E Y N E S B U R YT I M E S

2014

The official publication of Eynesbury Senior College

term 02The CBD becomes Art Classroom, Wild Onesies & Hero Day, Study Hub, Drama- Eyes to the Floor, Yr 10 studies for Yr 9s, Students Power On, Is There a Place for Zoos?

Front Cover: Lucy Fittock on Hero Day as Hit Girl from ‘Kick Ass’ Movie and Comics.

Submissions: To make a submission to the next edition of Eynesbury Times’ please contact Alice Bonnin, abonnin@eynesbury.sa.edu.au

Principal’s Note 03

CBD Art Classroom 04

Behind the Counter Exhibition 07

Social Justice Group- Hero Day 08

Study Hub 11

The Green Team Went Wild with Onesies 12

Is There a Place for Zoos? 14

Drama- Eyes to the Floor 18

Sweet Success 20

Year 9 Accelerated Entry Program for Year 10 Studies

22

Students Power On 24

Diary Dates, Term 3 Calendar 26

Instagram Gallery 29

IN THIS ISSUE

Photograph: Sophie Chen for the CBD Grid Artwork Project.

Students come to us through a variety of

pathways but most join us after visiting the

College at an Open Day event. Early in Term

2 we had an Open Afternoon welcoming

many prospective students and families.

Thanks to the student leaders and teachers

that assisted in this successful event,

showcasing the college, and answering

questions honestly and with enthusiasm. The

next Open Day is from 2pm til 4pm on

Sunday 24 of August. Lookout for our

eye-catching Open Day ads on bus shelters

along major roads and listen for our radio ad

playing on NOVA 91.9 from late July to late

August. Word of mouth is a powerful medium

so please pass on the details to anyone

interested in coming to see what Eynesbury

is all about!

This term the Mentor Program had some

popular sessions including great team

building activities and self-defence for Year

10s, driver education with the SA Police and a

focus session on ‘Revision that works’ with

Psychologist Kirrilee Smouth for Year 11s. The

Year 12s learnt more about University,

participating in tours and presentations at

both Adelaide University and UniSA. But for

many, the highlight was the dress up

events- Hero Day and Wild Onesie Day.

Organised by our student leader groups,

these events helped raised awareness and

PRINCIPAL’S NOTE

03t /02 2014

funds for important issues including

homelessness and the World Wildlife Fund.

The Year 9 Accelerated Entry Program into

Year 10 has been in pilot mode and we made

it an official part of our education offering

this term. We have already received a

number of applications for the program since

it was launched just weeks ago and it’s

popularity will no doubt continue to grow.

In my seventh year as Principal, I had to make

my hardest decision yet. My wife Shannon,

has been appointed as Principal of Iona

College, New Zealand and begins her role

shortly. I will move to join her in December

which sees my role come to an end at the

completion of the 2014 academic year.

With change comes new opportunity and the

College is in a strong position. In the coming

months, I look forward to catching up with as

many people as possible before I head to the

‘land of the long white cloud.’

The Council will appoint a new Principal in

time and we will continue to keep the

Eynesbury community updated on

developments.

John Warren

exhibitionS Students have attended the following exhibtions in the CBD:

helPman aCademy graduate exhibition, torrenS Parade ground.

ParklandS art Prize, adelaide FeStival thearte.

dark heart, art gallery oF South auStralia.

worldS in ColliSion, anne and gordon SamStag muSeum oF art

year 12 SaCe art Show, adelaide College oF the artS.

hiStoria, adelaide town hall.

PoStered: adelaide, tooth & nail gallery.

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CBD ARTCLASSROOM

bringing the outSide inIn the first semester, Art and Design classes were lucky to attend a number of exhibitions within easy walking distance of the College.

Art and Design Teacher Lindy Neilson explained that having a lesson in an actual gallery and getting out of the classroom gives realism and relevance to the subject. It also establishes a dynamic and meaningful context to learning as well as increasing student engagement and motivation.

“It is important that students gain an understanding of contemporary art which reflects their world now. By visiting exhibitions, students can see the potential for a career in the arts, not only as an artist, but as an arts writer or curator for example,” she said.

“The College location, in the heart of Adelaide City, allows with ease to ‘bring the outside in’. This semester, Year 11 art students have focused on the CBD and on the cityscape and grids.

“All around the city, we tend to structure and organise things in our environment, placing them into straight lines and grids. Grids are the dominating feature in the CBD and this project encouraged students to recognise the different types, from windows, to the reflections, to street maps and so on.”

Lindy endeavours to make the most of the opportunities the city offers her students for visual arts learning.

Shaye duongThis piece is inspired by the work of contemporary Australian artist, Del Kathryn Barton, in the ‘Dark Heart’ exhibition at the Art Gallery of South Australia. With the use of her style and techniques, I have drawn the contour lines of a woman’s face in a loose way that produces a modern and minimalistic look. Also typical to the style of the artist’s work, I have included vibrant and playful colours with the use of pattern work in the background. The artist often uses women and nature as focal points of her work, so my aim was to reflect this in my piece.

Pictured: Sophie Chen Grid Artwork (right)Shaye Duong’s Artwork (below)

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“Having a class in an actual gallery and getting out of the classroom gives realism and relevance to the subject. It also establishes a dynamic and meaningful context to learning as well as increasing student engagement and motivation.” Lindy Nielson.

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SoPhie Chen

After the excursions to the city and taking photos with the project theme of ‘grids’, I was inspired to create an illustration that explored the different applications of grids in city architecture. The illustration was created on the iPad using the Paper application, as the simple tools were effective at replicating the glass texture of the windows. With the photos that were taken on the excursion, I was interested in exploring different perspectives.

JeSS hay

My artwork is inspired by an installation called ‘The Persuaders’ by Benedict Drew for the Worlds in Collision exhibition at the Adelaide Festival. They are produced using various pieces of stationary combined with some cellophane placed on an overhead projector. I then took photographs of them for inspiration.

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Pictured: Jess Hay’s inspiration photograph from the Worlds in Collision exhibition and her final artwork.

lindy neilSonLindy is a valued and accomplished member of the teaching staff at Eynesbury Senior College.

Lindy has been teaching Art and Design at the College for the last seven years and brings over 20 years of experience to the role. She has been a SACE Visual Arts marker, SACE subject advisory panel member as well as providing assistance to the Art Gallery of South Australia in the development of their art education resources. This year, Lindy

worked with the Adelaide Festival to produce the educational resource for ‘Worlds in Collision,’ which featured diverse and inspiring works from nine international artists across four sites.

Lindy has a particular interest in art writing and has had a long involvement in community arts projects and exhibitions. As a curator, Lindy created ‘Wolfgang Sievers…the dignity of labour’ shown at the Kerry Packer Civic Gallery, UniSA. It celebrated the work of one of Australia’s finest modernist photographers and human rights advocates. Sievers’ work combines a strong aesthetic with a sense of social justice, and continues to inspire Lindy.

Lindy hopes her students will gain an appreciation of their visual world and an understanding of the role of art and design in making the world a better place.

Pictured: Lindy Neilson.

Year 11 student, Katelynn Gallant, undertook a special project as part of her SACE Stage 1 Creative Arts course.

“Katelynn has technical skills in digital drawing and holding an exhibition was an opportunity to showcase Katelynn’s abilities and share her work with the school community,” explained Lindy Neilson.

Katelynn describes growing up with anime and cartoony-goodness in animated and novel-form.

“The way I draw is in some ways a combination or brew of the things I’ve grown up with and enjoy to this day,” said Katelynn.

“My work in the exhibition, is about my characters, for the most part- but I have also focused on what I believe is best for me to draw and incorporate my abilities into artworks that tell a story.”

“I wanted to show a glimpse into one of the worlds that I’ve made, except I thought I’d be experimental and use some of my more minor characters, who I had not explored in depth,” said Katelynn.

Over 30 people attended the special viewing on June 12 and a limited edition comic created for the event proved so popular that there wasn’t a copy left at the end of the

night!

behind the Counter

Pictured: Caroline Di Fava, Caroline Mosey, Ayla Langford and Katelynn Gallant. Katelynn’s artwork ‘Mei’.

diary dateOver 130 Senior

Secondary students participated in workshops at the Art Gallery of South Australia.

They viewed works from the gallery’s collection, engaged with local artists and extended their knowledge & skills in self-portraiture and life-drawing.

As part of SALA Festival, selected works will feature in the 2014 Secondary Student drawing exhibition from 16 August to 28 August in the Radford Auditorium.

Tom Calder and Lolly Heaney self portraits (featured above) will be displayed at the exhibition.

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Pictured: Eynesbury Students and Staff Group Shot. Hero Day ‘Selfie’ with Andie Carlson, Lisa Hudoba, Gina Cameron.

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SOCIAL jUSTICE GROUP -HERO DAY!

In term 2, the Social Justice Group

(SJG) held ‘Hero Day’ to raise

awareness and funds for homelessness

and local charity, the Hutt Street

Centre.

“The SJG looks at issues within our

society, and we felt that homelessness

was one of the issues that is

misunderstood,” said Andie Carlson,

SJG Project Leader.

“The city based Hutt Street Centre do

important work to confront the causes

and consequences of homelessness by

preventing it at the source, addressing

its manifestations, and by reducing its

reoccurrence. This is why we thought

this charity was deserving of our

support.”

“The Centre provides a safe place of

hope, warmth and belonging, as well

as essential and professional services

to meet the needs of homeless and

vulnerable people in the inner city of

Adelaide,” explained Andie.

“The people who use the services of

the Hutt Street Centre, often comment

that the kindness and support offered

to them makes the volunteers their

heroes.”

Pictured: The Super Trio- John Warren, Remy Colmer and David Sanderson. Selina Nguyen as Catwoman.

“Hero Day helped remind us all that the smallest kindness can make a difference to someone else’s day...” Andie Carlson.

“We were proud to raise over $350 from

the day which will go towards helping to

feed over 200 people at the Centre.”

“Futhermore, from our food can

collection we were able to donate 40

cans.”

“As we shape our own life stories, we

will continue to hold events to raise

money and awareness for homelessness.

We hope to help to make a difference to

the lives of others,” said Andie.

“This is why we choose to have a ‘Hero

Day’ -to remind us all that the smallest

kindness can make a difference to

someone else’s day, to raise awareness for

homelessness and to also raise money to

support Hutt Street Centre in their

endevours.” explained Andie.

“Everybody has a hero and someone they

find inspirational. It could be someone

who has influenced history in a postive

way, an athlete, or a character in a

favourite movie. It was fanastic to see so

many people in so many different and

creative hero costumes.”

“During Year 11 and 12 mentor session, we

had an informative guest speaker who

spoke about the Centre and how homeless

people are some of the most vulnerable in

our community,” said Andie.

The Hutt Street Centre provides over

50,000 meals a year and 130 people

access the many services daily. This may

include using the Centre facilities for a

locker, shower, food, laundry, computers or

participating in the education and training

programs.

Behind the scenes there are case

managers, pastoral care staff and a myriad

of professional services such as medical

care, centrelink, legal services and drug

and alcohol support.

Pictured: Lucy Fittock, Haifza Garipov and Christie Siatis.

Pictured: Lisa Hudoba, Andie Carlson and Gina Cameron.

STUDY HUBA specially designed space on Level 2 was created during Week 8 to create a motivational place to study for the end of semester Year 10 and 11 exams.

Working with the Eynesbury

Ambassador and Social Justice Group,

Assistant Principal – Head of Student

Well-being and Engagement, Aldo

Longobardi looked at how space

impacts engagement.

“The idea was to create a specialised

study hub for students in Year 10 and 11

to prepare for end of semester exams.

Using their interior design skills, they

moved and coordinated furniture,

white boards and pin up boards into

cleverly created study nooks and

areas.

“We created some more private

spaces and spaces that encouraged

collaboration in a comfortable and

creative way. We looked at places like

‘The Hub’ at Adelaide University for

inspiration,” said Aldo.

Students Jess Hay and Stephanie Holland

placed inspirational quotes on pin up

boards and created a brochure with

helpful and handy study tips.

“We discovered that you are more likely

to remember something you’ve written in

blue ink, than something you have written

in black ink. We thought this was a handy

tip!” said Stephanie.

“My favourite quote we used was- an

exam is not only a test of academic

knowledge but a test of your calmness,

stability and courage… Good luck!” said

Jess.

Teachers were on hand to assist with

preparation and the area was filled with

students during this week to utilise the

revitalised space to study.

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Pictured: Lucy Fittock, Haifza Garipov and Christie Siatis.

Pictured: Lisa Hudoba, Andie Carlson and Gina Cameron.

Pictured: Students studying in the multi-functional space.

the green team went

The Green Team jumped on

board to organise Eynesbury’s

first Onesie Day in support of

Australia’s first Wild Onesie

Week by the World Wildlife

Fund.

“Wearing a Onesie and going

about our usual school day was

a fun way, to get a sense of what

it’s like to be an endangered

species for a day,” said Sasha

Krieg.

“The World Wildlife Fund (WWF)

does such critical work for

endangered species worldwide

with

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Pictured: The Green Team- Nina Nguyen, Lucy Fittock,

Anne Pham, Haifza Garipov, Lindy Neilson and Sasha Krieg

Pictured: 1 Alisha Shaikh, Aden Ostover-Ravare, Michael Moschakis. 2 Emily Thomas, Charlie Kleisch, Emily Windsor. 3 Aldo Longobardi, Claire Fenley, Jackie Robinson, John Warren, Silvanna Jenkins, Lindy Nielson, Vanessa Rooke, Dogs- Scotty and Zelda.

and we knew that people would want to

support that work while enjoying being

super comfortable in a onesie on a school

day.”

“One of the highlights, was John’s two

dogs Zelda and Scotty who also wore their

onesies, enjoyed lots of pats and walks by

students.”

“Over $125 was raised. With $100 WWF can

help secure core areas and forest corridors

needed by the Borneo Pygmy Elephants to

safely roam. The extra $25 further extends

Indigenous partners’ capacity to monitor

and protect Marine Turtles,” explained Sasha.

“Thanks to everyone, who dressed up in

onesies, made the effort to wear something

animal inspired, or who donated! Every

dollar helps these worthy causes!”

WHO, WHAT, HOW?

WWF’s mission is to stop the

degradation of the planet’s natural

environment and to build a future in

which humans live in harmony with

nature, by:

Only 1,500 Pygmy Elephants remain in the wild in Borneo.

The latest surveys estimate there to be 1,600 Pandas alive in the wild.

There are only a few hundred female Loggerhead Turtles left in the South Pacidic Ocean nest in Queensland.

In 100 years, Tiger numbers have declined from 100,000 to as low as 3,200.

Fewer than 63,000 Orang-utans exist in the wild. Of these, the majority are found in Borneo with a tiny population of about 6,000 surviving in Sumatra.

Great Hammerhead sharks have declined by at least 80% in the past 25 years, making them critically endangered in some regions.

THE SOBERING FACTS

The WWF have six priority animals

at the moment whose numbers are

dwindling in the wild.

conserving the world’s biological

diversity

ensuring that the use of renewable

natural resources is sustainable

promoting the reduction

of pollution and wasteful

consumption

WWF has two approaches for

conserving biodiversity:conserving the Earth’s most

outstanding places

conserving species that are

particularly important for habitats

or people

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Pictured: Alisha Shaikh and Onesie Group shot of Staff and Students.

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IS THERE A ROLE FOR ZOOS SUCH AS

THE ADELAIDE AND MONARTO ZOO?

INTRODUCTION

When first introduced, zoos were a

circus-like recreational activity. As

understanding of animal rights and

modern society developed, much has

been done to make zoos more morally

justifiable. In Adelaide there are two

zoo’s both of which operate on a not

for profit basis. Each have a different

approach to the concept of animal

exhibition. Monarto is an open range

zoo and is the largest zoo in Australasia.

Adelaide zoo is smaller and conveniently

located within the Adelaide CBD.

Both zoos’ differ greatly in their

diversity of animals and approach to

captivity however are each held to a

high international standard of zoo care.

Together they provide Adelaide residents

and vistiors with a well-rounded zoo

experience.

Many argue that zoos share a common

fault; that they don’t realistically cater for

the animals’ needs and keeping them in

captivity thousands of kilometres from

their native climate is inhumane. Others

believe that zoos play a key role in the

education and conservation of animals

for future generations.

CHANGING NATURE OF ZOOS

Adelaide Zoo was Australia’s second

Zoo when it opened in 1883. It was

modelled on European zoos of the time

and addressed the public’s interest in

natural history. When it first opened,

the zoo conditions could be described

as a menagerie; with many animals

exploited for entertainment and animal

wellbeing was not of ultimate concern.

However, this is no longer the case

and the Adelaide Zoo has evolved to

the centre for conservation, education

and observation of wildlife that we see

today. Many of its older enclosures have

been emptied and the overall number of

species kept at the zoo has been reduced

to better reflect modern zoology ideals.

Monarto Zoo was created in 1983 as a

closed breeding facility but opened to the

public in 1993 to raise further awareness

and to compliment the zoo experience

at Adelaide Zoo. Originally Monarto

intended to focus on the ‘supercontinent’

Gondwana (Adelaide zoo later adopted

this focus) and featured fauna from South

Africa with an emphasis on ‘large-hooved

stock’. Monarto opened at a time where

the moral responsibility of running a zoo

was being debated and its grounds were

by Alexandra Christie

14t /022014

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by Alexandra Christie

structured to appropriately address this.

Due to its more recent construction,

Monarto has not needed to change its

facilities, other than to expand.

ARGUMENTS FOR ZOOS

Since zoos were first created they have

been proven to have many benefits.

Today they are sites of research,

conservation and education, as well

as being a family-friendly source of

recreation. Conservation remains one of

the main focuses of zoos worldwide. The

evolution of human species has seen the

decline and near extinction of many of

Earth’s fauna. Breeding programs and

captive development of animals has

saved many species from extinction and

allowed reintroduction into the wild. As

described at Monarto, many zoos are

collaborating to achieve genetic diversity

amongst endangered animals to improve

chances of survival against disease

and initiate the creation of insurance

populations to further preserve and

strengthen the world’s vulnerable species.

Zoos also provide an opportunity for

research. The observation of animals,

especially in naturalistic environments,

can provide beneficial information to

both the understanding of the species

itself, to ourselves as humans. Observation

of species can enrich our understanding

of the world, lead to new innovations and

discoveries, enhancing our care of Zoo

animals and allowing us to develop better

ways in which to go about our lives.

Zoos provide a place of learning and

discovery for people of all ages. Not only

is it a social convention to visit a zoo as

a child but most schools feature visits to

enhance education curriculum providing a

physical window into the natural world not

available at other venues such as museums.

Through this exposure and education,

zoos are able to foster appreciation for the

animals and motivate the public to become

aware of their impact on the living world.

“Observation of species is important and can enrich our understanding of the world, lead to new innovations and discoveries, enhancing ourcare of Zoo animals and allowing us to develop better ways in which to go about our lives.”

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Photograph: Student Christie Siatis.

Alexandra Christie.

Finally, zoos provide a wholesome, safe,

family-friendly activity that has potential

to be highly individual and memorable

for all ages. They have programs in place

for their visitors and the animals. For

example the chimpanzee enclosure has

enrichment activities at Monarto Zoo, the

Adelaide Zoo has detailed educational

displays and you can even go as far as

feeding many of the animals behind the

scenes at both Zoos which ensures a

positive experience is had by all.

ARGUMENTS AGAINST ZOOS

Many people will argue that zoos neglect

animal rights and often restrict animals

in small, unnatural enclosures with little

stimulation. It has been suggested that

we do not have the right to confine or

raise animals in captivity. From an animal

rights standpoint, being endangered

does not restrict that animal’s right to

freedom. Furthermore, one specific

animal should not be expected to be held

captive for the sake of its species. Instead

of using captive breeding programs,

concepts such as wildlife reserves should

be used to encourage a safe environment

for wild repopulation.

Another aspect of concern is unnatural

enclosures at zoos. Many are rectangular

in shape and utilise industrial materials,

unnatural in appearance and purpose.

They are designed to look appealing, be

easily cleaned and provide an unrestricted

view of the animal, none of which cater

for the animals needs, both physically and

psychologically.

In the wild, animals choose an area to live

and are free to explore. In zoos, no such

privilege is provided and not only is the

space restrictive, it is also permanent and

does not allow for exploration, leading to

the next problem, animal boredom.

Boredom within the animals can be seen

through repetitive behaviours which show

an animal is stressed or anxious. Whilst

changes and activities are implemented

by zoo staff to counteract this, it does not

compare with unpredictability of the wild.

Enclosures are not the only point of

difference between the animal’s natural

habitat. In zoos, animals are provided with

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“Does being endangered restrict that animal’s right to freedom? Should one animal be held captive for the sake of it’s species?”

Pictured: Panda enclsoure, photo by Adelaide Zoo. Pictured: Feeding Giraffes, photo by Monarto Zoo.

Pictured: Old elephant

enclosure, photo by

Adelaide Zoo.

Alexandra Christie.

17t /02 2014

predictable, pre-prepared food. Even with

creative effort from their keepers, animals

do not have to forage or physically hunt

down their food. This creates routine that

can lead to boredom which is both cruel

and dangerous, leading to poor mental

health within the animals. Many become

depressed and fall ill or refuse to eat,

causing trouble for both the animal itself

and zoo profits.

Ultimately it is not the animal paying the

zoo’s costs; it is the visitors, so zoos are

fighting to find the balance between great

animal care and high visitor numbers.

Adelaide and Monarto both had room

for improvement particulary with older

enclosures. There were also a number

of animals exhibiting signs of extreme

boredom with clearings where the

animals had been pacing. And while

the newer enclosures at both zoos are

of a high standard (Panda’s at Adelaide

zoo, Chimpanzee’s at Monarto) this

demonstrated significant inequality

between animals and made it obvious

which exhibits were expected to raise

more profit.

CONCLUSION

Zoo’s have traditionally been a means

of recreation, however for society today

there are a number of moral issues to be

considered. On the positive side, zoos do

strive to conserve species, educate the

public and provide a unique experience.

However, there are still many things that

need to be improved upon such as animal

well being, exhibit structure and approach to

mimicking animals’ natural climate.

Before visiting the Adelaide and Monarto

Zoos I believed that zoos still had a relevant

place in our culture. I felt that modern

zoology was in the best interest of the

animals and all resources were being utilised

to create a pleasing environment for the

zoo animals and their visitors. However,

after our excursions my viewpoint changed.

I cherish the idea of zoos; where else is it

possible to observe the world’s fauna in an

environment safe enough to permit children?

But when looked at realistically, captivity

is not something that is permitted under

human rights, so why should animals be an

exception? Whilst I do believe in the current

principles of modern zoos, I no longer

consider them morally justifiable.

Pictured: The landscape

for African animals, photo

by Monarto Zoo.

Pictured: Chimpaneze

enclosure, photo by

Monarto Zoo.

Pictured: Old Oranutang

enclosure, photo by

Adelaide Zoo.

Pictured: Feeding

Lemurs, photo by

Adelaide Zoo.

Pictured: Christie Siatis

and Lucy Fittock having

fun at Monarto Zoo.

Bibliography on back page.

Eyes To The Floor was performed by the

Year 12 Drama students at the end of May

at The Arch Theatre in the Holden Street

Theatres complex. The play is a chilling

portrayal of a dark chapter in a lesser-known

part of Australian history. It is a moving

portrait of hope that survives even in the

worst of conditions.

Parramatta Girls Home in Western Sydney

was run like a prison camp for teenagers, who

were rounded up and judged by authorities to

be in ‘moral danger.’

Redesigned to house the ten ‘worst’ girls in

the State, the Hay Institution for Girls became

both a threat to maintain order in Parramatta

and a site of further psychological torment for

the young women it housed.

The Hay Institution for Girls was reported

to be “a bold, successful experiment to

rehabilitate hard-core delinquents,” at the

DRAMA - EYES TO THE FLOOR

time but in reality it was a place of extreme,

dehumanising brutality for young girls. The

Institute was closed in the 1970s.

Forced to constantly keep their ‘eyes to the

floor’, these girls were not allowed to speak

to each other and were forced to lay and

then break up concrete paths, scrub paint

from walls and tend the institution’s garden.

The topical subject recently made national

news with 60 minutes featuring a story

about the now older ladies, and survivors

of the institution. Hay has now become the

subject of a national inquiry.

Eyes to the Floor was written especially

for a young cast, whose ages are chillingly

equivalent to the incarcerated girls they are

portraying.

“This was not an easy play for our

students to present and they did so with

professionalism, which pays tribute to the

many women who suffered in institutions

like Hay around the country,” said Drama

Teacher Aldo Longobardi.

“Alex Cornish, Emma-Kate Panuccio, Jess

Eyes To The Floor was performed by the Year 12 Drama students at the end of May at The Arch Theatre in the Holden Street Theatres complex.

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Valenta, Gina Cameron, Charlotte Bird and

Claire Wilson gave intricate and stylistic

portrayals of the girls’ experiences which are

documented often poetically in the play.”

“I have never acted in a play as dark and

heavy as Valentines ‘Eyes to the Floor’…it

was overall a very challenging experience

that pushed my acting abilities far…and

it is clear that it opened the eyes of the

entire cast and audience who viewed our

production,” said Claire Wilson, who played

inmate Marjorie, a tortured soul who ended

up in a psychiatric ward for repeatedly

plucking her eyebrows.

Alex Cornish, who played inmate Daniella,

felt that the didactic nature of the play,

particularly the ending where the characters

reflected on their memories of Hay, was

hauntingly written by playwright Alana

Valentine.

“The conclusion of the play left the audience

speechless as they pondered how humans

could be so cruel to one another. It was very

powerful.” said Alex.

“Emma-Kate Panuccio doubled as the sadistic

guard Furedi, who was outranked by Vedanth

Malladi as Superintendent Naylor, whose

mercilessly tortured the girls was chilling and

confronting. Sarah Haydon delivered a complex

portrayal of well-meaning Mrs Kay, a night

guard who hoped to reform the girls through

religious instruction and represented an image

of hope for the dispossessed girls,” said Aldo.

“The play would not have been a success

without a host of support by a talented crew

including Heidi Grace, who designed and

made all of the costumes, Charlotte Klose,

who kept everyone in check as the Stage

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Pictured: Front row Emma-Kate Panuccio, Charlotte Bird, Jessica Valenta, Alex Cornish, Claire Wilson, Gina Cameron. Back row Charlotte Klose, Scott Reynolds, Vedanth Malladi, Sarah Haydon, Aldo Longobardi, Sarah Hayden, Heidi Grace, Georgia Webber.

14t /01 2014

Manager, Georgia Webber, who created

maximum audience impact pre-show

as Front of House Manager, and Jo

Li who promoted the show with her

imaginative publicity campaign,” said

Aldo.

“The students were also supported

by Scott Reynolds and Year 10 Drama

student Emily Cribb, both of whom

volunteered to help out with lighting

and sound, and, Tony Moore and

the crew at Holden Street Theatres.

As always, Eynesbury’s Operations

Manager, Wayne Adams overlooked

the design and construction of the

minimalist yet haunting set. We are very

grateful for all their help and support.”

SWEETSUCCESS

The Social Justice Group put together

‘Exam Survival Packs’ for Year 10s and 11s.

These $2 packs of lollies, chocolate and

‘brain food’ proved popular with students

giving them extra energy during exams.

Year 12s keep your eye out for them,

they’ll be back later this year!

Pictured: Gina Cameron

Pictured: Andie Carlson and Gina Cameron.

The Year 9 Accelerated Entry Program

into Year 10 Studies was made part of the

official Eynesbury education offering in

Term 2.

“I am thrilled that this is now a

permanent fixture within our education

offering, and it’s proving popular already,

with a number of applicants already

applying in the few short weeks since

it was launched,” said John Warren,

Principal of Eynesbury Senior College.

This program is a highly visible and

innovative program which provides

students with the widest selection of

subjects for their senior secondary years

and offers more university course choices

on completion of Year 12. It also provides

a distinct advantage to students in

relation to the breadth and depth of studies

and subjects.

For example, if students were to choose

the ‘BREADTH’ option they will have

considerably more than the requisite 200

credits for SACE university entry, providing

as many options as possible for university

course selection. It has the added benefit

for students who are considering double-

degrees, and who, in other circumstances,

would need to choose between pathways

e.g., Languages and Science. AEP

participants will have more choices by

presenting 6-7 Stage 2 subjects in multiple

strands– in contrast to the requisite 4.5

subjects.

The other option available is the ‘DEPTH’

and combined with Eynesbury’s flexible

timetable, it accommodates for vertical

movement across Year Levels – so students

in Year 10 can undertake Year 11 (Stage 1)

studies (and occasionally Year 12–Stage 2). 22t /022014

YEAR 9 ACCELERATED ENTRY INTO YEAR 10 STUDIES

The Year 9 Accelerated Entry into Year 10 Studies is officially part of the Eynesbury education offering.

In Year 11, suitably prepared students can

then take up Year 12 (Stage 2) studies, and

Year 12 students may undertake university

studies.

“The program has been running as a pilot

for the last few years with selected students.

These accelerated entry students have

continued to excel and achieve the highest

of results which is why we decided to make

the program an official part of our education

offering.

“For example, of the seven students in

the State who achieved perfect scores in

2010, two were from Eynesbury Senior

College. The two students, Haillee La and

Jyothi Kuppa, were part of the pilot for

the Accelerated Entry Program and their

successes cemented the program within

Eynesbury’s education offering. Jyothi was

a Dux of the College and graduated at the

age of 15 years, turning 16 half way through

her first year studies in Medicine at the

University of Adelaide.

In addition to the advantages of an

Eynesbury education, the Accelerated Entry

Program participants will receive special

case-management and support to ensure

that students selected for this program

achieve high levels of success.

Students in this Accelerated Entry Program

will be acknowledged with an Academic

Citation which outlines the prestigious

nature of the program and students can

include this in their academic portfolios

presented to universities for course entry.

Academic Citations are held in high regard,

especially as a contribution to university

scholarship and residential college

applications.

Read more about the program or to apply

click here.

- O P E N D AY -INTERESTED IN SEEING THE EYNESBURY

DIFFERENCE FIRST HAND?

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SUNDAY 24 AUGUST

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In late June, ten Eynesbury International

Students attended their first ever

Australian Rules Football game at the

newly refurbished Adelaide Oval.

“Our day started with a brief chat from

the Australian International Education

Service (AIEU) and the many ways

our students could access their helpful

range of services. Then it was onto ‘Cow

& Co’ for a delicious free frozen yoghurt

creation,” explained Aldo Longobardi,

enthusiastic Port Power Supporter and

supervisor on the day.

“The ‘March from the Mall to the Oval’

saw us join over 5,000 Port Power

supporters in a celebratory atmosphere.

With some spare scarves and flags on

hand, the students quickly took to and

participated in the flag waving and ‘power’

chanting.”

“The highlight came when we reached

the oval, and the students were taken to

a special location to meet with Power’s

new Irish recruit Daniel Flynn. He talked

to the students about AFL football and

the shared experience of leaving family

and friends to come to study and work in

Adelaide. After countless ‘selfies’ with our

students, it was time to leave Daniel and

head into the grandstand to see the Power

storm home to victory over the Western

Bulldogs,” said Aldo.

“Our thanks go to both AIEU and the Port

Adelaide Football Club for providing this

unique and enjoyable cultural experience

for our international students,” said Aldo.

24t /02 2014

It was an exciting day for 10 International Students who attended their first AFL game at Adelaide Oval.

STUDENTS POWER ON!

The Australian International Education

Service, based in King William Street,

in a partnership with the Port Adelaide

Football Club, provide this free cultural

experience to International students in

South Australia.

The AIEU offer free services to

students to ease transition into

tertiary studies in Australia and assist

a host of activities such as applying

for university, getting a driver’s licence

and translation services.

24t /01 2014

Their international program is open to

all international students for the rest

of the 2014 season and we can send

up to 30 students to each home game

as part of the program.

If you are an international student

interested in attending the next home

game- get in touch at:

aldo.longobardi@eynesbury.sa.edu.au

CALENDAR DATESFOR TERM THREE

26t /02 2014

week date event

1 mon 21 Jul Year 12 Trial Exams commence and conclude at the end of Wk 1

thur 24 Jul RACI Chemistry Quiz

Sat 26 Jul The Formal

2 thur 7 aug Australian Maths Competition

3

4

5 Sun 24 aug Open Day 2 - 4pm

6 Fri 29 aug Scholarship Applications Deadline

7 mon 01 SePt Year 10/11 Parent Teacher Interview Evening

8

9 mon 15 SePt Stage 2 Oral Exams Begin

10 Fri 26 SePt Stage 2 Oral Exams Conclude

holidayS

1 Year 10/11 Reports mailed this week

2 Scholarship outcomes mailed this week

term 4 mon 13 oCt START OF TERM 4

eynesburyseniorcollege #year12 #mentorsessions #speaker #huttstreetcentre #raisingawarenessforhomelessness #heroday #dressupforagoodcause #escsocialjusticegroup

INSTAGRAM GALLERY

eynesburyseniorcollege #exams in full swing and the $2 Exam Survival Packs have been a huge success raising valuable funds for charity too. #escstudents #adelaide

eynesburyseniorcollege #festive #escstudents #christmasinjuly (almost)

eynesburyseniorcollege Nothing like some festive/festy Christmas decorations for our Christmas in (almost) July #escstudent celebration event #lol

eynesburyseniorcollege #teenagemutantninjaturtles #heroday #dressupforagoodcause #huttstcentre #raisingawarnessforhomeslessness

eynesburyseniorcollege #esc #ancientstudies #bothsides #courtroom #debate #clairelovesthegavel

eynesburyseniorcollege #socialjusticegroup #slg #esc #students #eventplanning

eynesburyseniorcollege #christmasinjuly (almost) teams getting into the ‘spirit’

eynesburyseniorcollege Reminiscing- mentor session this week #selfdefense

Contact: Eynesbury Senior College, 15-19 Franklin Street Adelaide SA 5000

t (08) 8410 5388 F (08) 8410 5253 e city@eynesbury.sa.edu.au

bibliography for article “is there a role for zoos such as the adelaide and monarto zoo?” by alexandra Christie.

Dixon, T 2009 ‘Should we ban the keeping of animals in zoos?’ Website, accessed 5 June 2014Jamieson, D 1985, ‘Against Zoos’, Peter Singer (ed) - In defense of Animals, New York: Basil Blackwell, pp. 108-117 Pickrell, J 2010, ‘How Zoos are saving our Animals’, ABC Environment, 3 August, accessed 1 June 2014Padel, R 2013, ‘Don’t let good zoos go extinct’, The Guardian, 23 March, [ONLINE] Available at: http://www.theguardian.com/books/2013/mar/22/good-zoos-conservation [Accessed 4 June 2014]Zoos SA, 2014. Monarto Zoo – About Us, Australian Panda home, [ONLINE] Available at: http://www.zoossa.com.au/monarto-zoo/zoo-information/about-us [Accessed 1 June 2014]Zoos SA, 2014 About Us - Adelaide Zoo, Australian Panda home [ONLINE] Available at: http://www.zoossa.com.au/adelaide-zoo/about-us-1 [Accessed 1 June 2014].Whiting, A n.d., ‘What’s Wrong With Zoos ?’, Animal Liberation Victoria, accessed 1 June 2014Wikipedia , 2012. Adelaide Zoo - Wikipedia, the free encyclopedia. [ONLINE] Available at: http://en.wikipedia.org/wiki/Adelaide_Zoo [Accessed 4 June 2014]