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Pulteney Review Week 10 Term 1

From the Principal
“Prepare the child for the path, not the path for the child”

 I first published my thoughts on this quotation in the Pulteney Review in 2014.  What made me revisit it is a book that I am currently reading, The Self Driven Child, by W Stixrud and N Johnson.  The authors, a clinical neuro-psychologist and a motivational coach and tutor, have focused their research on the importance of a child’s autonomy and agency in their lives to reduce anxiety and stress and promote resilience and self-control. 

 “We start with the assumption that kids have brains in their heads and want their lives to work and that, with some support, they’ll figure out what to do.  They know it’s important to get up in the morning and get dressed.  They know it’s important to do their homework.  They feel pressure even if they don’t show it and, if they are struggling, nagging them about it will only reinforce their resistance.  The trick is to give them enough freedom and respect to let them figure out things for themselves.  Even if it were possible to control our kids and mold them into who or what we want them to be, we might be less stressed, but they would be more controlled than self-controlled.”

Are we raising the anxious generation?  We have certainly seen across the globe a marked rise in stress-related mental health concerns in children and adolescents. Feeling persistently overwhelmed by demands, feeling tired all the time, not having enough downtime – all are potential contributing factors to anxiety.

 As I wrote in 2014, we cannot protect our children from any and all harms.  This is simply impossible.  The idea that we can map our children’s daily life course and make their path as smooth and trouble free as possible is simply unrealistic and counter-productive to their development. It is also incredibly tiring for us!  What we can do as parents and educators, is to model and support the importance of embracing life’s challenges (large or small) through uncomfortable, disappointing or difficult experiences.  This encourages children to develop problem solving skills, courage and perseverance – attributes I am sure we want all of our children to have.  In addition, “you can nurture habits and a lifestyle that support healthy minds. Above all, promote rest. Encourage sleep, meditation if they’re interested and downtime…Rest is not laziness. It is the basis of all activity.”

Johnson states: “Lastly, make it your highest priority to simply enjoy your kids. As they are. Right now. Flaws and all. For the development of babies, one of the most important inputs is parents who are warm and responsive. When do you think kids outgrow that need? We think, never.” 


Cook, G. (2018). The Case for the Self-Driven Child. [online] Scientific American. Available at: [Accessed 2 Apr. 2018].

Johnson, N. & Stixrud, W. (2018). The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. Viking.

Anne Dunstan


Parent, Teacher, Student Meetings

During the final week of this term parents of secondary students (7 – 12) will receive a copy of their child’s academic interim report where information regarding student progress will be communicated.

Early next term, parents of students in Years 7 - 12 will also have the opportunity to schedule a meeting with their child’s subject teachers where information regarding student progress will be discussed in greater detail. Students are encouraged to attend Parent Teacher Student Meetings and participate in the discussion about their learning across a variety of curriculum areas.

Middle School and one ninety Parent Teacher Student Meetings are scheduled for Tuesday 8 May (4.00pm to 8.30pm) and Wednesday 16 May (4.00pm to 8.30pm).

Further information pertaining to the online booking system will be provided prior to the commencement of Term 2.

Parent Teacher Student Meetings provide an important opportunity for teachers and parents to work in partnership to support our students in their academic endeavours. Furthermore, it is a time to celebrate achievements, identify strengths and develop strategies that will lead to further improvement and success. Educators have known for some time that students are more likely to be successful, gain a strong sense of purpose and experience success, when they are engaged in tasks that they are passionate about. The opportunity to regularly engage our students in meaningful conversations about their learning will not only serve to support their progress academically but help to identify their passions, leading to the pursuit of their chosen career.

Greg Atterton

Deputy Principal



We work with many families across various settings and have found that a common concern for parents can be worrying that their child may have difficulty in making and keeping friends along with many other related concerns when thinking about the social wellbeing of their child.

Supporting your child to develop their social connections and social self can be challenging however just as important as other aspects of their wellbeing such as their physical and emotional wellbeing.

If you feel that your child may be struggling in this area, there are many support options available both at school and externally. At school, you and/or your child can speak to their Tutor, Teacher, Heads and Assistant Heads of School, or any member of the Student Wellbeing Services team, including our School Psychologist and School Counsellors.

External options may include making an appointment with your GP, seeing a Child Psychologist and also connecting your child with activities that interest them that are external to the school environment so that they have an opportunity to make friends in different settings and with those with similar interests to themselves.  

The following link provides some valuable information and advice that we hope you find useful.

If you would like to discuss further, please don’t hesitate to contact the Student Wellbeing Services Team on 

Lisa Thompson

School Counsellor (Wednesday and Thursday)

Student Wellbeing Survey

As part of our review of student wellbeing programs at Pulteney, we are asking Middle School and oneninety students to participate in a survey about wellbeing services. The survey has been developed by the Pulteney Wellbeing Services team and seeks data in relation to the following:

Student knowledge of the wellbeing service supplied by Pulteney,

Access to these services,

Their thoughts about issues impacting students at Pulteney.

The survey is anonymous, will only take a few minutes and will be completed with the assistance of their tutors.

The data collected will only be used by the Pulteney staff to assist with the promotion and development of our wellbeing services.

The survey will be completed over the course of the last week of Term one and will provide extremely useful data as we continue to develop wellbeing programs and services which meet the needs of the young people in our care.


Steven McCulloch

Head of Student Wellbeing 

Road Safety
Respect our neighbours

Following from my recent communication on road safety which relayed the messaging from Adelaide City Council, we are obliged to remind our community on the need to be respectful of our neighbours when dropping off or collecting students.

We have received a number of complaints throughout this term regarding Pulteney parents acting inappropriately and causing great upset to our neighbours surrounding the campus. There has been a number of occasions where we have received phone complaints regarding Pulteney parents blocking driveways and parking in private lanes. For the record, the lanes between Symonds Place, Howard Florey Street and Catherine Helen Spence Street are not public roads and parking in front of the garages in these laneways is both inappropriate and illegal.

The car park opposite the Kurrrajong entrance on Symonds Place is a private car park and should not be used for parking, dropping off or collecting students at any time.

While it may seem like a minor inconvenience and unimportant, we enjoy a strong relationship with our neighbours. They are our eyes and ears after hours and on weekends, and are a valuable resource when unsavoury or inappropriate behaviour occurs around the school campus. We ask that everyone respects our neighbours by driving sensibly, not parking inappropriately and being mindful of the impact of our actions.”

Garry Whitelock

Business Director

United Nations Youth Conference 2018

From the 16th to the 18th of March, two Year 11 Students (Coby Howell and Connor Fyfe) participated in a weekend-long United Nations Youth Conference at the Nunyara Conference Centre. The theme of this conference was the exploration of “Power, Diplomacy and Influence”. This theme was investigated and studied throughout the weekend through a diverse range of activities. Across the weekend, Coby and Connor participated in multiple workshops, speaker panels, debates, problem-solving activities and so much more. Participants heard from Australia’s youth representative to the United Nations, business entrepreneurs and education officials. They also learnt a great deal about the systems of voting and were given the opportunity to participate in a study involving students voting in a mock election. The vast range of activities that were undertaken as part of the conference made the entire experience so much more informative and valuable, as well as incredibly enjoyable.

Pulteney’s commitment to supporting the interests of students enabled both Coby and Connor to utilise this wonderful opportunity and reap the benefits of such an informative conference. This was an enlightening experience for both students and they hope to participate in many more United Nations activities in the future.


We would like to Congratulate Zane Phua in 7CR for winning two gold, one silver and one bronze medal at the SAPSASA State Day.

The two gold medals for breaststroke were record breaking times beating the original record (36.01)held since 1992 by D. Pregarz in under 13’s. Zane's times were 35.7 in the preliminary race and 35.08 in the final.

Student Futures
Career Expos and Open Days

There are several Career Expos held throughout the year and I would strongly encourage you and your child to attend any that are of interest, especially if you are wanting to explore post-schooling options with your child. Two expos I am currently aware of are the Tertiary Studies and Careers Expo, which will be held THIS Sunday 8 and Monday 9 April at the Adelaide Convention Centre (, and the National Careers and Employment Expo which will be held on Friday 25 and Saturday 26 May at the Adelaide Showgrounds (  Both of these expos will have a presentation schedule for students and parents to listen to information that is specifically relevant to them plus a myriad of exhibitors for students to speak directly with. The TSACEA presentation list can be found at In addition to these, all of the major SA universities and TAFE will hold Open Days over the weekend of Friday 10 – Sunday 12 August and several faculty areas within the universities will also hold individual Open Days. These will be advertised to students as dates become available.

Bond University Scholarships now open

Applications for scholarships to study at Bond University are now open. Bond university offers a broad range of scholarships for those who excel in their academic, community and/or sporting pursuits. If students are interested in studying at Bond university, they should go to to find out more about the scholarships on offer to Year 12 students. Scholarship applications close on July 31.

University of Western Australia (UWA) – Tuesday 10 April

The University of Western Australia is holding an information session on Tuesday 10 April, 6.30pm – 7.45pm at the Adelaide Science Exchange, 55 Exchange Plaza, Adelaide for students interested in exploring post-schooling study options in Perth. For further information and to register to attend, please go to

EducationUSA Information seminar - Wednesday 11 April, 5.30 – 7.45pm

EducationUSA is running a follow up ‘Next Steps’ seminar Wednesday 11 April, 5.30 – 6.30pm in Wyatt Hall, here at Pulteney Grammar School. Following this, there will be a ‘Student Athlete Aspirations’ workshop from 6.45 – 7.45pm. To get the most out of these sessions, you should have already attended a general information session held within the last 12 months and have some idea about the process of application to Colleges and Universities in USA. To find out more details and/or register for either or both of these events, please go to the links below: Next Steps -; Student Athlete Aspirations:

Academy of Interactive Entertainment Experience Day – Wednesday 18 April

For students interested in exploring a possible career in gaming, 3D animation and Visual FX, you are invited to attend the AIE Experience Day on Wednesday 18 April, 10am – 2.30pm at their Adelaide campus, 32 Grenfell Street in the city. For further information and to book a place, go to:

University of Adelaide STEM Careers Night - Wednesday 9 May

If you or your child are interested in exploring STEM careers, and where they could lead you, please find more details here:

New FUTURES website

Pulteney has a new FUTURES website, which can be found at The website contains a huge amount of information on all things ‘careers’, including job seeking skills, career exploration tools and post-schooling study links, plus links to other career and ‘future’ relevant websites. In addition to contacting me, I would encourage you and your child to explore the website when you are seeking ‘FUTURES’ information.

I would particularly encourage our current Year 12 students to continue (or begin) to explore their post-schooling options for 2019 and beyond in the upcoming April school holidays. Whilst it is important students concentrate on their studies throughout the term, to ensure they have the best possible outcomes from their Year 12, the upcoming holiday time provides a little respite from the day to day pressures of being at school and therefore an opportunity to explore some post schooling options. In addition to the vast resources on the new Pulteney FUTURES website, below are several other websites, which students (and parents) may find useful, when exploring pathways for their future. (Apprenticeships and Traineeships) (Uni SA) (Adelaide University) (Flinders University) (TAFESA)

Further useful links can be found at:

ATO Tax File Number (TFN) Applications

A tax file number is a unique nine-digit number issued to individuals and organisations to help administer tax and other Australian Government systems. Students need a TFN before they can start paid work and/or to access the Government supported HECS-HELP program to financially support further study. For information on how to apply for a TFN, visit:

If you have any questions concerning careers or related topics, please feel free to contact me on or 8216 5553.

Have a great week!


Leeanne Johnston-Bryan

Coordinator of Futures

Business Directory now online

The Pulteney Business Directory has arrived!  We encourage our community to search and support businesses connected to our School. View here

Upcoming events

Save the date for the following Pulteney events!


Friday 6 April Cabaret
Sunday 8 April Venture Club Gin Night
Sunday 6 May Sunday Set
Tuesday 8 May Parent Teacher Student Meetings
Friday 11 May Chic & Champagne Fashion Evening
Wednesday 16 May Parent Teacher Student Meetings
Friday 22 June Whisky Dinner
Saturday 18 August Pulteney Foundation White Night Dinner
  Pulteney Foundation Golf Day




Students are at the centre of everything we do at Pulteney – simply put, students are our core business and more importantly our core concern. There is not a teacher at Pulteney who does not feel invested in the students they teach. This investment comes on an emotional level –  with overall well-being paramount, but also at a micro level; every teacher wants to not only inspire in the student a passion and enthusiasm for their learning area but also for them to realise the relevance and possibilities that come with it.

With the increasing focus on highly valued STEM subjects in recent years it is important to remember that maths, technology and science are not the only valuable 21st century skills!

As our students move into a world where it is predicted they will have up to 13 career changes during their working lives, we need to equip them with the skills to cope and thrive with this scenario. It is also important that we equip them with the skills to live and work in an ever increasing globalised and multicultural world. As pointed out in the Washington Post recently, the workforce will

 “ desperately need the expertise of those who are educated to the human, cultural, and social as well as the computational” (Strauss, 2017).

In 2013 Google conducted an inquiry into its hiring practices called ‘Project Oxygen’. What it found was that of the top eight most valued characteristics of its managers, the top seven were all ‘soft-skills’.

As stated in the blog “Google just made the case for more foreign language education” the good news for our students is that :

“The soft skills valued in leaders are by-products of foreign language acquisition” (Meaghan, 2018)

In addition the following excerpt taken from the same blog “Google just made the case for more foreign language education” explains these soft skills and how they relate to foreign language learning:

  • Possessing different values and points of view: You may have heard that learning a new language provides a new perspective on the world; that statement isn’t just a feel-good catchphrase. Studies out of Chicago show that even young children exposed to multiple languages are better at understanding other people’s perspectives.
  • Having empathy toward others: A 2015 study from the University of Chicago indicated bilingual children are more likely to be empathetic. Struggling your way through a second language can be humbling, making it much easier to put yourself in others’ shoes and understand those who are different or whose beliefs differ from yours.
  • Being a good critical thinker: Studies from the University of Chicago show that bilinguals are better able to pick up on nuances and subtleties. This leads to more informed decision making, rather than emotional decision making.
  • Making connections across complex ideas: Bilinguals possess many cognitive skills that heighten awareness of complexities in a given situation. Studies show bilinguals have more control over their attention, make more rational decisions, and are more perceptive and observant.
  • Communicating and listening well: Here’s an obvious one—bilinguals are better communicators! When learning another language, understanding others and making yourself understood is always front of mind.

Some of our past Year 12 students were asked to reflect upon their language and culture learning journey here at Pulteney. The development of these highly valued ‘soft-skills’ is evident in their reflections. Although these examples are from our senior German students’, the same skills are as equally evident in our Year 12 Japanese students.

“Learning German has opened more doors for me than I ever thought possible. I was lucky enough to participate in an exchange in Germany for two months, where I was able to experience the different culture, and develop my language and communication skills. I had the time of my life - coming back more independent, with amazing friends, a greater cultural understanding and a huge passion for everything German - the people, the food, the traditions, and the language - I was dreaming and thinking in German by the end of my exchange. I now study German as part of my degree, am part of the University’s German club, and plan to revisit Germany to study and to see the amazing friends I made there, who I still talk to every day. Nothing compares to being able to communicate in another language, it is so rewarding and I highly recommend it to everyone - you never know where it might lead!”

Emily Conroy
Proxime Accesit 2017
Forum Leader

“Undertaking a language subject gives you far more opportuniSties than just learning the language itself. Personally, when I started German in Year 7, I never thought I would continue all the way to Year 12. However German ended up being one of my favourite subjects and it has given me so many great friendships with students overseas. One of the opportunities I had, was to host an exchange student. This is a great experience because of the connections you make and I now have a 'second' family who I can visit on the other side of the world. I had the opportunity to visit my exchange student in the Christmas of 2017. Not only did this give me a greater cultural awareness and the opportunity to travel but I also spent time visiting other exchange students who had come to Pulteney. Although I never went on exchange while at school, I did not feel disadvantaged while in Year 12. Pulteney is lucky enough to host many German exchange students across the senior school. These students are very helpful in providing support to German students across all year levels especially with Year 12's. I could not recommend learning a language enough.”

Caitlin Pearce
House Captain 2017
Swimming Captain 2017

“Learning a language has always been something that has captured my interest. For me, Italian was my first language, followed by English when I moved to Australia. Likely due to being bilingual, learning languages appealed to me greatly because I could see the benefits of being able to speak multiple tongues; from being able to communicate with more people from across the world, including family and friends I had in Italy, to being able to read non-English books and watch movies. No surprise that as I entered Middle School at Pulteney, I quickly fell in love with studying German and all things about the German culture, history and heritage. As a Year 8 being thrown in the world of German, you have no idea just how far you’re going to pursue the language, but for me, studying German provided me with some of the best experiences at school, and continues to be advantageous in my tertiary studies at University. In Year 11, I undertook an exchange with my German host-sister Luisa, which was the start of a life-long friendship across the world. Later that year, I also immersed myself in, and explored, the German culture and sights by attending the 2015 German Trip, which to this day remains as one of the best trips I’ve ever had. The experiences of Year 11 heavily motivated me to continue German in Year 12, where I was able to exceed my expectations and finish the year with a SACE subject merit, and the SAGTA Goethe Prize, for German, which overall helped me achieve proxime accesit to Dux of the School. German continues to be a part of my life, as I am continuing my German studies at Adelaide University.”

Alice Ascari
Proxime Accesit 2016
Forum Leader

“Studying German at Pulteney was one of the most rewarding decisions of my secondary education. Not only was it incredibly fun, but it has also been very helpful in opening doors in the areas of Law and Business, where I currently work. Having learnt German also makes travelling through Europe ridiculously easier. At school, I was fortunate enough to be awarded a scholarship for an all expenses paid one-month trip to Germany. Since then, I’ve gone back three more times, which has been a great way to keep practising the language, as well as meeting people from a wide range of backgrounds. If anyone is even slightly considering continuing a language at Pulteney, I would seriously recommend it. It’s an incredibly worthwhile decision that will serve you well in the future!”

Tim Porter
School Captain 2015
Dux 2015

As we enter the most exciting week on the Languages Calendar the “Languages and Culture Celebration Week” it is important to remember why the program is so important. Preparing our students for the future workforce is just one aspect of the program. Helping students to obtain a broader perspective on life, empathy for others, a greater sense of personal and cultural identity and of course improving their communication skills in their target and own first language remains at the core of the language teachers’ purpose.

Kirsty Hickman-Davis

Learning Area Leader, Languages

V Strauss, December 2017,  ‘The surprising thing Google learned about its employees — and what it means for today’s students’ in Washington Post, December 2017, viewed on 2 April,

Meaghan, ‘Sorry Stem, Google just made the case for more foreign language education’, January 2018 in Transparent Language, viewed on April 2,


From the Chaplain
The Season of Easter and the journey to Pentecost.

The Easter theme of new life and new possibilities is before us. For Christians, Easter is not simply a belief in something that happened once in history. In the formal liturgy of the church Easter is a six-week journey towards Pentecost. It is the beginning of new a way of living, living life in the ‘Presence of the Risen Lord’. Interestingly, as much as the birth of Jesus is a beginning, it is in the death, resurrection and ascension of Jesus Christ where the lived Christian experience truly begins to take shape. The fifth book of the New Testament, Luke Acts of the Apostles, shares this experience with us.

Those of us who are part of the western tradition of Christendom will have attended special Easter services over the weekend, the eastern Orthodox tradition will celebrate Easter this weekend. I enjoyed celebrating the liturgical observances of ‘The Lighting of the New Fire’ at dawn, the lighting of the Paschal Candle, the Renewal of Baptismal Vows’, and the celebration of the ‘Easter Eucharist’ with the people of the parish of Kapunda.

Along with these Easter celebrations, many more of us will have enjoyed gathering with family and friends, exchanging gift mainly in the form of chocolate symbols of new life and new beginnings. My family also celebrated the birthdays of my father-in-law and my grandson, both April 1 babies. Four generations gathered to share and celebrate with each other. Pulteney still calls Term 2 the Easter term. Such traditions remind us that our faith is an intergenerational, life long journey.

Many Christians struggle to understand or articulate confidently exactly how it is that Jesus’ death and resurrection saves us from our sins. The meaning of Easter is complex and challenging, and rightly will always have mystery and lifelong revelation at its heart. Word and concepts like ‘atonement’, ‘penal substitution’, or ‘satisfaction theory’ are used to try and more fully understand, but it is highly contested, and Easter thinking has changed and continues to change over time.

An important focus of Easter is to think deeply about what does the ‘Presence of the Risen Lord’ actually mean in our everyday lives and for me the nature of forgiveness has been a recent focus of reflection. Christians are an Easter people, a people of the New Testament. We make know to those around us the ‘Presence of the Risen Lord’ in our lives by behaving like forgiven and forgiving people.

 Being forgiven means that relationship that are diminished or damaged by mean spirited behavior, can be strengthened and restored. While forgiveness may never erase the hurt we feel, it has the capacity to free us from the oppression of hurt and enable us to more fully lives our lives with compassion and joy. Much secular therapy, some of it very expensive, can at best achieve a similar outcome.

We experience the ‘Presence of the Risen Christ’ when we rebuild relationships broken by thoughtlessness and selfishness. We experience the ‘Presence of the Risen Christ’ when we repair the damage done to relationship by careless gossip and slanderous conversation. We experience the ‘Presence of the Risen Christ’ when we challenge and counteract oppression, injustice and discrimination by changing behaviors that harm and demean the humanity of others.

 In all these acts, acts of kindness, generosity, and integrity the people of God live out the ‘Presence of the Risen Christ’ and open the door for others to access God’s continuing forgiveness. 

Preparing for Baptism, Reception to Communion, Confirmation

Beginning in Term 2 students at Pulteney will be given these focused opportunities to explore their spirituality and faith. Please contact the chaplain if you have anything you wish to discuss.

Magdalene Centre

The Pulteney Community continues to be generous in its regular contributions. The Magdalene Centre provides food and household resources to hundreds of disadvantaged individuals and families.

Many people are including mini toiletries. These are greatly appreciated, especially toothpaste. I know these are a great help and confidence booster to young homeless people getting ready for interviews.

Donations can be brought to the Chapel Foyer. Baskets have been labelled so that we can sort and care for your donations.

Chaplaincy Contact 2018,

phone 8216 5512, 0434 297 879 or contact the school office

Deep Peace,