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Pulteney Review Weekly Term 2, Week 4 2020

From the Principal

The sight of students running, jumping, kicking and throwing on South Terrace has never been more welcomed than it was this week as sport training recommenced across Pulteney Grammar School. It has been yet another sign of optimism and return of the texture to school life that our students value so much.

It has been a similar story in the Nicholls Building where bands have struck up their play once again with a view to performances in the weeks to come. Monday, June 8, has been provided by the government as the next horizon for possible relaxation of social distancing measures and we eagerly await what it might bring. Until then, we plan for what might be possible. Indeed, recent conversations with outdoor education provider OEG have focussed on what possibilities for camps could exist later this year and recognising likely domestic travel restrictions will remain. These early conversations have proven most fruitful and I look forward to, should society’s emergence from the pandemic continue as it currently is, confirming these opportunities in due course.

Recently, I had the pleasure, together with some colleagues, to record a few contributions to the Pulteney Storytime Series; a collection of book readings that will be released each week throughout this term. We hope students in our younger years enjoy them; ‘Silver Buttons’ is a personal favourite of mine.

Traffic Management

Drop off and pick up are the two busiest times in the school day. Near 1000 people are, at these times, trying to arrive and depart and this leads to the streets filled with cars and people. We ask for everyone’s assistance at these times to ensure the safety of all members of the community and indeed the general public. The school please asks:

  • For all pedestrians to use the pedestrian crossing or footbridge when crossing South Terrace.
  • For cars not to double park on South Terrace or Gilles St even if children are in eyesight.
  • For cars not to idle in surrounding streets such as Howard Florey Street and by doing so block the movement of local residents.

The School encourages families of students in Years 7-12 to consider alternative means of transport if feasible or arranging drop off and pick up locations a short walk from the school gates


Earlier this term, we announced that communications at Pulteney would change this term and the Pulteney Review would become a weekly repository for information, news and photographs. Below is a summary of the School’s means of communications  that should serve as a reference guide for all families.


Cameron Bacholer


From the Deputy Principal

It could be argued that the need for innovative, solution-focused, creative thinking could not be more important than the present, as we all seek to carefully navigate the trials and challenges cast by the pandemic. Workplaces, community groups, sporting clubs and schools all have needed to examine their practice and investigate and identify new ways to meet the needs of their employees, customers, members, participants, staff and students. For some, their ability to meet these needs has been met through invention or adaptation, while for others the solution has been found in practices from yesteryear.

As you read through the various articles included in this edition of Pulteney Review you will no doubt note the examples of how our School has needed to invent, adapt or indeed return to previous practices to ensure the needs our community are met during this time of crisis.

Through the invention of Pulteney@Home, our students were able to access our curriculum in a variety of different forms, at different times and present their work in their own creative way. Clever use of technology allowed our students to engage with their learning at anytime from anywhere. Pulteney@Home also allowed our students easy access to the ever-expanding online sources of information and knowledge required to solve problems using real time data. Our teachers continued to challenge our students’ thinking, encouraged their creativity and provided them with opportunities to explore and create meaningful connections with their peers and their teacher whilst participating in a virtual classroom environment.

Parent Teacher Student meetings, normally scheduled as face-to face conversations have been adapted to take place online. Initial feedback from teachers, parents and students has been positive and we are incredibly grateful to our community for their patience and care as we trial new initiatives that aim to maintain our strong bonds whilst not losing sight of the need to keep our community safe.

Over the past few months we have seen a renascence in the joy of letter writing as a means of communicating and connecting with others. The thrill of receiving a letter via post was fast becoming a thing of the past and yet students are now being encouraged to put their screens down and pick up a pen. Aged care facilities are urging children to reach out through letter writing as a means of connecting with the elderly who are finding long, extended periods of isolation difficult. As described later by Matthew King, Prep students have thoroughly enjoyed the opportunity to build relationships with Old Scholars through letter writing and are eagerly awaiting their response.

These are but a few examples of how our school has been agile and responsive in a time of uncertainty and change. However, it is critical that we learn from these experiences and reflect on our practice so that we can continue to make richer the learning experience for our students.

In the coming week, we will be seeking feedback from the Pulteney community regarding our online learning model, Pulteney@Home and the recently held online Parent Teacher Student meetings. Your input will be invaluable in guiding our practice moving forward. I encourage you to respond in due course and share your views with us.

It is wonderful to see Pulteney once again becoming the hive of activity and the energetic place that is well known. Pulteney is more than a school. It’s a strong, diverse and supportive community that fosters adventurous thinkers, and compassionate leaders. Thank you for your continued support for our school community during this time of challenge.

Greg Atterton

Deputy Principal

one ninety
Teen Boys & Gaming: The 10 Agreements for Healthy Balance

Increasingly over the years, parents have raised concerns regarding their child’s (particularly their teenage boy’s) over-commitment to the computer and/or gaming device. These concerns have centered on the adolescent’s time and energy dedicated to ‘gaming’, to the seeming detriment of their physical and academic health. We are all firmly aware that this topic and concern is not limited to the Pulteney campus. Rather, it is something discoursed widely and often. The cries of parent concern have grown ever-louder due to the mandatory home isolation enforced by COVID-19 and the consequence of adolescents playing games\ even more. 

It is important to recognise that there are some benefits of gaming. It cannot, and should not, be seen as total bane on teenage development and therefore abolished. Rather, it is an activity that needs to be carefully monitored and a joint understanding between parent and child established. I therefore share the following ten agreements for a healthy balance as written by Maggie Dent.

Dent asks if you and your child can agree to the following terms:

1         No computer or device in his bedroom – without permission.

2         Be actively engaged in outside of bedroom/home activity that builds emotional and social competence at least twice a week – preferably group activity.

3         Be playing some form of sport/martial arts/surfing (anything!)  at least three times a week.

4         Complete normal chores around home.

5         Ensure school grades are maintained.

6         Be at family meal times and have an agreed bedtime.

7         Have a friend/mate visit or they go visit weekly (when appropriate based on COVID-19 regulations)

8         Be responsible for any excessive data expenses.

9         Not disable the parental controls that are in place.

10       Avoid porn sites and viewing MA 15+ or R 18+ or showing anyone else. Please stress they are NEVER to show this material to anyone even if they ask.

Dent is of the belief that “…if these things are all happening, your child is managing his gaming in a way that is not going to cause long-term damage. It is called healthy boundaries.

When boundaries start slipping, I suggest they simply lose the privilege of access for 24 hours the first time, 48 hours the second time and an extra 24 hours each time. Our children need our help to maintain this freedom to ensure they stay healthy on all levels.

Allow some flexibility if your child negotiates small changes occasionally – this encourages cooperation and fairness rather than resentment and rebellion.

Please be mindful of the doomsayers who tell you that gaming will be disastrous!

It is excessive usage that can create serious problems and the 10 Agreements can help keep everyone happy!”

Nicholas Brice

Head of one ninety

Middle School

It is exciting to see the slow, but sure, progression back to the regular routines and events of school life. Parents will have received the Term 1 Interim reports and should be now participating in the on-line Parent, Teacher, Student meetings.

I have been most impressed with the online interviews. There certainly was some uncertainty before the first afternoon as to how well the online method would work but, besides a few minor glitches, the process has worked well.

I have also been pleased with the number of students that have participated in the interviews with their parents. In Term 3 the Middle School re-frame the interviews as Student Led Conferences, continuing the great work of Kurrajong and Prep in encouraging students to take responsibility for their own learning.  We ask the students to respond to four questions:

  1. What are my strengths in this subject?
  2. What do I find challenging?
  3. What am I proud of?
  4. What are my future learning goals for this subject?

These four simple questions aim to have students reflecting on and taking greater responsibility for their own learning.

Young learners can view learning in a very black and white manner. They often view their results as pass or fail - success or failure, with little understanding or recognition that doing poorly in an assessment simply means that more learning is required. They often lack independence with their learning and perceive their results as something that the teacher has ‘given’ them rather than seeing it as useful feedback. This black and white view of learning often creates a ‘can do, can’t do’ mentality.

Whereas, as adults, we understand how to learn independently. Successful adult learners tend to see their teachers as facilitators of learning – aiding, guiding, supporting our efforts to understand. Adults tend to have confidence in their ability to learn and take full responsibility for their success, or failure, to achieve their learning outcomes. They understand that often learning can be frustrating and that persistence and hard work is required.

In the Middle School, we aim to assist our students to develop an understanding of learning, and how they learn, so that they can see learning in a positive light and not be fearful of, but enjoy, the challenges learning provides. We want our students to have a love of learning and to be life-long learners. 

We also want to celebrate success and the following House articles will report on the academic success of many.

Paul Ryan

Head of Middle School

Kennion Miller

At the end of each Term, teachers are hard at work creating reports for each of our students. In recent years we have developed this to have a key focus on the Areas of Strength and Future Learning Goals of our students. Even at times when students do not receive comments in these areas, teachers are being thoughtful about how these ideas will support our students and actively communicating these with the student, Tutors and Wellbeing teachers. All students received their reports last week and while Kennion-Miller came 4th in Academics overall for Rungie Cup points, it was pleasing to see that so many of our students received excellent effort results and were able to work hard to achieve our academic goals of constant improvement and development. There were some students who received certificates for academic excellence. Congratulations to Emily Soon-Kreuger (Year 8), James Bradley (Year 8), Philip Tan (Year 8) for their academic successes and it was fantastic to see Addison Ritossa coming in the Number 1 academic position for all of Year 7!

For all of our students there has been a good chance to gain some feedback on their learning and work on Future Learning Goals through the Parent, Teacher, Student meetings that have occurred this week and will continue into the next. At the end of this term it will be excellent to see some of our students on the list of Academic Improvers as evidence that they are continuing to grow and develop in their learning using feedback given. As evidenced by our recent success in ‘In It to Win It’ events throughout the school year, Kennion-Miller has a proud history of striving to engage and ensure that we are working on ways to constantly improve and be involved. I am sure that this will translate into greater academic focus in Term 2 and the ability to reach each student’s individual learning goals.

Go Kennion!

Kirsty Raymond

Middle School Head of Kennion-Miller

Cawthorne Nicholls

Cawthorne-Nicholls successfully ran, for the first time in its history, a full Year 7 to Year 12 virtual House Meeting and I thank our Middle School Leaders Ariel Boyce, Cassandra Wadham, Dion Patsouris, and Gabe Bowering, who worked with the senior leaders, to deliver the meeting to all members of the House so successfully.

A focus of the meeting was presenting and celebrating Middle School Academic Achievement Awards, where we had some great individual results. I would like to acknowledge the recipients below for their awards for Term 1 academics.

Year 7:  Nikita Amos, and Samara Zhang,
Year 8: Nanci Congdon, and Hanukkah Deasagayam,
Year 9: Ariel Boyce, Isabelle Pearce, Jade Penno and Michael Trenwith

For all Cawthorne-Nicholls students there has been a good chance to gain some feedback on their learning and work on Future Learning Goals through the Parent, Teacher, Student meetings. I encourage our students to strive for their individual bests in all areas, including academics, which I believe is showcased greatly in the effort ratings on their reports.

Simon Sharley

Middle School Head of Cawthorne-Nicholls

Bleby Howard

I would like to congratulate the many Bleby-Howard students who achieved excellent results last term.

I would especially like to mention Eliza Button (BH2) and Zane Phua (BH1) who were the best academic performers in Year 9. Other high achievers in Year 9 included: Alicia Dahm (BH1), Sienna Brownrigg (BH2) and Abbey Wilkinson (BH2).

In Year 8, congratulations go to Zara Chiera (BH2) and Anna Dalby (BH2), along with our Year 7’s who placed in the Top 10 – Charlotte Jarmer (BH3), Zella Monaghan (BH3), Hannah Corby (BH2) and Leila Mislov (BH1).

Overall, Bleby-Howard results landed us in second place in the Middle School for Term 1 academics, which is a noteworthy achievement. No great scholar ever succeeded without hard work, and I am proud of the effort, determination and commitment of the well-earned academic award recipients. Students were announced and given certificates at our first ever virtual House meeting this week and were applauded by the Sharks across the sub schools.

Clare Reed

Middle School Head of Bleby-Howard

Moore Sunter

This week we saw the presentation of Moore-Sunter Academic and Athletic results from years 7 – 12 in our virtual House meeting. Congratulations to all Moosies on their achievements in Term 1!

Academic Awards:

I would like to acknowledge the following students for their outstanding perseverance and demonstration of understanding and application of knowledge across a range of subjects in the Middle School.

Year 7: Lucy Allen, Eric Liang, Charles Grivell, Sienna Pagnozzi and Zara Pagnozzi
Year 8: Sarah Ninio, Sophie Fonovic, Hannah Wanzek and Leo Chen                       
Year 9: Emma Neuhaus

Athletics Awards:

I would also like to acknowledge the following students for showing great spirit and leading the House in a range of athletic events.

Bronze Medallists:      Alex Foster, Emerson McClurg, Charlie Brennen                     

Silver Medallists:         Lucy Allen, Cameron Hughes, Olivia Cardillo

Congratulations to all award winners and to all students in the House. We have produced excellent results from the Middle School through to one ninety. Mr Taylor and I are delighted with the achievements of every single student and hope we can continue to build on this in the future.


Michael Moularas

Acting Middle School Head of Moore-Sunter

Tournament of Minds 2020

I am pleased to advise the community that Tournament of Minds (TOM) is going to be offered again this year though in a different format. This year there is going to be a SUPER CHALLENGE which will be a combination of STEM, The Arts, Social Science and Language Literature. There will continue to be Primary and Secondary divisions made up of seven team members, however, there are no year level restrictions. On Wednesday 9 September, after 5 weeks of preparation time, students will submit their 5-minute video presentation of their solution to the challenge. Presentations will be judged “virtually” on Saturday 12 and Sunday 13 September. Due to travel restrictions there will be no National Final.

Karen Penn will be facilitating the Primary teams (Year 4-7) and I will be facilitating the Secondary teams (Years 8-10). The students have been emailed about training days and times which are as follows:

Tuesday and Wednesday Recess: Primary teams
Thursday and Friday Recess: Secondary teams

All training will be in the Challenge Room. Attendance at every training session is a requirement unless this has been negotiated prior to the session. This is particularly important for students who have been involved in a TOM team previously, as all teams will be changed due to the criteria requiring an even wider range of skills for each team. Selection of teams will occur during Term 2 and students will be advised verbally of the outcome of this.

Tournament of Minds is about thinking creatively, solving problems in unusual ways, working as a team and having fun, which is why we will continue to be involved in this event.

Sue Mavropoulos                                                       

Tournament of Minds Coordinator and Facilitator      

Gifted and Talented Coordinator and Teacher        

Prep School

Digital Technology lessons, led by Ms Georgie Buenfeld, Learning Area Leader in Digital Technology, have proven popular with students in the Prep School again this term. This subject focuses on the teaching of the fundamentals of computing science and problem solving as students learn how to logically structure a sequence of instructions to achieve an outcome.

The Year 6 students began the term exploring the binary number system through games and activities as an introduction to computational thinking. The children were encouraged to decompose problems into a series of questions, as they recognised patterns in the way the binary system works. They then used the knowledge they had gained to program a simple circuit using an Arduino Uno (microprocessor), coding it to communicate a binary message.

Students in Year 3 have also continued developing their coding skills through the Mblock application. They have learned to program characters known as ‘sprites’ to move around a screen and interact with each other and have been introduced to broadcast blocks which can be used to control the timing of different events in a program. Year 4 and 5 students build on this knowledge base to create simple interactive games exploring the use of concepts such as if/then statements and conditional loops.

By giving students new ways of thinking and the basic coding tools to create their own solutions we empower them to develop skills in reasoning, innovation and creativity. 

Denise O’Loughlin

Head of Prep

Letter writing in the Prep School

In weeks 2 and 3 of term, the Prep School took some time to write letters to some Old Scholars. In class 6K, students were encouraged to tell the Old Scholar a little about themselves, ask questions about the history of schooling at Pulteney Grammar School and ask how the Old Scholar is coping in isolation. The letters were handwritten by every student and last Friday afternoon we walked down to the closest post box to personally post each letter. The students of 6K enjoyed the fresh air and small walk to the post box. We all look forward to hearing back from our Old Scholars and learning a little about who they are and what they are doing to keep busy, safe and healthy during this pandemic.

Matthew King

Year 6 class teacher

Tournament of Minds 2020

I am pleased to advise the community that Tournament of Minds (TOM) is going to be offered again this year but it will be in a different format. This year there is going to be a SUPER CHALLENGE which will be a combination of STEM, The Arts, Social Science and Language Literature. There will continue to be Primary and Secondary divisions made up of seven team members, however, there are no year level restrictions. On Wednesday 9 September, after 5 weeks of preparation time, students will submit their 5-minute video presentation of their solution to the challenge. Presentations will be judged “virtually” on Saturday 12 and Sunday 13 September. Due to travel restrictions there will be no National Final.

Karen Penn will be facilitating the Primary teams (Year 4-7) and I will be facilitating the Secondary teams (Years 8-10). The students have been emailed about training days and times which are as follows:

Tuesday and Wednesday Recess: Primary teams
Thursday and Friday Recess: Secondary teams

All training will be in the Challenge Room. Attendance at every training session is a requirement unless this has been negotiated prior to the session. This is particularly important for students who have been involved in a TOM team previously, as all teams will be changed due to the criteria requiring an even wider range of skills for each team. Selection of teams will occur during Term 2 and students will be advised verbally of the outcome of this.

Tournament of Minds is about thinking creatively, solving problems in unusual ways, working as a team and having fun, which is why we will continue to be involved in this event.

Sue Mavropoulos                                                       

Tournament of Minds Coordinator and Facilitator      

Gifted and Talented Coordinator and Teacher 

Prep Debating

Prep Debating will commence on Wednesday Week 5. Weekly meetings will run from 3.40 – 4.40pm in the Prep Language Room. Students should make their way there at the end of the school day and will be supervised by one of the debating coaches until the meeting begins. Please send a healthy snack for your child to ensure concentration can be sustained.

The nature of Prep Debating will need to reflect the time frame left for this term. As such, students will learn about the structure of a debate, develop understanding of debating techniques and practise their public speaking skills by delivering individual speeches. Students will then be ready to engage confidently in 2 debates next term.

Please inform Michelle Reynolds or one of the debating coaches below if your child is unable to attend a meeting.

Elizabeth Simpson-Smith    (

Justin Putland      (

Emily Clarke        (


Keeping Safe Health Lessons

Health lessons this week have focused on the concept of ‘we all have the right to feel safe’. Storybooks and discussions centred around this theme and provided the opportunity to analyse feelings associated with being safe and unsafe. Each week information will be uploaded on Seesaw with details of the resources and follow up activities implemented.

Student Action Team

Our Student Action Team program will begin this week. The children are looking forward to working collaboratively and sharing their ideas to continue to improve our practices in Kurrajong. The aim is for all R-2 students to have the opportunity to be a leader throughout their time in Kurrajong. Students will take on the responsibility through the following leadership roles: Positive Play Team Leaders, Dream Team Leaders, Tidy Team Leaders and Green team Leaders.

The following students have been nominated by class teachers to represent the Student Action Team for Term 2.

Matissse Bugeja
William Kotru
Evan Xu
Beihao Liang
Rhys Edwards
Ada Zhang
Jacob Zhong
Samuel Zhang
Jiana Kang
Reilly Smit

Grandparents’ Day

The children have been eagerly drawing pictures and writing letters to their grandparents in preparation for our Grandparents’ Day on May 26. Class teachers are creating an iMovie in their library lessons with Mrs Kate White and they are looking forward to sharing these on Seesaw. Artwork will be sent home to families in hope that these will be delivered to grandparents.

Pulteney Storybook Series

We are excited to announce that each Friday we will be sharing a storybook online read by one of our Pulteney staff members. Storytelling helps to build connections among people and improves listening skills that are essential in learning and in relationships. We hope your family enjoys listening to the books selected each week by members of our school community. Our Principal, Cameron Bachelor has begun our series with a book titled Silver Buttons. You can watch the video HERE

Find frequently asked questions concerning COVID-19 at Pulteney Grammar School ELC HERE

Find frequently asked questions concerning COVID-19 at Pulteney Grammar School OSHC HERE

Natalie Natsias

Head of Kurrajong


From the Head of Sport

What a difference a week makes!  It has been remarkable how quickly and easily our students and coaches have re-engaged with our sport program.  Practices have been a joy to behold with happy, engaged, active students, loving life and all appropriately socially distanced!  We are very appreciative of how considerate and agile everyone has been in this first week of re-engagement.  With the establishment of routine, things will only become easier.

From today it is important that everyone defaults to the Pulteney Sports App as the source of information regarding sport training.  Please download the Pulteney Sports App from either iTunes or Google Play. 

Should you experience any difficulties please email who provide outstanding customer service.

Over the next few weeks we will continue to focus on the students having a lot of fun, being as active as possible, while also working hard at connecting with each other and their coaches – the most positive teams and groups connect as people as opposed to just being players and coaches.

We will also continue to ask students to reflect on the absence of sport and to be grateful for the opportunities and each other, now we are returning to normality.  There is also a great opportunity over this period to really connect with our purpose in sport of ‘Better Never Stops’ and to work out how we can best model our care values of ‘Commitment, Unity, Growth Mindset’.

If the situation in SA continues to track positively, we are hopeful of a return to inter-school games, friendly warm ups in the first instance, from Week 7 and a return to competition proper from Term 3 Week 1.

Huw Bowen

Head of Sport



Performing Arts
Performing Arts

While we are all watching and waiting to see how the restrictions on our normal lives are gradually lifted, we wait to see how this might impact our performance program at Pulteney. Many events are on the board for term 2 and 3 that we would love to perform for our students, their parents and the community as a whole.  Several exciting events are planned for term 3 including the ABODA Band Festival, Gig@TheGov, The Royal Adelaide Hospital Lunch Time concert series, the year 12 drama production of Picnic at Hanging Rock and the annual Dance Concert. I will advise the community as we are able to confirm the performances.

It is planned to send home to students and their parents, the proposed schedule of the performing arts concerts and events for term 2 and 3, irrespective of the possible audience for these events.


The Co-Curricular Dance videos created by Ding Productions have been a huge hit, with many families enjoying them at home. We are still waiting on the go ahead for co-curricular dance classes to re-start, but I do hope this could happen later this term. Again, I will let all the families involved know more when I can. This could be a great time for your son or daughter to join the fun and become members of our various dance classes. We currently have four groups; Reception Class (Wed 3.30 – 4pm), Yr 1-2 Class (Wed 3.30 – 4pm), Prep Class (Monday 3.45 – 4.45pm) and MS/SS Class (Tuesday 3.45 – 4.45pm). Please contact me if you are interested in enrolling your child. Dance classes go all the way through to mid-term 4 as well as a dance concert at the end of term 3.

Instrumental and Vocal Program

I am very happy to report that our music tutors are back on deck and delivering their lessons to your sons and daughters. The feedback I have received from the students and music tutors using our new facilities has been fantastic! Everyone is thrilled to be in the new building and leaving our old rooms behind. If you would like your child to learn a musical instrument or to sing, please contact me and I can facilitate this process for you. It is never too early or too late to learn an instrument!

Jonathon Rice

Head of Performance and Instrumental Music

Learning Area Leader – Performing Arts


This week is National Careers Week. The objectives of National Careers Week are to:

  • Develop community awareness of the concept, benefit, and value of career development and career planning
  • Raise aspirations, challenge stereotypes, and broaden horizons about careers
  • Highlight the need for ongoing reskilling and upskilling to support careers throughout life

Throughout National Careers Week, Year 9, 10, 11 and 12 students will be completing several activities which focus on careers during their Wellbeing lessons. As a parent, if you would like to learn more about supporting your child with their career exploration, this link will take you to a useful resource on the Pulteney Futures website called “Helping your teenager with Career Planning”.

There are many online events available for students (and parents) to access this week; I would encourage you to explore the websites outlined below as a starting point. The students have also been emailed a summary of several other events that they can access throughout the week.


Virtual Career Expos (18 - 22 May)

  • Year 13s Digital Careers Expo: This online event will bring together high school students, graduates and parents from across the country to engage directly with education, employment and travel providers. A week-long webinar series with experts and influencers will delve into topics such as resilience, mental health, how-to guides, insights into careers and much more. Downloadable course guides, live chats, digital profiles and enquiries will all be part of Year 13s Digital Careers Expo. To register interest and find out more, click here.

Virtual BiG Day In (Wednesday 20 May)

  • The “BiG Day In” events are aimed at senior secondary school students interested in careers in ICT and technology. BiG Day In helps students obtain more information about ICT and technology careers, and hopefully helps them to make better informed decisions about their future. This week, the guest speakers are: Dr Tim Kitchen, Adobe's Senior Education Specialist and Genevieve Ash, Business Analyst TechnologyOne. Click here for further information: IT Big Day In

UTS – Intro to Software Engineering at UTS (Thursday May 21)

  • Software engineering is the application of engineering principles to the design, development and maintenance of software. Software engineers develop systems that must work the first time and every time. 
  • Register for this webinar to gain an insight into what software engineering is all about and find out if it's right for you. 
  • Hear from key academics about what it's like to study software engineering at UTS and how best to prepare. This is available here.


  • Pulteney Futures website contains a huge amount of information and should be your first stop when you are looking for information on anything occupation, careers, university or TAFE related (and there is so much more). Students have been emailed specific instructions for activities they can undertake to assist in their career exploration, including a career profiling quiz and support for resume and cover letter preparation. The ‘post school options’ tab is also a great source of information and has links to numerous SA and interstate university websites, with virtual tours and online brochures available. 
  • Skillsroad website is an excellent site for students wanting to explore a trade/apprenticeship or traineeship career area. There is a lot of good information about a range of skills-based/certificate course careers. There is also an opportunity to do a Career Quiz and/or a Job Fit test, which will suggest career areas for students to explore. 
  • My Future website has many activities to assist students to explore their interests, skills and values, along with current industry and occupation information. Students will need to register with their school email address, if they haven’t done so already, to access these resources.
    • My career profile: The nine activities in My career profile enable students to explore their interests, skills and values, and generate a personalised list of suggested occupations. From here, they can explore these suggested occupations and decide if they are interested in them as possible future career areas.
    • Career bullseyes: The popular Career bullseyes show the students how occupations relate to their school learning areas – a great place to start if they are unsure about a career area.
    • Occupations: The 358 occupation profiles detail the tasks, required skill levels and up-to-date salary and labour market information (sourced from the Australian Bureau of Statistics and the Australian Government Department of Education, Skills and Employment).
    • Courses: Students can search over 15,000 current higher education and vocational education and training (VET) courses delivered by Australian universities, TAFEs and Registered Training Organisations.
    • Industries: The industry profiles include information about 19 different industries, including their employment prospects.
    • Career insight: The practical career information in Career insight includes articles on work experience, apprenticeships, writing resumes, applying for jobs and more.
  • Queensland University of Technology Skills Match: This website is university based, and will help students to find a university course that might suit them. The results of the mini quiz are QUT specific, but the results will give students an idea of possible university courses that might be of interest to them and they can then explore these types of courses at other universities in South Australia or around Australia. The Match My Skills Quiz will take you approx. 10 minutes.


SA university information

  • UniSA: Students, or their parents, can call on (08) 8302 2376, or submit their enquiry online, or they can connect via Facebook Messenger (Facebook page) if they would like to gather information about courses at UniSA. Also, new 2021 Study Guides are now available online. UniSA are also offering 1:1 phone appointments with a Student Liaison Officer. These are 15-minute appointments, aimed to answer any questions students have around degree information, entry requirements, pathways and the application process. To make a booking, go here
  • Flinders University: Webinar Program: Flinders University is offering a webinar series throughout Term 2. The content will be suitable for Year 8 to 12 students, as well as recent school leavers and teachers. This will include information from current Flinders students on specific courses and study areas, as well as how to apply to university and pathway options.  For further information, click here
  • Flinders University e-Newsletter: Flinders University have an E-Newsletter, Flinders Explorer, which is written specifically for school students and promotes upcoming webinars, highlights courses and provides updates on relevant information. Students can subscribe here
  • Flinders University Student Advisors are available to speak individually with students and parents/caregivers at a time that suits them. Student Advisors can provide tailored advice on course options, pathways to study and answer any questions students may have. To book an appointment, click here
  • The University of Adelaide have announced that they are providing an alternative entry pathway for current Year 12 students, where the students will be able to submit their Year 11 results to receive an offer of study for 2021 for many undergraduate degrees. This alternative pathway will enable 2020 Year 12 students to apply for entry into the vast majority of undergraduate degrees based predominantly on their 2019 Year 11 subject results. Should they be successful, students could receive an offer of admission as early as September. The traditional ATAR and subject-based entry pathways will still be available, and students are certainly encouraged to give their full effort throughout the entire year. Students will still be required to meet any pre-requisite subjects for the degrees they are applying to. For further information, go here.
  • Adelaide University: If you are interested in exploring any courses at The University of Adelaide, their 2021 Faculty Brochures are now available online via these links: Sciences, Health, Arts, Architecture, Engineering, Technology, Computer and Mathematical Sciences and Business, Law and Economics. They are also offering 1:1 Zoom meetings for anyone wanting to explore Adelaide University courses, subject selections, pathway options and any other generalised university enquiries. The link to their booking service is: In addition, they have created 3 recorded presentations that students and parents can access here:

Interstate university information

  • University of Technology Sydney (UTS) are presenting webinar information sessions for each of the undergraduate IT and Engineering courses. The online events will be presented by UTS Academics, staff, and current students and it is an opportunity to get information on the course content and career areas within each of these industries. For further information and to register, click here.
  • Monash University
    • Monash Information Evenings (MIE) Webinars: Students interested in exploring Monash University in Victoria can engage with them virtually through their Monash Information evenings , which are now being held as Webinars until the end of June. Students need to register and can then log on with any questions they may have about studying at Monash. Many of the Monash University faculty representatives will be attending these webinars to answer specific questions students may have. 
    • Monash Tech Talks: The Faculty of IT is moving its popular Monash Tech Talks series online. Over the next few weeks, they will be hosting a selection of high-profile speakers, exploring cutting-edge IT topics, and will make this accessible to a broad audience. Please go to the Monash Tech Talks page to see their upcoming webinars. 
    • New Monash Resources:
      • During these challenging and changing times, Monash University have developed Destination Monash 2021 as a hub for students to help navigate towards the opportunities at Monash in 2021. Each Faculty tile includes important information about the courses, including the course guides. Students can also fill in the form to stay in touch and receive relevant information about the courses they are most interested in and any relevant upcoming activities during this time. 
      • Many of the new 2021 publications are now online and can be downloaded. More will be added as they are finalised.   
      • Interstate Student Resource:Monash University have recently created a new webpage with a collection of information pertinent to interstate students. This also includes their annual “Interstate guides” to applying interstate which has subject and score conversions. 
      • Onshore International Students:Also available are similar resources for onshore international students to provide a simple condensed location to find all the information you need. 
  • University of Sydney: Sydney University are hosting a series of webinars and live chats (via Zoom) each week to provide students with everything they need to start their journey to Sydney. The topics include study tips, the Sydney undergraduate experience, course information and study options, student life and how to apply, pathways and scholarships. To view the events and to register, click here: schedule of events. Also, students can explore the University of Sydney campus by taking a virtual tour or by watching a pre-recorded University of Sydney presentation.
  •  UAC 2020-21 Guide available now: Students thinking of studying at a NSW or ACT university in 2021, can read UAC’s Guide, packed with information on universities, admission tips and more. 
  • University of NSW: We understand that this is a challenging time for everyone. Our Pro Vice-Chancellor (Education and Student Experience) Professor Rorden Wilkinson, has a message of support for future students and the help available to them over the coming months as they consider their post-schooling options. Also, to assist students to explore UNSW courses and information, the following links are available: Degree Finder and Live Chat. There is also a 30-minute UNSW Virtual School presentation, which is designed to give students an overview of everything on offer at UNSW. During this presentation, they cover degrees, student life, exchanges, scholarships and admissions information, including guaranteed entry, adjustment factors and alternative admissions pathways.
  •  BOND University: A video outlining the opportunities available at Bond University can be found here. There are also many scholarship opportunities available and information can be found here. In 2021, Bond University will be offering 4 new degrees, preparing students for the future. The new degrees are Bachelor of ENTREPRENEURIAL Transformation, Bachelor of DIGITAL Transformation, Bachelor of HEALTH Transformation and Bachelor of LEGAL Transformation. For further information about Bond University, click here.
  •  ANU: ANU have adapted their admissions process for study in 2021. To recognise this, they will now make offers on 10 August 2020, based on 2019 Year 11 results, and these will be honoured for study in 2021, as long as students complete Year 12.  If a student is eligible and they have applied by 25 May 2020, they will receive an offer on 10 August 2020 based on their Year 11 results. If their Year 11 results do not meet the entry requirements for ANU, students can still be assessed on their Year 12 results and may be eligible to receive an unconditional offer when ATARs are released. As meeting the co-curriculum and service requirements within Year 12 has been disrupted, ANU have adjusted their commitment requirements and schedule. Other resources include: ANU Virtual Open Day, ANU Application Walkthrough video, Apply to ANU portal for current Year 12s and information about the Tuckwell Scholarship. If students would like to access further information about applying to ANU, please view ANU information for domestic applications or read through our FAQs.
  •  University of Queensland: 2021 UQ publications can now be accessed on their website. The 2021 Undergraduate Guide, faculty guides and fact sheets are available here: Download now. There is also an opportunity to view pre-recorded presentations for Year 10 students, Year 12 students and students interested in studying Medicine at UQ. These are available at here.
  •  University of Melbourne: explore the possibilities here. In The Insider Story webinar series, hear from the academic staff, students, and alumni about their courses and their experience while studying to be the next generation of health professionals. The expert academic staff will discuss specific degree structures and study areas while our current and graduate students will share what the course is truly like from their perspective and their motivations in pursuing a health career.
  •  University of Tasmania: Weekly webinars are being held where students can ask current university students everything you want to know. Learn all about applications, pathway programs, accommodation and more. Register your interest here.


  • Vocational Education Short Courses: Queensford College are offering some short courses in the upcoming July school holidays (assuming they are able to offer face-to-face teaching at this time). If your child is interested in attending any of these, please ask them to check their emails or come and see me.
    • Barista – 1 day - $69: 10 or 17 July
    • RSA – 1 day - $195: 13 or 15 July
    • Hospitality – 4 day - $500: 6, 7, 13 and 14 July OR 8, 9, 15, and 16 July 
  • Apprenticeship Pathways: For students wishing to explore apprenticeships or traineeships, the Australian Apprenticeship Pathways website has a wealth of information to assist students to look at industries, qualifications and support.. If students are wanting to see and hear about different apprenticeships, the AAPathways YouTube site has a wealth of information, where students can watch interviews with current apprentices and employers in a range of different areas.

If you have any questions, or require any additional support or resources, please feel free to contact me on 8216 5553, or via email at

Have a fantastic rest of the week!

Leeanne Johnston-Bryan

Coordinator of Futures

From the Chaplain
Year 12 Leaders share inspirational words with our community.  

Due to our chapel services being held online, we didn't light our Easter candle in the hope that we would soon be able to worship together. With our restrictions still in place for large gatherings, we decided to revert to a recorded version. Please click on the link HERE and watch our Year 12 Leaders share their words of wisdom with our community.

Health and Wellbeing

I would like to take this opportunity to introduce Karen Quinn who is working in the Health centre each Thursday and Friday.

Karen commenced with us at the beginning of this year and whilst she is new to the role of School Nurse, her experience working in Paediatrics for almost 20 years within hospital settings and most recently, Community Nursing, stands her in good stead to be a knowledgably and vibrant contributor to both our Health Centre and wider Wellbeing team.  Karen is also a mum of 3 teenage children and describes her life as busy but wonderful. 

Karen Shares with us

“I have already met so many wonderful students, parents/carers in my short time at Pulteney.  I always welcome a friendly hello, chat, the door is always open. I look forward to meeting more Pulteney families in the future and learning more about our caring community”.

Speaking of teenagers, this week I thought I would include some reminders on the importance of our children eating breakfast.  We regularly see older students presenting in the Health centre who “skip” breakfast and I myself have observed with my own teenagers and recent routine changes breakfast can be forgotten entirely or consumed closer to lunch time.

So, as our students head towards another busy term and our senior student mid-year exams, it’s crucial for them to eat a healthy breakfast and us to!

Breakfast - What do the experts say? Is it the most important meal of the day?

Breakfast literally means to break fast – it’s considered an important meal because it breaks the overnight fasting period, replenishing the body’s supply of glucose and other essential nutrients, vitamins and minerals to keep up energy levels throughout the day. 

Breakfast-type foods, cereals for example are often fortified with nutrients such as folate, iron, B vitamins and fibre which are essential to maintain health and vitality.

Cereal and bread products are the most popular choices for Australian children.  In some households’ fruit, eggs, rice and grains are popular choices.

Healthy meals with some protein and a low Glycemic Index (GI) are a great way to start the day – see recipes here -

What are the current trends?

A recent report released by the Australian Bureau of Statistics, (2019) has found that one in seven school children are skipping a morning meal and missing out on the important benefits of breakfast. It's a worrying statistic given that eating breakfast has been linked with improved English and Maths skills in school children!

Trends include 

  • Going without breakfast becomes more prevalent with increasing age
  • Fatigue is reduced by the consumption of high-fibre breakfast foods.
  • Children who regularly skip breakfast are significantly heavier having a higher BMI than those who do eat breakfast.
  • Those whoeat an inadequate breakfast are more likely to make poor food choices for the rest of the day and in the long term.
  • A good breakfast has shown decreased hunger and such children are less likely to feel the need to snack during the day.
  • Dietary habits are developed for the long term.  These important dietary habits may also reduce their risk of many lifestyle related diseases, such as Heart Disease and Type 2 Diabetes. (

So why eat breakfast?

Firstly, it’s important to eat breakfast every day – A large Korean study (Iran J Public Health. 2013;42(1):25-32. Epub 2013 Jan 1.) found the following

“The frequency of breakfast consumption is positively correlated with academic performance in both male and female healthy adolescents”

Eating breakfast habitually has now also been formally linked to

“A positive effect on school performance, quality in school grades or achievement test scores particularly mathematics grades and arithmetic scores”

“On-task behaviour in the classroom, mainly in younger children <13 years”

“There’s more than 50 years of scientific evidence supporting the role of breakfast and better brain function in children, with the latest science linking breakfast with improved numeracy and literacy skills.

“Children who regularly eat breakfast cereal are also more likely to have a better diet overall, a healthier weight, and consume more essential nutrients in the long term” (

Sharon Bowering / Karen Quinn

Registered Nurses / School Nurses

Parents and Friends of Pulteney
P&F Sustainable Uniform “Pop-up”.

Between ELC and Year 12 our children go through several iterations of school uniform. Whether this is as a result of the school journey, progressing from one sub-school to the next or due to a massive growth spurt where nothing fits anymore, we all tend to have various pieces of unwanted uniform in good condition taking up valuable space at home [or as is the usual case with teenagers scrunched up at the back of their wardrobe].

To assist the school community in the disposal or acquisition of, required items, the P&F are hosting a “Pop-Up” of pre-loved uniforms for sale. 

Day 1              Friday May 29th

Day 2              Monday June 1st

Time               8am – 9.30am and 3pm- 4.30 pm

Location:        Ground Floor, PGS Middle School

If you have any uniform items you would like to donate, or include on consignment, the requirements are :

  1. Must be in the current style
  2. Freshly laundered
  3. No hats or socks can be accepted.

For items offered on consignment please include your name/mobile number/ $ price

Available items can be left in Mark Bourchier’s office in Wheaton House by 27 May.

Any proceeds raised from  donated goods, will benefit the Pulteney Foundation’s Student Fund and P&F Scholarship Funds.

If you have any questions, please feel welcome to call me on 0403 090 395 or Mark on

8216 5504.


Sue Loftes

President Parents and Friends