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Pulteney Review Weekly Term 2, Week 8 2020
For some reason it is always the slow road that we find ourselves on when making a return journey. While the move into coronavirus contingency took but a few helter-skelter weeks, the road back will take much longer. Friday brought welcomed news for many with the opening of the South Australian borders without quarantine expectations from 20 July. Groups of 300 will be permitted to gather from 19 June, and full contact sport may resume from 25 June with further easing of restrictions pencilled in for 29 June. It seems we live our lives week to week at present; each bringing with it a further restoration of a part of our life. Patience the price paid, it seems, for our health.
In schools, we continue to pay caution to decision making and exercise common sense whenever discretion is required. There has been no government update for schools since 22 April and so we look towards the state and federal roadmaps to recovery for direction and inference. It is my great hope that Term 3 commences with an assembly; for an assembly would mean that as a school, for the first time since February, we could gather together. It is odd to consider the aspects of school that we take for granted and those which we even, from time to time, view with a hint of apathy. For something as simple as an assembly, in a time of social distancing, becomes a luxury and a longed-for possibility. To gather is to unite and I look forward to the day we can, once again, unite in the same place at the same time.
All my best for the week ahead.
“Frequent Father Points”
Much conversation centers around how busy life has become. Pressures of work, keeping fit, juggling day-to-day household chores, entertaining friends while also meeting the needs of family can feel, at times, overwhelming. The introduction of social distancing measures to combat the spread of the virus, has provided us with the opportunity to push the ‘re-set’ button on the busyness of daily life and priortise time together.
A recently read article by Michael Grose reminded me of the importance of making time for family and in particular spending quality time with our children. My eldest son Spencer is in his final year of schooling, Seb is a fast growing 14 year old and Emilie (or Mouse as she is affectionately known) is an energetic, fiercely independent, 9 year old. I plan to take on board Michael’s advice and hope his article also proves useful to you as you enjoy time with your precious families over the upcoming school holiday break.
Building Frequent Father Points
A good friend enthusiastically told me how he just spent a few days away on his own with his two kids, aged 10 and 13. He was feeling quite chuffed.
He had some ‘dad time’ with his kids. Good on him!
He was doing some memory-building & relationship-building, as well as having some fun.
He told me that he was aware that his kids were getting older and he knew such opportunities were diminishing. I’ve been hearing this type of story a lot lately.
Gone are the days when the only relationship many men had with their kids was through their wife. She would explain to the kids, ‘Your dad’s very busy. He would love to see you play sport but he can’t make it.’ She’d keep him up-to-date with the children’s lives, as well. Blokes, it seems, are valuing the time they spend with their kids on their own. Or at least the dads I mix with are. Spending time alone with kids is a great way to build confidence in dads. And the kids usually just love it. Mothers can play a role here by not getting in the way if their husband wants a little time alone with kids. (Most mums I meet welcome this!) Children usually associate their fathers with activity. When I ask children to tell me about their dads they usually talk about the things that they like to do together with their dads. Playing, walking, fishing, wrestling....the list goes on. It’s through shared activity and involvement in kids’ lives that dads build up frequent father points. It’s hard to build good connections with kids when you are not there! Don’t wait until adolescence. These relationships are best built in childhood, when kids just love their dad to bits and want to be around him. It gets trickier in adolescence, but having shared interests developed in childhood gives you a connection point during these sometimes turbulent times.
Dads also benefit from spending time with their kids. Most health scales state a healthy relationship with their children is a predictor of good health and longevity for men. I’m not sure where the health benefits come from, but I suspect there is something relaxing and de-stressing about getting into a child’s space. There is a big kid inside most men just busting to get out. These days we take parenting pretty seriously and it’s easy to forget that one of the fundamentals of raising kids well is to spend some time in your child’s space, doing stuff, or not doing stuff, whatever the case may be.
So how are your (or your partner’s) frequent father points going? If they need some topping up then you can start by doing something together that they enjoy. Having a bit of fun together is the best place to start. And then start to block in time to spend with kids on a regular basis. One busy dad I know goes for a bike ride with his teenage daughter each Saturday morning, and then goes to watch the local footy with his son in the afternoon. This type of ritualised approach to relationship-building works well with many blokes.
Whatever method a dad uses, the key is to start spending time with your kids right now. As I well know, they grow up in a flash, and before you know it they have either moved out, or are busy getting on with their own lives.
For many years, Pulteney’s Venture Club has provided the opportunity for parents to spend time with their children whilst engaging in a wide range of outdoor activities. Furthermore, students and parents get to know other families and form friendships that often last well beyond their time at school. I encourage you to investigate the range of activities provided through the Pulteney Venture Club, which can be found in this edition of the Pulteney Review or by contacting Richard Drogemuller (email@example.com ) or Daniel Polkinghorne, Experiential Learning Coordinator (firstname.lastname@example.org )
With Term 2 rapidly coming to an end, I am very much looking forward to time with my family, which will hopefully involve some fishing and camping on the Yorke Peninsula. Why fishing and camping? It’s my way to ensure I have their undivided attention and ensuring they also have mine. No distractions, no technology, just us. If we catch fish it’s a bonus!
Article taken from ‘Building up Frequent Father Points’ by Michael Grose
Examinations: How to help your teenager
Examinations are fast approaching for our Year 10 and 11 students (21 – 26 June) and trial examinations for Year 12 students will arrive before we know it (Term 3 holiday period). Students will naturally have some positive anxiety surrounding these examinations as they should be keenly focused on best preparing for these assessments. However, this does not have to be a time of high stress. Rather, it is a positive opportunity to consolidate learning whilst also preparing for the final Year 12 SACE examinations.
Pulteney staff have been, and will continue to, teach and prepare our students for these examinations. We shall also continue to monitor student wellbeing and ensure that students recognise that their value is not a reflection of the academic results achieved within their examination, but rather pride should be based on their determined preparations to achieve their personal best.
I provide the following as a means for parents to assist their teenager with exam preparation, ease pressure and maximise opportunities for success.
Exams need not be approached in a sole-specific way to maximise success; simply reading and re-reading already taught information is not effective. Three phases have been identified as having the best chance for success: learning, revising and applying.
In this phase students are still encountering new information and the focus is on understanding it. You can help your teenager by letting them tell you about what they have learnt each day. By doing this, students will consolidate and obtain ‘deeper’ learning whilst also providing an opportunity for positive interaction between parent and child.
It has been argued that learning is best done in “chunks” of time - a solid 50 minutes rewarded with a 20 minute break is a pattern that works for many. But it is equally vital for teenagers to undertake some ‘down time’. With this in mind, exercise breaks and time to simply enjoy personal passions or interests is just as important.
Many teenagers will have already discovered how they best revise. Nevertheless, irrespective of their preferred mode of revision, all students will undoubtedly require a quiet space, free from distractions including visitors, phones, television and social media. Once in a quiet, focused environment, students are encouraged to visualise and simulate the examination process. Simply put, the single most effective way to master exams is to practise them. Past exam papers are easily obtained and we encourage your child to complete them in an exam like situation. Students should be conscious of time during this process and parents are encouraged to help their child pace themselves and get to know how much they can write in the allotted time frame.
The hours preceding an exam are very important. You want your child to be completely prepared and focused. Moreover, it is imperative and beneficial that they are positive in attitude. Ultimately the best way to produce this state of mind is through implementing a solid revision strategy (outlined above) but also ensuring that your child is consuming healthy food, undertaking some exercise and getting plenty of sleep.
I wish our students all the very best for the upcoming examinations and remind them that Pulteney provides numerous academic and wellbeing resources should they need or wish to access them.
Head of one ninety
In this week’s PRW we focus on student leadership. With the social distancing requirements, a number of our activities, such as Chapel services and assemblies have become virtual. This has provided a great opportunity for our students, led by the House Prefects, to take leadership in developing these virtual events.
Currently, each Middle School House is taking responsibility to produce the virtual Middle School assembly adding their own personal touch. The House Prefects have been outstanding in organising and developing the assembly videos.
The House Prefects have also been fantastic in helping develop and run the House activities including the House tunnel ball, chant videos and the Rungie Cup chess and table tennis events.
I thought it timely to get our House Prefect’s perspective on their leadership and asked them to respond to the four questions below.
- What have you enjoyed about being a House Leader this year?
- What sort of tasks have you been involved?
- What have you learnt about leadership?
- What advice would you give Year 8 students considering student leadership?
Their responses are below:
Head of Middle School
Part of being a House Prefect in Bleby-Howard means that we get to connect with students of all year levels; it is like being an older sibling, but with a badge.
We help to organise exciting events like Athletics Day, Swimming Carnival, Rungie Cup or House Spirit Events, Buddy Activities and Fundraisers. At the end of the day, the reward is seeing the smiles on all the students faces and how much they enjoyed it.
Being a leader isn’t about being perfect all the time, it is okay not to do it all, as long as you are trying your best. Leadership is about everyone. Students may think that being a leader means controlling from the front of a group, but in fact, it is about ushering from the back.
Applying for House Prefect is a fantastic learning opportunity and a chance you do not want to miss out on. The second stage of the application process is the interview. If you’re nervous, it means you care, it’s how you take on those nerves that changes the outcome. We are always happy for students to ask us questions about this and look forward to introducing the process with the Year 8 students later in the year.
From Sienna Brownrigg, Mackenzie Barr, Sofia Savva and Abbey Wilkinson
As House Leaders we have met many different people from our Houses and built positive, meaningful relationships with them. These students span across all three year groups, our three Tutor Groups, and the Pulteney community as a whole.
In this role we have all learnt a lot about what it means to be a leader. We have discovered through experience that being a leader is about more than making decisions. It is about assisting the people you lead to be the best they can be at what they love. It’s about helping people achieve their goals and to grow as people.
In our roles, we have had the opportunity to help organise and run many different events. One of our favourites has been Rungie Cup as we have been able to help our House mates to push themselves to be better. As Admiral Chester Nimitz once said “Leadership consists of picking good people and helping them do their best”
To all the year eights who are contemplating applying for position, we highly recommend that you take the opportunity. This is because leadership positions at Pulteney enable you to create meaningful, and valuable connections within the entire school community, from Kurrajong to one ninety, and contribute in different ways towards your House and the Pulteney community.
From Sophie Beswick, Benjamin Bowering, Scarlett Howard and Ross Koutsounis
During this year we have been involved in many tasks and responsibilities. Throughout COVID-19, we as House leaders, assisted with helping to keep the connection across all of the Tutor Groups and House. We organised and helped with many events including Rungie Cup and House Activities. We also took part in preparing a whole Middle School assembly, filming all the clips and tying them together in one whole video. One other task that we took on as a responsibility was leading our Tutor Groups, if and when our teachers are unavailable at that time.
This year we have learnt a lot about leadership. We have gained confidence throughout the year to take control of a group in tough situations. Another thing that we have learnt is to make good connections with other year levels, this makes things a lot easier when we are working with them and picking Rungie cup teams. Also, we have learnt to stay organised and prioritise the House tasks over everything else as the whole House is relying on us.
Being a House leader has many great aspects. We have really enjoyed learning new leadership skills that will be very useful in the future. We have enjoyed working as a team and getting to know each other, while achieving goals as a leadership group.
Getting to watch the eagerness of new students and be able to encourage and have a positive influence on our peers has been great as well. One of our favourite parts of our leadership position is Sports Day and all the sport competitions held within the school, as we get to help out and encourage participation.
For year 8 students aspiring to be Middle School House Prefects we would say the main thing is to branch out your friendships across all year levels in your House - making connections with the year 7s and 9s in your respective Tutor Group. Another piece of advice we would give, in regards to being a House Prefect, would be to get involved in the Pulteney community and participate in co-curricular activities and fundraisers because these will all give you an advantage over other candidates come the end of the year. Finally, start thinking about what you would like to implement in the House as leaders as this will show how invested you are.
From Gabe Bowering, Ariel Boyce, Dion Patsouris and Cassie Wadham
Being a House Prefect this year has brought so many new opportunities to be a part of the school’s community. Working closely and creating relationships with the students and teachers is something that you might not realise is such an important and exciting aspect of being a House Prefect.
We have all been involved in organising events for the school and House, helping with fundraisers, being a huge part of House events like Swimming Carnival and Sports Day and helping our teachers lead our Tutor Groups every day.
Leadership is a lot more than the badge; it means actually acting on the values you promote as a leader for your House. Sometimes sacrificing your free time for the benefit of your House is a huge part of leadership, because it is bigger than you.
To any Year 8s considering a leadership role, go for it. We would suggest you make sure that you are willing to commit, show leadership now, even though you might not have the badge yet, and stay positive about the House all day and every day.
From Olivia Cardillo, Sebastian Atterton, Emma Neuhaus, and Jamie Johnston
Year 3 Maths Time Challenge
Over recent weeks the students in Year 3 have enjoyed being challenged with an open-ended investigation about the concept of time. The students designed and constructed a device that can tell the time. They were asked to describe how it would work and what they knew about time. The students researched essential questions about who invented time and how time has been recorded throughout history. Each student was able to show their thinking in explicit ways, with their solutions reflecting their understanding and meaning of the task. The children will continue to explore these Maths Time challenges in Science lessons by using timing devices to measure the time required for a candle to melt an ice cube.
Open-ended problem-solving activities, such as the Maths Time Challenge investigation, encourage students to take ownership of their own learning as they explore and develop their higher order thinking skills.
Head of Prep School
When the sun shines on the big star – it makes the clock work.
It’s 3:00 pm now because the minute hand is on the 12 and the hour hand is on the 3.
There’s 60 minutes in an hour and 30 minutes in half an hour.
On a digital clock the numbers are in the middle and the numbers change to tell the time.
It’s 9:00am. It’s in the morning. It’s a mix of a digital clock, cuckoo clock and a grandfather clock. It’s a pendulum clock – the pendulum, makes it makes it work. There’s a minute and an hour hand.
The ancient Egyptians invented telling the time using sun dials and the shadow of the pyramids showed the moving of time.
Chinese people invented calendars in 3 000 BC.
Sir Stamford Flemming invented standard time, which are the parts of telling time like quarter to and half past and the numerals.
If you turn it with the stick, it will go to different numbers. If you turn it to 1 past 2, the hour is on the 2 and the minute is on the one.
I get up at 7 o’clock.
There’s a sand clock and an alarm clock and a watch that can tell us the time.
The moon and the sun can tell us the time because if the sky is dark and you can see the moon, it is night-time and if it’s sunny, it is daytime.
During Reconciliation Week, 3F learned about Kaurna shields. Jack Buckskin, who is a Kaurna Elder, has consulted with, and supported, students and staff of the Working Group during our Reconciliation Action Plans. Jack is noted for carving the Pulteney shield for us, which is kept at the School on display. Jack has previously performed at our school Reconciliation Week celebrations over several years. One ancient Kaurna shield remains in the Adelaide Museum. All other shields were destroyed when Kaurna people and their culture were severely disrupted by the establishment of the South Australian colony in Adelaide, on Kaurna traditional lands. Shields were a sign of power and resilience and were used in dances and major gatherings. The shield would be twisted sideways, to distract and hypnotise others. The students in 3F drew their own shields and Jemima van den Broek is pictured holding our Pulteney shield.
In Kurrajong, we are looking forward to having our Mid-Year Reception class and new students in ELC beginning in Term 3. This week the students joining Reception mid-year will enjoy a visit to their Reception Mirnu classroom and Mrs Virginia Bubner, Mid-Year Reception Teacher, is eagerly awaiting the opportunity to get to know the students and prepare for their transition to Reception. New ELC friends who are joining the ELCT and ELCW classes in Term 3, will also be experiencing visits to their new classroom this week. This transition process will assist the children to feel comfortable in their new environment, as well as allow them to meet friends from the other ELC classes.
We would also like to welcome our newest 2K student Vanness Fang from 2K to our school community. Vanness has settled in well and is enjoying getting to know his teachers and peers.
Thank You Tree
The Student Action Team have communicated their thank you messages to families and teachers for the care provided during our Pulteney@Home remote learning. The messages were placed in the courtyard on the ‘Thank You Tree’. Jacob Zhong’s Thank You poster will be displayed around our school environment. The Team have been enthusiastically brainstorming ways to demonstrate their gratitude on behalf of the Kurrajong students and are to be congratulated for their efforts.
If at any time your child requires medication to be administered, please ask their class teacher for a Medication Form and the medication will be stored in the Kurrajong Front Office. If you have given your child medication before school, please let your child’s class teacher know on the day.
The Term 3 Trybooking system for Kurrajong Sport closes on Tuesday 23 June at 12pm. All sports will be held on Thursday afternoons, with the exception of Aikido, which is held on Monday afternoons. Sports will commence in Week 2 and continue through to and including Week 9 (weather permitting).
SPOTLIGHT on STEAM
In Week 6, Kurrajong students in Reception - Year 2 delighted in two full days of uninterrupted project-based learning with a STEAM focus. Integrated learning allows multiple curriculum areas to merge together for children to gain a thorough understanding of the world around them. Providing opportunities like these for students to immerse themselves in a project without interruptions allows ideas and creativity to flow as well as time to problem solve and think critically. All students paused their normal daily schedule to work on an individual project. The projects began with the introduction of science concepts that would be needed to base their final designs on. Teachers worked to scaffold student’s learning, allowing them to move on to the next stages once these concepts were grasped. A strong sense of purpose coupled with the student’s interests, allowed them to create and produce thoughtful, intricate designs and models. Each student then spent time reflecting and evaluating their design with both their teachers and other members of their class.
Collaboration was a big emphasis as students shared skills and knowledge to work through a problem. At Pulteney, we believe that tapping into our student’s creativity and mindset about science, technology, engineering, art and mathematics early, will play a significant part in setting them up for success in these areas later on in their education.
Pulteney Storybook Series
Each Friday we share 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. This week I will share a book titled ‘It’s Lovely When You Smile’ by Sam McBratney.
You can see Natalie's story HERE
Head of Kurrajong
Reframing ‘Attention Seeking’
As a society, we have come to express an abhorrent view of attention seeking behaviours. One only needs to look at the Aesop fable “The boy who cried wolf” to remind us of this. The way a child acts with their peers, the way they dress or express their emotions, or even damaging acts such as self-harm, disordered eating/ exercise, can be construed by some as attention seeking behaviours. Catch phrases such as “Class clown, drama queen, cry baby, show off” are some of the more common terms associated with such acts.
A common response by parents is to simply ignore the behaviour for fear that ‘giving in’ would only ‘reward’ it. Furthermore, they rationalise that by ignoring the behaviour the child will not receive any reinforcement and therefore the behaviour would eventually extinguish. The reality, in most cases, is this approach simply does not work. In fact, what we tend to find happens is the child escalates the behaviour even more, or turns to their peers to satisfy this need.
The emotional needs of a child are no less important than the physical – only we can’t always see it. The need for attention is one of the most basic underlying human needs – much like we need food, water and shelter to survive. If we are unable to attain the attention we require to satiate our emotional needs, or we have not developed the skills required to seek it in healthy ways, then it is only inevitable one would begin to seek this attention through unhealthy means. The alternative is to give up, shut down, and make ourselves emotionally numb which can lead to far more dire consequences. So, what is the solution?
The solution is connection. Children will continue to seek attention naturally, and we need to be there to give it to them. We need to look beyond ‘attention seeking’ and reframe it as a child ‘seeking your connection’. The early formative years of the parent-child relationship are a particularly critical period in development as they lay the schemas by which all future relationships are based upon. In the world of psychology, we refer to this process as attachment.
So the next time you encounter a behaviour you would otherwise classify as ‘attention seeking’, see if you can reframe your approach. Try asking yourself the question ‘why’ is the child behaving in this manner? What fundamental needs of the child are not currently being met? And what can I do in order to better meet the needs of my child.
The illustration below is an excellent illustration by Tracey Farrell which provides some prompts as to how we may classify behaviours to unexpressed needs and what strategies may be helpful for the child at the time.
Tournament of Minds 2020
Pulteney Grammar will enter four teams in the Tournament of Minds (TOM) competition this year; two combined teams from the Prep and Middle School, and two combined teams from the Middle and Senior School.
An extra layer of complexity has been added this year due to this being a SUPER CHALLENGE. The Challenge will be a combination of STEM, The Arts, Social Science and Language Literature.
Pulteney Grammar’s TOM teams for 2020 are as follows:
Nikita Amos, Addison Ritossa, Samuel Williams, Charlie Grivell, Diesel Kereru, Livia Ogunsanya and Scarlett Lamb
Lilah Dunn, Charlotte Jarmer, Eric Liang, Tim Newman, Adam Brownbill, Alicia Bollinger and Kai Dalby
Jedda Dadds, Zara Chiera, Cameron Hughes, Oscar Mitchell, Riley Brion, Ross Koutsounis and Thomas Smid
Madison Schubert, Addi Schwartz, Finn Boylen, Lily Koch, Hugh Mahoney, Fraser Brion and Emma Neuhaus
In Term 3, the students will work through the SUPER CHALLENGE and this will be judged “virtually” on Saturday 12 and Sunday 13, September. We wish Pulteney Grammar’s TOM teams every success for this prestigious event.
Sue Mavropoulos Karen Penn
Gifted and Talented Coordinator and Teacher Inclusive Education Teacher
Tournament of Minds Coordinator and Facilitator Tournament of Minds Facilitator
Mary Poppins 2.0
We are BACK! After 2 fantastic rehearsals, the cast and production team of Mary Poppins are on track and loving the process of preparing for the Mary Poppins experience concerts!
As Covid-19 changes are continuing to evolve, we hope to be in a position to advise you of what size audience we can have for the two performances (one at 7pm the other at 8.30pm). Of course, if there is capacity for a live audience and the numbers are limited (which is highly likely), we will prioritise the immediate families of the cast and musicians followed by the student crew. We will continue to monitor the situation, however we might not be able to make a final decision until just before the live concert date, 18July. We will live stream both performances so whatever happens you will have the option of watching the shows live from your home.
Coffee in the Quad
Most Friday mornings we try to provide live music for our Quad Cafe. Last Friday we presented the Senior Strings Ensemble with a lovely live audience appreciating their playing and a hot cup of coffee! This week we have the Stage Band 2 performing, so we hope to see you there, outside the Middle School building from 8.00am, Friday 19 June.
I am excited to announce that co-curricular dance is back and running this term. Information was provided to parents of dance co-curricular students, informing them all of the start date for all classes. After such a long break it is great to see the students back into their dance, having fun, developing skills, working with other students from different year levels, getting exercise and being creative! The instructors for the rest of the year are as follows;
Prep Dance – Talia Monaghan
MS/SS Dance – Martine Quigley
Reception Dance – Jo Casson & Addi Schwartz (with Carla Bigioli returning in semester 2)
Year 1 & 2 Dance – Rosanna Commisso
Performing Arts Events in Semester 2
As we gradually move back to the regular normal, so too are our plans for performing arts events in term 3 and 4 this year. To this end we have put many concerts and performances back into the school master calendar including the following.
29 July – Music Soiree
25 August – Gig@theGov
21, 28 August and 4 and 11 September – Royal Adelaide Hospital Foyer Performances
12 September – Dance@Pulteney Concert
19 September - Classical Concert
21 October – Instrumental Soiree
27 October – Piano Soiree
4 November – Strings Soiree
11 November – Remembrance Day Service
11 November – Year 10/11 Drama Presentation night
18 November – Kurrajong Christmas Concert
20 November – Year 9 Extension Dance Presentation
24 November – Carols and Lessons
26 November – Pulteney Celebrates
2 December – ELC Christmas Party
Please note we are still unsure how these events will include a live audience as this will be determined much closer to the date of the event;
Learning Area Leader Performing Arts
Coordinator of Performance and Instrumental Programs
Participant Information 2020
What: Outdoor Rock Climbing (with full supervision)
Who: Students in Years 7-12
When: Saturday 20 June, 9.00 am – noon
Meet at Outdoor Ed Shed entrance, or Norton Summit Road at 9.30 am (map below)
Where: Morialta Conservation Park
Cost: $30 (use Trybooking)
Gear: All climbing gear provided
Please bring warm loose clothing, training shoes, own snacks & water
Paperwork: Participants need to enrol by:
1. using the Confirmation of Interest form on Teams (by Wed 17/6)
2. Pay at Trybooking: www.trybooking.com/LZD
The instructors will work with groups to safely rock climb.
Questions/Contact: If you have any questions please either email or see
Mr Drogemuller before Wednesday of Week 8 (email@example.com)
Other news (all to be confirmed as virus restrictions are lifted)
July Venture (Wongulla)
Kayak & mallee conservation
15 – 17 July (Term break)
Years 7-12 & Old Scholars & Families
12-13 September, Mt Crawford Forest
5-7 December, Robe or Yorkes
New Zealand Bushwalk
5-19 December (Border restrictions permitting)
Experienced Years 11-12 & old scholars
To add your name to the email list for this and/or future Venture Club activities: email Richard Drogemuller (firstname.lastname@example.org)
Each year, the school leaders from our Middle School attend an Anglican Schools Service at the Cathedral. Due to COVID-19, we were unable to gather with the other twelve South Australian schools. The Chaplains decided to prepare an online service which will be viewed by our middle school community early next term. Pulteney’s role in this service was to prepare prayers for our world and communities. We decided to do a hands-on prayer activity and invite other schools to make origami hearts and a prayer wall as a visual sign of our ongoing prayers for our world.
Please watch the following recording of our Middle School leaders leading our prayers HERE. A big thank you to the Year 5 students who gave up their lunchtime to make our prayer wall.
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No update this week.