emails, see the students connected to your account and unsubscribe from email summaries.

 

How do you get an email summary?

To get an email summary of your child’s work, you need to accept the email invitation for every child. If you do not accept the invitation it will expire. 

 

Once you accept the invitation you will be linked to ALL of your child’s Google Classrooms.

 

1. You will receive an email that invites you to join your student’s class.
2. Click Accept.
3. Click Accept to confirm.

When you accept the invitation, you and your child will get an email confirmation.

 

If you have any questions or would like further information please feel free to contact me and I will be happy to assist.

 

Sarah Anzellotti

Leader of Learning Technologies

On Friday the 23rd of July, I tasked the Year 8’s with an opportunity to recognise and appreciate the work that the teachers of St Andrews College have been doing especially during this time of online learning. The students were able to submit their letters anonymously or with their names to Miss Mifsud and were delivered to each teacher. So many teachers had their days made with even some tears being shed! 

Some students wanted to address the St Andrews staff as a whole in their letters of appreciation: 

“To all the teachers at St Andrews,

I’d like to thank you for guiding us through these tough times, not many appreciate what you do for us but I have you know that I do, I don’t think I could be who I am without all of you, I have never felt so accepted in a community such as St Andrews, it hurts me so much to know I won’t be back in the school environment and getting to see everyone, but it brings me joy to know that we will all see eachother again soon, i am so happy to be surrounded by such wonderful and talented people as such, I must be so privileged to experience this, so I say thank you for everything.”

Isa Sarmed Year 8 Bennelong B11

“Dear Teachers,

Thank you so much for helping us learn new things during lockdown, thank you for taking the time to plan our lessons, thank you for all your hard work and dedication, and thank you for being such amazing teachers!”

From Mary Grace

Thank you to the Year 8 students for lifting your teachers spirits, motivating & appreciating them and putting a smile on their faces during a tough time. 

Shanai Mifsud
Technologies Teacher

Announcing the winners and honourable mentions is something I prefer to do at assemblies. But of course we find ourselves in a position where assemblies are no longer possible. Nonetheless, the competition rolls on and the quality of writing continues. Writing is something that all subject areas are involved in, and this gives students the opportunity to submit pieces that arise from the strengths of the individual. It is fantastic that students are submitting classwork more and more as part of the writing competition. With that in mind, the winners in the month of April are:

Year 7: Kathryn Baginski.

Year 8: Elyscia Barret.

Year 9: Jeremy Sabbadin.

Year 10: Max Preet.

Year 12: Olivia Saad.

Our Honourable Mentions for students across the grades in the month of April are:

Mackenzie Jones (Year 8), Naomi Girgis (Year 9), Cooper Shield (Year 10), Ava Alley (Year 10), Alex Layoun (Year 7), Jerome Chin (Year 7). 

All entries were stunningly good in April and I didn’t think it could get much better, until May rolled around. This was an even tougher month to judge and I had to share the entries with other teachers to decide on who should win in May. The winners are:

Year 7: Sharon Harry.

Year 8: Mackenzie Jones.

Year 9: Euleila Barret.

Year 10: Shaniya Lal.

Our Honourable Mentions for students across the grades in the month of May are:

Kathryn Baginski (Year 7), Abbeygale Batula (Year 7), Monica Luong (Year 7), Ada Ding (Year 8), Antoni Arshilo (Year 9), Alistair Pineda (Year 9), Ava Alley (Year 10)

June started to slow down with the holidays at the end of the month. However, across the grades the winners in June were:

Year 7: Archisha Thumma.

Year 8: Sakina Ganiwalla.

Year 9: Alyssa Guillermo.

Year 10: Keya Pandya.

Our Honourable Mentions for students across the grades in the month of June are:

Mackenzie Jones (Year 8), Amik Marok (Year 8).

July was a quiet month because of the holidays and the lockdown on the other side of them, but we have two joint winners this month, both in Year 8:

Year 8: Mackenzie Jones and Sakina Ganiwalla. 

August continues the Open flavour we have adopted in 2021; therefore, students are able to enter any piece of writing they have created, on any topic, from any subject. So far Year 9 are sending me a lot of work and I hope the other year groups will follow.

Below are extracts from some of the many pieces we have received.

Jeremy Sabbadin, Year 9

An epilogue to Alice Walker’s, The Flower

Myop knocked on the old, wooden door, her feet planted on the dusty ground, yet no one answered. She gazed around to the vast open fields and old chicken coops, but nothing except the whistle of a soothing wind accompanied her. Walking around to the side of the sharecropper hoping to find either her mum or dad she hummed a song, a quiet tat-de-ta-ta-ta. The creeks of an old rusty gate played a melody as Myop searched the grounds. A gust of wind directing her attention to the old forest trail she used to walk as a kid. 

Gazing into the forest she noticed a small bright, blue flower. A thought crossed her mind about the forest wondering if anything had changed. Slowly walking away from the building she strolled along the silver ferns approaching the border of trees. The path disappearing covered by earth and wildflowers, barely visible she continued using only her memory. An earthy smell filled the cavity of her nostrils as she continued deeper into the forest, untouched for years. Blue flowers covered the ground as she spotted a small rotting basket. The beige handles and weaved wood unwinded from years of neglect holding a bundle of shrivelled, dull, lifeless flowers. The rope high up in the trees now thin danced with the wind. Myop picked one of the nearby flowers full of life placing it in the basket, returning back to the old sharecropper feeling like she was ten again.

Max Preet, Year 10.

Extract from: Fantastic Melancholy.

Nothing could have prepared me for this. The sounds of breaking concrete, wailing sirens, hellish screams and scorching flames. Heavy, thick red smoke formed a cover over my surroundings. My body ached more than I ever thought was humanly possible. I felt like I was trapped, unable to move. I couldn’t even blink when I wanted to, it was all happening on its own. Confusion swims through my aching mind. Confusion that slowly turns to vexation. A wave of intense pain flows through my body, leaving a faint lasting pain. Glass sank into my rough, bleeding skin like teeth ripping into flesh. It felt like hell had made its way down to torment me. 

I gather all my strength and willpower to try and get up on my feet. Nothing. My muscles felt like they had been kindled by the sun, and my bones wrenched out of tired limbs. I rise to my knees, which proves to be a herculean task. The strain of moving my body drowned out the shards of glass that scatter and fall atop the cracked cement floor. Collapsed buildings crowd the area around me like monoliths to a dying world, encasing me in a makeshift prison. A thick, dark cloth engulfs most of the area above me, laying about two meters above the ground. Bright strands of light pierce through the crevices in the concrete, almost blinding me. I let out a deep sigh. “I need to find a way out,” I slowly muttered. 

I look at my calloused hands. A mixture of dried blood, dirt and ash rest in the flesh of my palms. My skin peels like wallpaper. Deep cuts run down my palms, showing the tender meat that rests underneath the skin. Glass scattered deep in my palms, pushing against my wrist bones every time I move my hand a certain way. I survey my enclosure. Three walls, two meters tall. A small fire crackles in one corner, enriching the air with puffs of dark smoke. A body lies on the other side of the room, swollen and bloated. A cylindrical object impales its body. My entire body twitches aggressively, and the sudden urge to empty my stomach overpowers all my other thoughts.

Elyscia Barret, Year 8.

Extract from: Before the Candle Blows Out.

The darkness looms over as the candle light seems to dull. It can’t possibly be happening now, I was so deep in thought to have not seen the instant decrease of candle wax left. I also must not interfere with the timer, it was not said aloud but there are consequences for my actions. Every single one of them. I’m being watched closely with immense pressure, pressure for that candle to go out soon. It seems the darkness cannot interfere with the timer as well considering they are waiting in their positions like hunting prey. It seems that I have become their prey. 

I approach the candle with wobbly feet that can barely hold my body up. I sit horizontal to the candle and assess my situation. I have a few minutes, 8 at the least. I must think of a plan to suddenly escape before the candle light goes out. If I were to rash the candle light will also go out, so there must also be a limit as to how we escape. 5 whole minutes passed and I finally thought of a way to get us out of here. Joy overwhelms me and I am ready to be in the comfort of my own family again after so long. But this feeling doesn’t last long. The darkness seems to extend suddenly taking over the flame, slowly but surely. I still have more time to escape from here! 

Foolish. I’ve been foolish. These shadows had no intention of me escaping, this was simply all for entertainment. That candle light was the one slimmer of hope I had light. Knowing this I still have relief overwhelming my entire body as the candle wax still remains at the bottom, if the candle wax forever remains there I can still live! Suddenly that relief washes over and gets violently replaced with fear. I watch as my candle light flickers and a voice looms out from the darkness,

 “Enter your eternal slumber pitiful one.” My eyes widened and a soft breeze blew over, with a  murderous sinister laugh... the candle light went out. 

Cooper Shield, Year 10.

Flowers Poem.

They are autographs of nature, unique autographs 

In Nature’s green-leaved book, in creative shades

Stolen from rainbows and the Returned in sunset skies

And written everywhere–on the waterfall reflects the shadows

Lonely growing, waiting for the time to bloom

Blooming season swiftly approaches, resulting in many effects 

Providing colours to blind, Noise to the deaf ,

Even Homes to the homeless 

Hidden between the meadows

They began to whisper; 

Thank the world for flowers

They improve the human heart, Symbols for love

The flower that thrives today

Departs the earth the next day

Luis Lemiri, Year 9.

Sometimes I’m like Martin Luther King

A dreamer

A leader

People like to listen to the words I say

Some people think of me as nasty

But I’m a cool dude

I really don’t want anything

but someone special

Olivia Saad, Year 12.

Extract from: Through Monochrome Eyes.

Banters and friendly uproars in the village of Windel grew. The people that inhabited such a place were of great calibre, possessing unique talents and areas of expertise. Quaint artists and musicians who would create bizarre pieces of work and perspicacious builders and powerful warriors were greatly celebrated. Children would frolic in the lush, emerald-looking grass and the birds would soar gracefully in the dusty pink sky. Every building was idiosyncratic in its wake, just like the people who appeared as distinctive as they come. Windel was a whimsical place of difference. A peculiar, eccentric dream, that celebrated competition of all dexterity. Their home was a place of vibrancy, thousands of wondrous colours that were placed everywhere as if a child had coloured them to life and inspiration of difference spread across the whole country. But, truthfully nothing perfect can last forever.

A young man had climbed the gracious mountains that held lily white snow on its tips. He slid down it, challenging the furious wind that stung his eyes. The soft smell of lemon-grass filling his nose, his body feeling like it had landed on a soft cloud of evergreen sheets. He dusted his plain, dark clothes, which matched his colourless skin, eyes meeting the silver sky, while the tinted grass tickled his ankles. 

Kathryn Baginski, Year 7.

The Giant and the Crab.

Kelp stared at the giant with two, beady grey eyes. Cowering beneath the dip in the sand, the crab knew that she was cornered. All that was left of her new hole was a pile of stamped down sand. 

Kelp raised her good claw defensively. The other claw had been ripped out in the frantic struggle to evade her attacker. It would grow back. 

The behemoth also took on an aggressive stance, it’s blunt, soft claws splayed out in a cup around Kelp. The giant’s lips curved into an unnatural, toothy grin, as Kelp squashed her overwhelming mountain of fear and forced her legs to move. 

She darted across the beast’s claws before it could even react. Kelp heard it squawk in surprise as she made for the foaming waves of the ocean. Spindrift danced above the tongues of water which she yearned with her whole heart to reach, but she knew the hulking feet of the monster behind her would catch her first.

Kelp’s dreams of the sea vanished long before it’s shadow crossed her body and the giant scooped her up in it’s strange claws. She was rolled around in the sand which the creature had accidentally taken along with Kelp. For a few sickening moments she let herself topple wildly, until she figured out she was being taken somewhere.

Somewhere far…

Abbygale Batula, Year 7.

Artificial intelligence:

Fear, panic is all we feel when the thought of artificial intelligence soon outreaching  the human brain, the idea that our  brains will not be able to keep up with advancement, development and affect our future society in an extended amount of ways. Everyday technology advances, changing  our world as it improves. Artificial intelligence may have a good impact for our future but it also could make a negative impact for example, economic inequality causing for people to have less jobs, autonomous weapons which are AI systems that can be dangerous in the wrong hands, lack of privacy etc, these are some negative impacts. Therefore it is dangerous to our society as we won't be able to control outcomes and some decisions.

Archisha Thumma, Year 7.

Extract from: Are all truths equally valid?

There are two different types of truth. Objective and Subjective truth. An objective truth may be true or false; and there is not in between. An objective truth does not include any personal references. A subjective truth is based on what is true about your experience of the world. 

So, what is the difference between the 2? Well subjective truth is when people have different beliefs and opinions, and it is all about your point of view. People perceive situations differently based on their point of view. It is like what happens when three people see an accident. All three may give different descriptions of what happened. That is because each is seeing the situation from their own perspective. Each has his/her own unique set of perceptions and those perceptions are true for an individual. 

Likewise, if a truth is objective, it has correspondence with reality. Objective truth is something that is true for everyone, whether they agree with it or not. At one time this was simply called “truth. “Objective truth means there has to be one answer for both meanings of the question. An objective statement is factual; it has a definite correspondence to reality, independent of anyone’s feelings or biases. For instance, the simple statement “God exists” was, in the past, recognized as an objective statement. People might agree or disagree, but everyone considered it an objective statement regarding external reality. Most people agreed with the statement, but even atheists (people who do not believe in god) who disagreed treated it objectively—the statement was either true or false.

Aleina Hartono, Year 9.

Monica Luong, Year 7.

A Whole New World

Elaynah entered the school bathroom corridor, no one was there. She opened the door to the toilet but unintentionally found herself stepping into an ethereal like world. The smell of sweet strawberries and fresh vanilla scented candles comforted Elaynah. With a rollercoaster ride of emotions, she opened her eyes and began to explore. Surrounded by trees, the cherry blossoms blew with a majestic gust of wind across the land. The sounds of birds chirping around her while looking at the clear crystal lake gave her a sense of belonging, something Elaynah hadn’t experienced in a while. The flowers bloomed like there was no rush while rubbing against Elaynah’s face which gave her nostalgia of her mother touching her face gently. She ran back faster than the speed of light to the entrance but the portal closed just as she returned.

Sharon Harry, Year 7.

I Am From

I am from paint, 

From the world of art.

I am from the swimming pool,

From an underwater universe

Where the water shines like crystals.

I am from plush toys,

From my bunny, Peter.

I am from a basketball team,

That wins and loses.

From the tip of a paint brush,

That moves smoothly along the white canvas. 

I am from Sydney Australia,

From a diverse nation.

I am from stories,

From fantasy, fiction, and nonfiction, 

I am from memories.

From creamy frozen ice cream,

I am from the cold winter season,

Where soft snow falls on the highest peaks.

I am from school, 

From a wonderful place.

I am from many people,

From my friends, family, and teachers.

I see all the people I know around me,

They make up my most precious moments and memories and who I am.

Euleila Barret, Year 9. 

Extract from: Life’s Reality.

She now feels ready to move on and calls everyone inside the room to spend the last moments together to be with him. Everyone entered and sat around his bed. They were all tired of spending seemingly hours of crying and their tears were all dried up. The emotion of the room and the people in it, felt almost depressing and this was not the last moment he wanted to remember. In that quiet room moments passed and he decided to speak to lighten the mood, “you know what I realised, what’s the point of saying good things about me during my funeral, if I myself won’t get to hear it.”. Everyone in the room had a small giggle and a smile instantly appeared on their faces. “So please let us talk about the good old times, before I was diagnosed, the happy times.”. At first the room was silent, everyone was afraid to be the first to talk, knowing the fact he was in a position to die any time soon. Then his best friend began talking, about the memories and dumb times they spent together in high school. Then followed on by the next person and the next person. Within 10 minutes everyone started hearing and sharing precious stories about him and their time with him, they all began laughing and joking around. He lay there with a bright smile on his face, faintly listening to the stories of what he called happiness. The story telling continues as he senses the end is coming near, he gently says “I love you all so very much” holds his mother’s hand with his right and his wife’s hand with his left. He takes a deep breath in and slowly lets it out, passing away in a calm being. His vision becomes a blurry fantasy of all colours, he mind rewinds to all the good momentos like a short film recounting a movie, but in this case it was a short film about his life. Quick flashes of moments to when he first rode his bike, his friends in primary school, his favourite school camp, the first time he met his best friend, the memorable events he spent in high school, the reunion of family at christmas, the very first time he met his wife, the time where he proposed, the memories of the wedding and the time where he found out his wife was pregnant and then it all ended. It turned pitch black and this moment stood quiet for what seemed like hours.

He then hears a latch on the back of his head click and a VR set detaches from his face and falls to the padded white ground. He feels the silky white garment on his body and looks around to view the surroundings of white cushions organised out covering every inch of the ground and the four walls around him. He stares up at bright white lights and a stopwatch of red numbers, that express 28 years, 58 days, 21 hours, 45 mins and 37 seconds. Then an unnoticeable door opens to a man standing outside wearing an all white suit. He calmly says “so how was it?”, he answers with one tear falling down his face

“beautiful”.

In what has been a difficult time for most our heart goes out to the current Year 12 cohort. With the uncertainty of what the future may look like in the online environment, anxiety has risen for some Year 12 students. To help ease this state the current Year 7 cohort at St Andrews with the guidance of Mrs Simmonds, decided to write letters of support to their fellow students. 

These letters no matter how long, short, colourful, inspiring, motivational or entertaining will be posted on the Year 12’s Wellbeing classroom each day in the lead up to the HSC. Once the Year 12 students return they will be printed and placed at the entrance to the exam hall so as they enter for their HSC, so they know the whole school is supporting them.

These small acts of kindness will go a long way in supporting our current Year 12 group.

Japanese News Term 3 Week 4 

Year 10 Haiku and Tanka 

At the end of Term 2, students in Year 10 Japanese finished off their unit of study on Seasons and they created their own Haiku and Tanka poems in Japanese.

Year 8 Hiragana Create 

Year 8 students have recently completed a fun home learning activity to help them remember how to write Hiragana (Japanese symbols/letters). They were asked to utilise household items to create some letters learnt in our lessons. 

Japan Foundation Sydney - Video Matsuri  contest

Video Matsuri is an annual short film contest for students. Do you like to make short videos? Here is your chance to win! Prizes include:

• 1 x engraved trophy per division
• 1 x $100 voucher from MADMAN per division

◇  Special Mentions will receive:

• 1 x special mention certificate per division
• 1 x choice of DVD from MADMAN per division

Divisions:

Primary

Junior Secondary (Year 7 – 10)

Senior Secondary (Year 11 – 12)

Tertiary

 

***2021 Contest***

• Featured item: チョウ (butterfly)

• Entry Deadline: September 1, 2021 (11:59pm AEST)​​

Please click on link below for more information.

https://jpf.org.au/language/for-learners/contests/video-matsuri/

Entries must be:

• be from current Australian and New Zealand students.
• be strictly no longer than 3 minutes (including credits).
• contain mostly Japanese language script. Some English is acceptable but the script should be mostly Japanese. Please see ‘Judges’ Tips‘ for some hints about the use of Japanese.
• include a featured item of the year チョウ (butterfly)

 

There are no restrictions on style or theme, as long as it is age appropriate. You can produce a comedy, a drama, or a documentary! So why not enter and combine your Japanese ability with your creativity and acting skills?

Check out videos from last year’s contest  

https://jpf.org.au/language/for-learners/contests/video-matsuri/2020-results-and-online-cinema/

Japan Foundation Sydney - Japan In a Minute Online Video Contest

What does your “Japan in a Minute” look like? Show us for your chance to win Japan-inspired experiences and prizes you can enjoy right at home, from ryokan adventures to dining experiences, onsen sojourns, gift vouchers and more! Click on the Japan Foundation link below to find out more!

https://jpf.org.au/events/japaninaminute/

ENTRIES OPEN

July 2, 2021 (Friday), 4pm AEST

ENTRIES CLOSE

September 8, 2021 (Wednesday), 11.59 pm AEST

VOTING CLOSES

September 28, 2021 (Tuesday), 5pm AEST

WINNERS ANNOUNCED

September 29, 2021 (Wednesday)

Western Sydney University

Applications for the  first round offers of the Western Sydney University True Reward Early Entry Program will close on the 15th of August.

These offers will be made on Year 11 results. For most True Reward eligible courses Western Sydney University will be looking for B results in the required HSC subject.

There are three Year 11 rounds. Students can only receive one offer in each round. Offer rounds and closing dates are listed on the website. For more information and to make an application click on the link below. There is no cost to apply for True Rewards.

Courses listed below are excluded from True Reward:

• Bachelor of Architectural Design
• Bachelor of Health Science (Paramedicine)
• Bachelor of Occupational Therapy
• Bachelor of Physiotherapy
• Bachelor of Speech Pathology
• Bachelor of Laws (Graduate Entry)
• Doctor of Medicine
• Bachelor of Midwifery
• Bachelor of Nursing (Enrolled Nurse pathway)
• Bachelor of Arts (Pathway to Teaching Birth-5/Birth-12) Diploma pathway
• Bachelor of Education (Primary)
• Bachelor of Education (Primary) - Aboriginal and Torres Strait Islander Education
• Associate Degree in Engineering
• University Foundation Studies (Health Science/ Nursing) - Accelerated
• University Foundation Studies (Health Science/ Nursing) - Standard

Click here to visit the Western Sydney University True Reward website.

Virtual Open Days

Macquarie University - Saturday August 14 - 10am - 4pm Click here to register

Western Sydney University - Sunday August 15 - from 10am Click here to register

Charles Sturt University - Sunday August 15 - 10am - 2pm Click here to register

AIE - Saturday August 15 Click here to register

The University of Sydney - Saturday August 28 - 10am - 2pm Click here to register

UTS - Saturday August 28 - 9am - 3pm Click here to register

UNSW - Saturday September 4 - 11am to 3pm Click here to register

Endeavour Energy Apprenticeships

The Endeavour Energy four-year apprenticeship combines TAFE study and on-the-job practical experience.

Based at their state of the art Technical Training Centre in Western Sydney, apprentices are rotated through a variety of locations and roles to learn from some of the most experienced tradespeople in the electrotechnology industry.

Apprentices work outdoors in all conditions and will need to be comfortable working with their hands, climbing ladders and working in trenches.

Applications for the Endeavour Energy 2022 Apprenticeship program close on August - Friday 27 August 2021.  

Click here for online applications

Department of Education Teaching Scholarship

The NSW Department of Education Teaching Scholarships offer a range of benefits and incentives, including financial support whilst studying and a permanent teaching position in a NSW public school upon successful completion of a teaching degree.

There are three scholarship catalogues available, they are:

teach.MathsNOW Scholarship - provides students with course contribution fee payments up to $50,000, a $5,000 one-off training allowance, paid part-time employment whilst studying, a $5,000 study complete allowance and a guaranteed permanent teaching position in a NSW public school following successful completion of a teaching degree.

teach.Rural Scholarship - provides financial support of up to $7,500 per year whilst studying full-time, course contribution fees of up to $50,000 for each unit in which you get a credit grade or above, a permanent teaching position in a rural or remote NSW public school following successful completion of a teaching degree, plus $6,000 appointment allowance. Students may also be eligible for a $500 a week rural practicum allowance.

Teacher Education Scholarship - candidates will be studying a teaching degree specialising in Mathematics, Science (Physics with Chemistry or Biology), selected technological and applied subjects, English in combination with Ancient or Modern History or Special Education (K-12). The Teacher Education Scholarship provides financial support of up to $7,500 per year whilst studying full-time and a permanent teaching position in a high-demand subject area following successful completion of studies, plus a $6,000 appointment allowance.

Teacher Education Scholarship - Aboriginal - provides financial support of up to $7,500 per year whilst studying full time and a permanent teaching position following successful completion of studies, plus $6,000 appointment allowance. The Teacher Education Scholarship - Aboriginal is an identified scholarship available to Aboriginal people and Torres Strait Islanders studying to become teachers with the NSW Department of Education.

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