I have now watched in amazement 3 performances of Madagascar and am still in awe. There are 112 children in the musical ranging in ages from 5 years to 12 years. During rehearsals children would meet me at the door brimming with excitement and anticipation. I saw friendships forming amongst children in different grades. All of the children were having so much fun, which just increased as we got closer to our opening performance. At our last singing practise the excitement coming from the children was electric.

Madagascar has been a great storyline for the children to act out. In our world today we all have times of not being content with what we have, but these 4 friends on Madagascar learn through many circumstances that true friendship is important. True friends are always there to support each other. 

If you haven’t seen the musical, come tonight, don’t miss out - there are still tickets left. You will have an uplifting experience. You will be transported from Central Park Zoo, to a boat full of penguins sailing on the ocean, to the jungle of Madagascar filled with cute little lemurs and a crazy comedic king who will have you laughing and bopping to the catchy music. At the end of the performance don’t forget to come to our celebrity photo area to meet your favourite characters and get a photo with them.

Mrs Christine Wright
Musical Director

They include:

• Restrictions on where technology can be used – no technology should be allowed in bedrooms for any reason. When technology needs to be used for homework, it should only be used in a public place e.g. on the dining room table.
• Leave technology at home when the family goes on holidays.
• No internet enabled phones (or at least resist children having internet enabled phones for as long as possible).
• Resist children using social media for as long as possible.
• Prevent or restrict children playing games on devices.
• Don't give children purchasing capability online.

I appreciate that these recommendations take a very restrictive position and may be unworkable or unachievable for at least some families. However, I hope parents will appreciate the value and importance of regulating the amount of time children spend on devices and also closely monitor and restrict what they do on those devices. If parents have any concerns about how our students use devices at school, I urge them to contact their class teacher (Junior) or pastoral care teacher (Secondary).

Until now the school has been using an alternative product to provide effective internet filtering for school owned devices. In the future, the school will use Family Zone to set filters and controls on school owned devices during the school day. The great benefit of Family Zone is that our parents can set their own filters and controls on any school owned device, or any other device the family owns, outside of school hours.  

Consider the following examples:

You may wish to completely block your 13-year-old son's access to social media on the school Chromebook and another device he owns, but give your 16-year-old daughter access to social media between 7 AM and 9 PM. Sometimes parents struggle with their children, particularly boys, becoming addicted to online games. Family Zone will allow parents to restrict their son’s access to online games to specified hours during the course of a given week. Family Zone gives parents the ability to cut off all access to the Internet between certain hours.

I think that Family Zone is an excellent product and should go a long way towards reducing the risk of our children becoming addicted to devices or in some way being harmed by what they see or do on a device. The school is covering the cost of Family Zone for all existing families from Prep to Year 12. 

The school will be rolling out Family Zone in the coming months.

• Years 7 and 10 parents - An evening on Tuesday 15 October from 7pm to 8pm in the school hall. We will be helping parents to understand how Family Zone works with a Chromebook and also how Year 7 and 10 parents can use Family Zone on other devices they own. 
• Years 8, 9, 11 and 12 parents - there will be a parent evening in the future to introduce Family Zone; however, the school would like to see how we go introducing the product to Years 7 and 10 first. Because we aren’t sure how quickly our families will adopt and engage with Family Zone, we will set a date in early to mid Term 4.
• Junior School parents - We will hold an information evening to help you use Family Zone on your personal devices in the not too distant future. As outlined above, we want to hold off setting a date until we are confident that our roll out of the product is progressing well.

Mr Brett Hartley
Principal

We were given the topic “That the Government should pay for swimming lessons for every Australian citizen”. We took the affirmative stance.

The opposition, Wollondilly Anglican, put up a good fight but we came out victorious in the end. Both Ella and Lachlan received the best speaker in the grand and semi final rounds, an excellent achievement. Throughout the season there were nine debates and our team won eight of them. 

This was such a blessing and we believe that everybody showed tremendous effort throughout the debating season. Every school we competed against have had exceptional sportsmanship and debating skills. Our team all worked in unison to get where we are today, and have developed our communication skills. These skills have benefited us and allowed us to form closer relationships. We have also loved the opportunity to meet and talk to people from across the state.

We have developed as not only debaters but people. Debating has helped us to practice speaking and has been an amazing opportunity that we are forever grateful for. This opportunity has allowed us to advance in our skills and learn crucial information.

As Christian values become increasingly at risk in our society, debating with a Christian heart and mind has never been more important. God was always at the forefront of all our debates. 

Written by students Ella, Ruby, Damon, and Lachlan.

The capacity I have in my role as Teacher Librarian here at Shire Christian School reaches far and wide. I teach classes from Prep - Year 12 and have many opportunities to support the learning of our students. Secondary Enrichment is also an aspect of school life which I am involved with. Coaching the Middle Debating Team (Years 7-8) has been a highlight this year as my team of hard working, focussed students experienced the joy of winning the HICES Debating Competition. These students have worked together as a team, fine tuning their skills and abilities, writing arguments, navigating topics both planned and more recently during the finals, winning multiple impromptu debates. Each win spurred them on to continue to improve, taking into consideration adjudicator feedback. 

We have travelled as far as the Blue Mountains and hosted debates against schools from as far away as Orange. What has been most impressive about these students is their commitment, their humility and their willingness to work together as a team. This success is well deserved and I’m so incredibly proud of them. The privilege of guiding and mentoring students in a Christian environment brings joy and accomplishment. We have been thankful for the opportunity to be a witness to other schools. I would like to thank our school and parents for their support.

Special Mention to Luke Thompson and Bailey Thompson who have been valuable squad members, by stepping in to fill timekeeper and chairperson roles when needed this season. 

Mrs Kirren Wilson

The award was presented at Parliament House in Sydney. Congratulations James! 

The movement of people during this time can be classified into three categories; the movement of convicts, slaves and free settlers. During the site study students interacted with primary sources including Parbury Ruins, an archaeological site where the foundations of a cottage built between 1815 and 1823 are conserved beneath a modern building. Students also walked the same streets of some of the earliest convicts and free settlers in Sydney. They engaged well on the day and made a number of strong connections back to lessons taught in class.

Mr Mark Peters

My students looked inquisitively at the foreign looking letters. The gold Chinese brush strokes contrasting the English letters on my whiteboard.

I explain, ‘These are like new year resolutions. In Chinese culture, we write our goals on red pieces of paper and post them on our door frames. Some people believe that these banners bring good luck and good fortune.’

My personal and pedagogical identities have placed me in a unique situation. Born in Australia, I’m the son of two immigrants from Hong Kong. English is my second language. I attended a Christian school for all of my education and now I’ve returned – hilariously – as an English teacher. 

Teaching in a predominately Caucasian context, one of the greatest opportunities that I have is the ability to share my Chinese culture with my students. In my experience, Christian schools currently face new challenges as students from non-English speaking backgrounds, particularly from Asia, engage and participate within our school communities. A number of recent conversations with my colleagues and students has prompted me to consider how best we teach cultural diversity whilst maintaining a distinctively Christian perspective.

How do we foster thoughtful students who can empathise and welcome those from different cultural backgrounds?

Equally, the terms: cultural literacy and intercultural education have found a renewed and contemporaneous focus within Australian education as they become increasingly mandated by government. Hassim (2013) defines intercultural education as achieving ‘a sustainable way of living together in multicultural societies through the understanding of, respect for and dialogue between the different cultural groups’ (p.18). Similarly, the Melbourne Declaration on Educational Goals for Young Australians (2008) identifies the need for ‘all Australians to be Asia literate’ (p.4). Likewise, the new Australian Curriculum (ACARA, 2016) directs teachers in all subjects to consider how they can incorporate learning experiences regarding Asia and Australia’s engagement with Asia.

And the rationale behind this new form of ‘cultural literacy?’ The Australian Curriculum writers explain the need ‘to foster social inclusion… enabling students to communicate and engage with the peoples so they can effectively live, work and learn in this region’. Taken at face value, it’s clear that these buzzwords articulate a desire to incorporate more opportunities for Australian students to study texts from different cultures, underpinned by the worldview assumptions of economic rationalism. 

Nevertheless, what do these terms: cultural literacy and intercultural education mean for the everyday Christian teacher in the classroom, and how should it be different?

1) Christian Teachers should provide opportunities for their students to have robust discussions about culture – where opinions are heard and stereotypes are dispelled.

As teachers, we can often underestimate the power of the conversations and discussions that occur in our classrooms. Whether these interactions are structured or spontaneous, our classrooms perform an important function in being the safe space where students can share their honest opinions and develop their voice. Frequently, teachers become the audience to hearing their students’ unfiltered thoughts and offhanded comments, so we are also inherently the moderators of such discussions.

Classrooms become the place where students discern what they have heard from home or absorbed through the media, testing it against us: their figures of authority. Luke (2003) explores this pedagogical responsibility, emphasising that ‘our work involves helping kids decide which texts are worth reading and writing… we are not exempt nor is teaching simply a neutral, technical or scientific matter’. (p.21) Hence, facilitating discussions is our moral, social and spiritual duty.

Each year, I run a lesson where Year 7 students write a spoken word poem in response to the statement: ‘Australia, I love you but…’ Upon sharing their responses, one student stood up and read aloud, ‘Australia I love you but there are too many immigrants coming to our country’.

It would have been easy to snap back at the student, or implement some disciplinary consequence for the offensive nature of his comment. Yet, whilst I was taken aback by his overly parochial view, I paused the lesson to discuss the implications of his statement in a multicultural society, like Australia. Realising the courage it took to share his perspective, I took the time to acknowledge his point of view, identifying its value for provoking discussion amongst the class. In the subsequent lesson, I spent some time unpacking how immigration has impacted Australia, exploring the positive and negatives of this change in our society today.

When students are given the opportunity to form an opinion on what they are learning, teachers also have a responsibility in helping them to structure their thoughts – rather than telling them what they should think. As students exercise higher order thinking in order to develop their perspectives, teachers need to model and guide logical thought and correct factual errors.

Teachers graciously listen and thoughtfully read what students say in order to give them the confidence to articulate their informed opinions. When a teacher disagrees with a student, the teacher considers how to put their alternative view back to the student in a way that is both challenging and loving. This reciprocal process of learning ultimately helps us to impress onto our students their role as participants who will shape the future of Australian society.

2) Christian Teachers should instil empathy and understanding in their students for the experiences of individuals from different cultures. 

As teachers, one of our most important roles, beyond teaching content, is to shape and develop the character of our students. Yet, this remains one of the most difficult pedagogical concepts to master. Perhaps, a recurring obstacle lies in our understandably wary and cautious approach of ‘any curriculum content or pedagogy that focuses on social, racial or religious difference, and which may arouse emotions, such as guilt, fear, resentment or ambivalence’ (Sinha, 2010). We may be comfortable with the ways that we engage with different cultures in our topics or units. Ostensibly, the reluctance of some can be epitomised in a quote I once heard: ‘It’s not that Christians don’t care about those who are marginalised. It’s that they don’t know the marginalised.'

For example, reading about the experiences of immigration to Australia via the proxy of a laptop screen provides little in the way of building empathy and mutual understanding. When students are able to put a human face or name to a particular situation or group of people, it no longer becomes just a statistic or soundbyte: distant and unimportant. By engaging students in the real-world implications of these events, they learn about the reality of living in a fallen and sinful world, in need of Jesus’s saving grace and looking towards its eventual renewal.

3) Christian Teachers should share their own stories as a reminder that we are part of God’s grand narrative.

Sharing stories is a powerful pedagogical tool. As teachers, stories allow us to share a little glimpse of our journey with our students. They allow us to be vulnerable, to identify our mistakes and the lessons we have learnt on our Christian walk. Within ‘intercultural education’, stories have a special agency as they identify the scripts that we live by and the people that we have actually become. Smith (2013) emphasises this narrative centred approach, stating:

‘The task of Christian education and formation is nested in a story – in the narrative arc of the biblical drama of God’s faithfulness to creation and to his people It is crucial that the story of God in Christ redeeming the world be the very air we breathe, the scaffolding around us… All the work of the Christian school needs to be nested in this bigger story and we need to constantly look for ways to tell that story, to teach in stories’. (p.277)

Christian teachers must remind their students that they are participants within the grand narrative of creation, fall and redemption. Just as Paul writes to the Church in Galatia, ‘There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.’ (Galatians 3:28, NIV)

As we teach our students to be welcoming Australian citizens, may we also remind them of their heavenly citizenship, and that this underpins how we learn and who we are to be. We are to celebrate the different cultures represented in our classrooms because they too are created in God’s image. We are to be thoughtful and critical members of society who glorify and honour Christ.

As the buzzwords of ‘intercultural education’ and ‘Asian literacy’ continue to be thrown around, Christian schools and teachers must go beyond simply facilitating ‘acceptance’ or ‘tolerance’ for others’. Inevitably, there will be limitations and challenges in achieving ‘mutual respect for the richness of diversity and the equal value of all cultures’ (UNESCO, 2006, p.2). However, we must guide and show our students to see a future where this will be achieved perfectly upon the return of Christ.

Come, Lord Jesus, Come!

Mr Jo Chen

First published in The Christian Teachers Journal, August 2019

References

Asia Education Foundation. (2013). What works 3: Achieving intercultural understanding through the teaching of Asia perspectives in the Australian Curriculum: English and History. The University of Melbourne.

Australian Curriculum, Assessment and Reporting Authority. (2016). Asia and Australia’s Engagement with Asia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/asia-and-australia-s-engagement-with-asia/

Beech, Geoff. (2015). Christians as Teachers: What might it look like? Sydney: Wipf and Stock

Gauci, R., & Curwood, J. (2017). Teaching Asia: English Pedagogy and Asia Literacy within the Australian Curriculum. The Australian Journal Of Literacy And Language, 40(3), 163-173.

Hamston, J. (2012). Developing ‘Asia Literacy’ through the Australian Curriculum – English. Literacy Learning - Through The Middle Years, 20(1), 20-25.

Hassim, E. (2013). Intercultural understanding through Asia perspectives in English. Literacy Learning: Through The Middle Years, 21(3), 7-10.

Luke, A. (2003). Literacy Education for a New Ethics of Global Community. Language Arts, 81(1), 20-22.

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth Affairs

NSW Education Standards Authority. (2017). NSW - English Stage 6 Syllabus. Sydney: NSW Education Standards Authority.

Sinha, S. (2010). Dialogue as a Site of Transformative Possibility. In American Educational Studies Association Conference (AESA). Denver, CO.

Smith, J. (2013). Imagining the Kingdom. Grand Rapids: Baker Pub. Group.

United Nations Educational Scientific and Cultural Organisation. (2006). UNESCO Guidelines on Intercultural Education. France: UNESCO.

This year in athletics, at all levels of competition, I have seen such a passion for athletics and a desire to achieve personal bests and work together to spur each other on and work together as a team. Every student who has represented our school this term has applied themselves diligently and responsibly.  

We have had phenomenal input from parents in training our students for each level of competition, making themselves available for training in the mornings and even on weekends. Thank you to Mr Starr, Mr Dorfling and Mrs Macarthur for your help. Thank you to all the parents who accompanied and cheered the students. I nearly lost my voice at the State Carnival during the relays!

Some standout achievements have included:

• 10yr Boys Age Champion at Zone - Joshua Palazzolo and CIS Long Jump
• Jnr Girls Relay Team - Keira Macarthur, Carissa McKay, Anna Rolland, Gaby Flores - 1st at Zone & State, 8th CIS
• Snr Boys Relay Team - Ryan Dorfling, Luke Rolland, Cameron Nettle, Henry Daniel - 1st at Zone, 2nd at State, 7th CIS
• Cooper Starr - 11yr High Jump - 4th at CIS
• Henry Daniel and Keira Macarthur - Individual competitors at CIS

Well done to all our athletics competitors this term. 

Mr Tim Bluhdorn

On Thursday the Under 15’s teams saw some tough competition with the Under 15s boys winning 2 games, drawing 2 and losing 2, bowing out before the semi finals. The girls made it through to the grand final, coming back from 3-1 down at half time to win the game 4-3. A well deserved win for the Under 15 girls.

On Friday the Open teams had an early start, travelling to Hawkesbury Indoor Sports Stadium in Windsor. 

The Shire Christian boys came up against some stiff competition in their pool, just narrowly missing out on a spot in a semi final.

The Open Girls team won all 4 games in the their pool, which saw them go straight through to the grand final, winning convincingly 10-0.

In the notes we read, “In his distress [Elijah] lay down. An angel touched him twice and told him to ‘get up and eat’ (vv. 5,7). After the second time, Elijah was strengthened by the food God provided for him, and he travelled ‘forty days and forty nights’ until he came to a cave (vv. 8-9). There, the LORD appeared to him and recommissioned him (vv. 9-18) and he was refreshed and able to continue the work God had for him to do. Sometimes [I would have said ‘MANY times] we too need to be encouraged in the Lord. This may come in the form of a talk with another believer, a worship song, or some time in prayer and God’s Word.”

I am so thankful for our school community whenever I feel a bit like Elijah. I see the way our society is going, and where it is heading at a rate of knots, and, like Elijah, I can easily find myself thinking, “The [people who make up the society in which I live, who have legalised same-sex marriage, and want to also legalise abortion and euthanasia] have rejected your covenant, broken down your altars, and put your prophets to death with the sword. I am the only one left, and now they are trying to kill me too.” (1 Kings 19:10, 14). But my loving heavenly Father, by surrounding me with a community of believers - at school and at church, is quick to remind me “Yet I reserve seven thousand in Israel - all whose knees have not bowed down to Baal and all whose mouths have not kissed him.” (v.18).

It could be that the Author of Hebrews had this episode in mind when he wrote, “Let us hold unswervingly to the hope we profess, for he who promised is faithful.  And let us consider how we may spur one another on towards love and good deeds.  Let us not give up meeting together, as some are in the habit of doing, but let us encourage one another - and all the more as you see the Day approaching.” (Hebrews 10:23-25). Let us never take for granted, or underestimate, the benefit and blessing we derive from Christian fellowship through our involvement in worship and in conversation at our local Church, and through our ‘belonging’ together in our School community. Thanks be to God.

Bruce Christian

Any unlabelled items left after this will either made available as second hand clothing or discarded. Please remember to label all uniform items.

Edstart helps make it easy for you to manage school fees by providing flexible payment plans.  You can reduce your annual school fee spend by extending payments over a longer period.

With Edstart, you can fund tuition fees, additional charges such as uniforms, extra-curricular activities as well as amounts in arrears.

To find out more, visit edstart.com.au.

Please note that in providing information about Edstart, the school is not providing any recommendation, brokering or advice services. The school does not receive referral fees, commissions or any other remuneration from Edstart.

Since these guidelines were written we have installed air-conditioning in almost every classroom; however, we have decided to retain the guidelines. Mr Greg Smith, Mr David Stonestreet, Mr Paul Carter and I (the executive) have been fine tuning the uniform requirements for 2020 based on some feedback we have received. These changes are not substantial and are largely seeking to provide clarity where previous wording could have been unclear or ambiguous. I would like to also remind parents about the transition from the old to the new uniforms. These guidelines were published last year and can also be found on the website. 

Mr Brett Hartley
Principal

Readers and Writers assist students in accessing their examinations and overcoming the learning barriers which make the HSC difficult. We are in need of both a reader and writer to support two students in the upcoming HSC examinations across October and November. It would be preferable to have consistency as much as possible across the dates below for either the reader or writer:

What qualities should a reader/writer have?

• Ability to communicate clearly in English with a sufficient literacy level
• Understanding of the subject(s) being examined
• Clear, legible handwriting (if writing for the student)
• Willingness to spend time practising with the student
• Patience and sensitivity
• Understanding of the need to maintain confidentiality and an ability to do so

Who cannot act as a reader and/or writer?

• A relative or friend of the student
• A currently employed teacher or private tutor
• A non-teaching employee at the students school (eg a teacher’s aide, school secretary, lab technician)
• Anyone who recently taught the student
• Anyone who has a close relative sitting the same examination
• A NESA appointed Examination supervisor 

If you are interested in volunteering for the position please contact Lauren Dalrymple learningsupporths@shirechristian.nsw.edu.au

Please see the NESA website for further details.

Year 5 parents are urged to attend since their son or daughter will be participating in some group work at school based on the Resilience Doughnut (at the end of this term and early next term), before camp in Term 4 where they will have further input and application in relation to the model.

Items can also be purchased online. Visit the website for the link to the online portal. 

Please prepare for the change to the summer uniform (Term 4) ahead of time and refer to the Old Branded Uniform Phase Out document on the website as you consider purchasing uniforms. Please note that from 2020 there are a number of items with the old logo on them that we ask no longer be used.

Your child is welcome to join any one of these classes (as long as there are spots available). Bookings have now opened for our Term 4 classes and you can secure your spot here. If you have any questions, contact Mr Peter Richardson via email. 

Many of our ensembles are already working towards their performance repertoire, as are out elective music classes. Students who would like to audition a solo or band instrumental/vocal item can complete this form. 

We'll be looking for students who:

• show skill on their instrument
• engage the audience well
• are actively involved in an ensemble.

We are also requesting applications from teachers looking for casual relief work.

For more information visit our website.

Bachelor of Commerce

https://www.tafensw.edu.au/degrees/bachelor-of-applied-commerce

Bachelor of Business

https://www.tafensw.edu.au/degrees/bachelor-of-business

Bachelor of Early Childhood Education

https://www.tafensw.edu.au/degrees/bachelor-of-early-childhood-education-and-care-birth-5

Bachelor of 3D Art and Animation

https://www.tafensw.edu.au/degrees/bachelor-of-3d-art-and-animation

Bachelor of Design (Interior Design)

https://www.tafensw.edu.au/degrees/bachelor-of-design-interior-design

Bachelor of Community Services

https://www.tafensw.edu.au/degrees/bachelor-of-community-services

Bachelor of Information Technology Data Infrastructure Engineering

https://www.tafensw.edu.au/degrees/bachelor-of-information-technology-data-infrastructure-engineering

Bachelor of Information Technology Network Security

https://www.tafensw.edu.au/degrees/bachelor-of-information-technology-network-security

Bachelor of Creative Practice

https://www.tafensw.edu.au/degrees/creative-practice

Bachelor of Fashion Design

https://www.tafensw.edu.au/degrees/bachelor-of-fashion-design

Bachelor of Property Valuation

https://www.tafensw.edu.au/degrees/bachelor-of-property-valuation

Associate Degree of Applied Engineering in Renewable Energy

https://www.tafensw.edu.au/degrees/associate-degree-of-applied-engineering-renewable-energy-technologies

TAFE NSW Open Day is Now OnSaturday, 14 September from 9am to 1pm.  

We can help them kickstart their career, become an aspiring apprentice, or gain exciting new skills for the job they want. There will be talks, demos, food, entertainment and more. Your students can pre-register and jump the queue when checking in on the day by visiting: 

https://events.tafensw.edu.au/open-day

How To Write an Effective Resume [A Practical Guide]

So you’ve read thousands of job ads and picked out the ones that sound like they’re tailor-made for you.

But ask yourself this: is your resume tailor-made for them?

If the answer is no, stop what you’re doing. Before sending off your application hoping to get a job interview, you need to make sure you have an effective resume.

We’re talking about the sort of resume that positively screams “don’t waste time reading those other applications, you’ve already found the right person for the job”!

Luckily, you’ve come to exactly the right place. Welcome to our practical guide to writing the perfect resume quickly and easily!

https://au.jobted.com/blog/

Study Medicine - 10 Step Medicine Application Guide for students

It’s application time for medicine degrees and a 10 Step Application Guide has been put together that clearly and concisely details the steps students need to go through to apply for medicine at Australian universities. The guide is downloadable and includes a handy checklist. Email: admin@studymedicine.com.au

https://www.studymedicine.com.au/10-step-application-guide

UOW Global Honours Inspiring Tomorrow's Global Leaders - Commerce, Law, Computer Science

UOW is offering tomorrow’s young leaders the opportunity to join a unique undergraduate program.

The first of its kind in Australia, our Global degree programs offers the country’s best and brightest students the opportunity to gain a truly global experience.

Students undertaking a global degree will study, live and travel in some of the world’s most vibrant cities – gaining skills and experience that will uniquely position them to be among the most sought after graduates in the world.

https://coursefinder.uow.edu.au/golead/index.html

The University of Sydney – Guaranteed ATAR

Select your UAC preferences with confidence

To help you make informed decisions and provide transparency, we have published a guide to ATAR and IB scores that guarantee admission to most of our courses, subject to meeting any other applicable non-ATAR admission criteria. The future is in your hands – it’s yours for the taking. 

https://sydney.edu.au/study/how-to-apply/undergraduate/guaranteed-atar.html

2020 Guide Domestic Student here:

https://sydney.edu.au/content/dam/corporate/documents/study/admissions/apply/entry-requirements/ug-academic-requirements/sydney-uni-domestic-admission-criteria-2020.pdf

University of Sydney Dalyell Scholars Program

Join the next generation of global leaders.

The Dalyell Scholars stream rewards high-achieving students with an ATAR (or equivalent) of 98+*. You will have access to a range of enrichment opportunities that will extend your academic abilities and develop your leadership capabilities.  90+ for Aboriginal and Torres Strait Islander students admitted through Gadigal Program; 95+ for students admitted through the Early Offer Year 12 Scheme (E12), Future Leaders Scheme and Broadway Scheme

https://sydney.edu.au/study/study-options/undergraduate-courses/dalyell-scholars.html?cid=em_ug-careers

Admission Process:

https://sydney.edu.au/study/study-options/undergraduate-courses/dalyell-scholars/how-to-become-dalyell-scholar.html

University of Notre Dame - Getting to Know Nursing Day 24 September. 5.30pm
160 Oxford St, Darlinghurst (cnr Victoria Street) 

To explore The University of Notre Dame’s Darlinghurst campus and learn more about what to expect from the Bachelor of Nursing degree, come along to our ‘Getting To Know Nursing’ information evening and hear from the experts.

1. Our School of Nursing is ranked No. 1 in Australia for Skills Development and No. 1 in NSW for Overall Quality of Educational Experience, Teaching Quality and Student Support (qilt.edu.au).
2. Students learn in state-of-the-art facilities from experts in the field, and gain workplace experience in a range of clinical settings across the country.
3. Notre Dame’s nursing program has one of the highest rates of professional experience in Australia (27 weeks), ensuring you graduate job-ready and with confidence.

https://www.notredame.edu.au/events-items/getting-to-know-nursing

C.A.S. Hawker Scholarship

The 2020 C.A.S. Hawker Scholarship opens on Monday 9th December 2019 and will close on Wednesday 8th January 2020.

The C.A.S. Hawker Scholarship is one of the most generous privately funded scholarships available to undergraduate and post-graduate students in Australia. Each residential scholarship is valued at up to $60,000 over 3 years. Selection is largely based on personal qualities and demonstrated leadership as well as academic ability. Undergraduate and post-graduate Hawker Scholars are able to attend a range of Australian educational institutions.
http://www.hawkerscholarship.org/

NIDA Applications Closes 30 September

Become one of Australia’s creative leaders

A unique learning experience

As Australia’s leading dramatic arts education institution, NIDA empowers artists in their chosen field to find their individual creative voices.

Industry engagement and collaborative student learning are core ingredients of all our courses, with graduates form the past 60 years enjoying highly successful careers in Australia and around the world.

Applications to study at NIDA in 2020 are now open and will close on 30 September 2019.

https://www.apply.nida.edu.au/

AFTRS Bachelor of Arts Screen- ProductionCloses 18 November

Screen stories are changing the world. From YouTube to Netflix and global cinema releases, they are shaping the way we think and feel about the world around us. There has never been such demand for screen content, and the AFTRS Bachelor of Arts Screen: Production aims to give you the skills to seize this opportunity.

This course is full-time over three years, and is designed for students with a passion for creating stories that are powerful, unique and Australian. We’re eager to work with people from a diverse range of backgrounds who are imaginative, collaborative and keen to develop their voice as Australian storytellers.

https://www.aftrs.edu.au/award-course/2020-bachelor-of-arts-screen-production/

Youth KSP Poetry AwardCloses 11 October 10 to 17years

Limit of three entries per author. Maximum 50 lines. How much do you enjoy writing a bit of prose. 

https://docs.wixstatic.com/ugd/85ab9f_1c52873aa13e4224a99597029124cf1e.pdf

High Performance Sports Clubs Information Evening at UTS 20 September. 7pm to 9pm

Ross Milbourne Sports Hall (UTS Building 4B, 735 Harris St, UltimoRoss Milbourne Sports Hall (UTS Building 4B, 735 Harris St, UltimoTop of Form

Meet and network with the UTS Sports Clubs to find out how we can support your University studies with a sporting career.
Register for the UTS High Performance Sports Information Evening using the form below.

https://activateuts.com.au/sport/hp-sports-clubs-info-evening

A Day in the Life – Health 2 October. 9.30am to 1.30pm

Level 1 and 5/235 Pyrmont Street, Pyrmont

Register for these workshops and take the opportunity to experience what it’s like to do Nutrition or Naturopathy.

https://www.torrens.edu.au/about/events-and-workshops/day-in-the-life-health-sydney

Health Scholarships - Torrens University Closes 20 January

The scholarship value will depend on the course you have applied for. For bachelor courses, we offer a 20% fee reduction off one year in the full-time study and a 20% fee reduction of one trimester in full-time study for other courses. The Health Industry Scholarship gives the receiver a 25% reduction in their course fee. These scholarships are for domestic students only.

https://www.torrens.edu.au/apply-online/scholarships/health-scholarships

Engineering Scholarships - University of Sydney

From computer science to chemical engineering scholarships, we have a wide range of options for domestic engineering students. 

To find a scholarship that works for you, expand the relevant school and click on the scholarship title links. Alternatively, you can browse the full list of undergraduate scholarships for Faculty of Engineering students in the table below. This page includes scholarships for both prospective and current domestic students. 

School of Aerospace, Mechanical and Mechatronic Engineering 

School of Chemical and Biomolecular Engineering 

School of Civil Engineering 

School of Computer Science 

School of Electrical and Information Engineering 

https://sydney.edu.au/scholarships/domestic/bachelors-honours/faculty/engineering.html#computer

Chef Apprenticeships from HTN Now recruiting

Gain entry into the world of cooking through a guaranteed  placement in some of Australia’s best kitchens. Our approach ensures that Apprentices are able to acquire a variety of skills from different industry placements during the course of their training. Our Industry Advisors provide expert guidance for all work placements.

http://htn.com.au/

Fashion School of Excellence at TAFE

Consistently ranked in the top 20 fashion design schools worldwide, FDS has 60+ years of fashion design excellence. With a list of alumni that reads like a ‘who’s who’ of Australian fashion and established partnerships with International Design Institutes, FDS will give your students the skills, experience and exposure they need to be a cut above. 

https://www.tafensw.edu.au/fashion-design-studio

MTA Automotive Apprenticeships

If you are a job seeker or recent school leaver and are seeking an apprenticeship in the automotive industry, simply email your resume to Aaron or John below. If you have any questions call at any stage on: 02 9891 6900.

• Light Vehicle
• Heavy Vehicle
• Motor Cycle
• Spray Painting
• Panel Beating
• Auto Electrical
• Tyre Fitting
• Steering and Suspension
• Radiator Repairs
• Car Detailing
• Parts Sales
• Automotive Administration

http://www.apprus.com.au/what-we-do.html

Housing Industry Association Apprenticeships

There has never been a better time to start a career in the housing industry. Doing paid training through an apprenticeship is a great way to learn new skills, make industry contacts and get set up for the future. HIA Apprentices matches apprentices with the right boss and makes sure they are supported until they finish. Call: 1300 650 620

https://hia.com.au/about/careers/apprentice-program

Master Builders Association Apprenticeships and Traineeships

Master Builders Apprenticeship Service is a Group Training Organisation, who employs apprentices and trainees to place them with tradespeople, builders and contractors within the Building and Construction Industry for on the job training in their selected trade. 

We’re always looking for great people looking to start their apprenticeship . Apply by completing the form found in the link below.

https://www.mbansw.asn.au/services/apprenticeships/become-an-apprentice

Master Plumbers Association of NSW Apprenticeships

7 steps to become an apprentice plumber:

http://www.masterplumbers.com.au/LiteratureRetrieve.aspx?ID=104287

Website information here:

http://www.masterplumbers.com.au/apprenticeship-opportunities 

Brickies In Demand 

• Be paid to learn a skill you can use all your life;
• Work outdoors, with your hands; See the results of your work!
• Open door to advancing through the Construction Industry

The housing supply shortage continues and high quality bricklaying apprentices are in demand to build housing and construct commercial developments for our growing nation.

https://www.becomeabricklayer.com.au/my-future-freedom/trade-apprenticeship-vacancies/

https://www.becomeabricklayer.com.au/about-bricklaying/career-suitability/

NECA Electrical Apprenticeships

Apprenticeships in all electrical fields are available.

https://www.necatraining.com.au/electrical-apprentices/

Landscape Contractors Apprenticeships

If you are looking for work in the Landscaping Industry, please view our positions vacant page on this website.

If you are actively looking for work in our industry, please submit your details on this form below. 

http://www.landscapenswact.com.au/job-seekers-application-form.html

Flightdeck Consulting – Pilots and Flight Attendants

Aviation’s leading source of airline pilot recruitment, airline pilot interview preparation and coaching services. If you are searching for Flight Attendant Jobs or seeking help or guidance for a Flight Attendant Interview please visit our Cabin Crew Website.

https://www.flightdeckconsulting.com/shop/the-complete-flight-attendant-interview-work-book/

Our team are all airline pilots and we know the industry. All of our products and services have been tailored and designed to ensure the very best possible preparation for your interview, no matter which airline.

http://www.flightdeckconsulting.com/

Aviation Careers – Trial Flights

Choose from a range of training flight experiences that take you over some of the world’s most breathtaking scenery with the best seat in the house.

https://www.sfcaero.com.au/learn-to-fly/trial-flights

Tibra Capital Corporate Scholarship Closes 30 November

Do you love Maths, Finance or Computer Science? Have you achieved an ATAR of 90 or above? Are you planning to study at the University of Wollongong? If yes, then you are eligible to apply for the Tibra Capital Corporate Scholarship valued at $7,000.

The Tibra Capital Scholarship is offered to students that have achieved an ATAR of 90 or above and plan to study Mathematics, Finance or Computer Science in 2020. The aim of the scholarship is financially support high achieving students in their first year of university study at UOW.

Tibra Capital is a quantitative research and investment group specialising in equities trading, arbitrage, market making, and algorithmic trading. Locally founded in Austinmer in 2006, Tibra Capital has grown to be a global firm with an excess of 100 employees with offices in Wollongong, Sydney, London, Hong Kong and Dubai.

https://scholarships.uow.edu.au/scholarships/search?scholarship=261

University of Sydney - Sydney School of Architecture, Design and Planning Portfolio Day

12 October. 10am to 1pm

The Hearth, Level 2, Wilkinson Building, Camperdown/Darlington Campus

Register to have your portfolio reviewed by our academics and receive feedback on what it takes to create a successful submission.

https://www.eventbrite.com.au/e/portfolio-day-2019-sydney-school-of-architecture-design-and-planning-tickets-69821884135

University of Sydney - Economics and Business at Sydney1 November. 4pm to 7pm

Abercrombie Building
Camperdown/Darlington Campus, Corner Abercrombie Street and Codrington Street

Learn more about the economics and business subject choices on offer, our world-class teaching, industry placements, admission pathways and scholarships.

https://www.eventbrite.com.au/e/experience-economics-and-business-at-sydney-tickets-64158645235

ANU - Undergraduate students

Studying at ANU means joining a community of inspired minds, working with some of the world’s leading experts, choosing from Australia’s widest range of flexible degree options and opening the door to opportunities that you never thought possible. Learn more about enrolling as an undergraduate student at ANU.

https://www.anu.edu.au/study/information-for/undergraduate-students

Reminder - Introduction to Actuarial Science 

You may have heard of actuarial science, or you might even know an actuary, but do you know what an actuary does? During the course you’ll hear from a wide variety of actuaries about their careers.

And don’t be scared that the course will be “just a whole lot of mathematics”. Together, we will go beyond the math to learn how actuaries approach problems relating to risk, using examples from:

• Finance
• Investments
• Banking
• Insurance

You will learn how actuarial science applies mathematical and statistical methods to assess risk in these industries and other professions.

https://www.edx.org/course/introduction-actuarial-science-anux-anu-actuarialx-1

UTS -Discover Nursing, Wednesday, 13 November. 5.30pm,  City campus

Get a taste for what you can study in health at UTS at one of our Discover Health sessions. Find out more about our undergraduate courses at an info session, then head on a tour of our world-class facilities.

https://www.uts.edu.au/future-students/health/why-health-uts/events-and-brochures/discover-sessions

University of Sydney - Sydney School of Architecture, Design and Planning Portfolio Day

12 October. 10am to 1pm

The Hearth, Level 2, Wilkinson Building, Camperdown/Darlington Campus

Register to have your portfolio reviewed by our academics and receive feedback on what it takes to create a successful submission.

https://www.eventbrite.com.au/e/portfolio-day-2019-sydney-school-of-architecture-design-and-planning-tickets-69821884135

Future Architects – Look at these great events to go to

The Australian Institute of Architects holds regular talks from some of Australia’s and the world’s leading architects. Keep on top of this and enjoy!

https://www.architecture.com.au/events/

Becoming an Architect

Architecture is one of the most influential professions in our global society. A career in architecture offers opportunities to shape, perhaps even transform the environment in which we live. Architecture brings together the arts, environmental awareness, sciences and technology.

https://repository.architecture.com.au/wp-content/uploads/2019/05/becoming-an-architect-brochure.pdf