Silver Duke of Edinburgh’s Award Adventurous Journey Report

22 Year 10 and 11 Oxley students recently embarked on a canoeing expedition along Lake Yarrunga and the Shoalhaven River. Putting the boats in at Hampden Bridge in Kangaroo Valley, the paddlers were almost immediately challenged by a series of rapids, which most safely negotiated. Except for Annie and Sybille, who managed to steer and ground their canoe on the gravel in the middle of the river! Marooned, a swift rescue was made to free the pair.

Paddling conditions were perfect; light winds, slow current, which allowed the crews to practice their strokes unhindered, while appreciating the stunning riparian environment through which they travelled. Sightings of water dragons, sea eagles, kingfishers, kangaroos and ducks (alas no duckbill platypus!) were common. Swift progress was made to a lunch stop near Beehive Point, where wraps and trail-mix were downed with relish in the warm sunshine. Later, camp was struck at Sharkfin. Once tents were up and haloumi burgers cooked, or rather burned (!) and eaten, a fire and roasted marshmallows entertained the group under a starlit sky.

Day two saw the campers greeted by a dewy, misty morning; the mirror-like water just occasionally disturbed by pairs of pelicans skimming the surface or occasional fish slapping the veneer. A chance to stretch those aching shoulders and make up for missing ‘U Turn the Wheel’, saw the crews refine their steering with graceful ‘j’ strokes. The lake opened up to reveal magnificent properties with million-dollar swimming pools and manicured lawns stretching down to the water. Once again, the kilometres were gobbled up and the next campsite rejected in favour of pushing on to explore uncharted waters beyond Tallowa Dam. Here the valley closed in, as immense sandstone cliffs rose up to dwarf the group. Accessible only by boat, suitable campsites proved elusive. As the afternoon drew in, a compromise was made to pitch among the figs and stinging trees. In the company of a petrified bandicoot and a cheeky, salami-thieving possum, dinners were made, and a fire lit before tired bodies retreated to tents. Then came the rain!

Morning light on day three revealed the sorry sight of sagging, dripping canvas perched on soggy ground. Cloud had descended, trees were shrouded, waterfalls appeared, whip birds cracked and echoed, and the eerie gorge emerged like something out of Jurassic Park. By now the group was moving confidently – and for the most part straight – up the river, to the finishing point back at the dam. Riddles, songs and monotonous chanting from Zane and Jack about hundreds of milk bottles on a wall…saw relieved paddlers beach their canoes, shine up trangias, polish off rations, bid farewells to the wonderful OE instructors and board the bus back home to the Highlands.

Graduation, formal & the textile waste crisis

With the HSC trials complete and major works grinding to a stressful finish, the Year 12 cohort is filled only with excitement for their end of school celebrations – that and gut-wrenching resentment for the upcoming HSC. The cohort has been abuzz with eager discussions, particularly the universally infamous question – ‘What will I wear to formal?’

Almost everyone has bought a new garment/outfit for formal and another for graduation and even one for the various other parties surrounding these events. In the Oxley Year 12 cohort alone, that’s over 100 formal textile items that will most likely end up in the back of a wardrobe, only to one day be discarded. Each year Australia accounts for 300,000 tonnes of the global textile waste. This number is exacerbated yearly by our parasitic need to gorge ourselves on attire for formal events.

Each year Australia accounts for 300,000 tonnes of the global textile waste.

If in the Southern Highlands there are around 10 high schools and in each of these schools we have 90+ students, each buying at least 1 new outfit for their formal events. This amounts to almost 1000 textile items, which is equivalent to 167 kg. The image below shows roughly 200 garments, just imagine how much 1000 would be! 

While textile often seems like a sustainable product made from earth’s renewable resources such as cotton or wool, the ugly truth is textiles can take upwards of 150 years to break down. In fact, your favourite cotton shirt will live to see the year 2224.  The harsh chemicals used to develop fabric has strangled the environmental aspect of this resource, creating super materials that when discarded account for 10% of greenhouse gas emissions. The textile waste crisis is growing at an unnervingly exponential rate, and the harsh reality is that we are responsible.

Your favourite cotton shirt will live to see the year 2224.

However, unlike other non-biodegradable materials. textile is durable, reusable and if we can lean into upcycling and donating, we can decrease the textile waste we are sending to landfill. Charities such as Dress for Success, Life Without Barriers and The Giving Gown Foundation are great places to donate your formal wear. Or perhaps you could try your hand at upcycling the fabric or simply donating to your local thrift shop. Before rushing to the nearest fast fashion export for your formal and graduation get-up, check your wardrobe for anything you can re-wear, explore thrift shops, or upcycle something.

Ellen M, Year 12

Rachael Gunn’s breakdancing controversy

Rachael Gunn, known by her stage name “Raygun,” has recently made waves not only for her talent as a breakdancer but also for her resilience in the face of criticism as she competed at the Olympic level, as breakdancing makes its Olympic debut at the Paris 2024 Games.

Gunn’s journey into the world of breakdancing began in her hometown of Hornsby, where she developed her skills and passion for the art form. With countless hours of practice, she eventually earned her place among the top dancers in the nation, setting her sights on the Olympics. Her dynamic style and innovative moves quickly garnered attention.

However, despite her skill and dedication, Raygun has found herself the target of online hate, with some social media users questioning her place in the Olympics and even her abilities as a dancer. She was accused – without evidence – of manipulating her way onto the world’s biggest stage at the expense of other talent in the Australian hip-hop scene. Comments such as “She doesn’t represent the true spirit of breaking” and “Why is she even here? There are better dancers out there” have flooded platforms like Twitter and Instagram, reflecting a pervasive sentiment among some detractors.

In response to this backlash, Gunn has spoken out, emphasising the importance of resilience and the value of community in the sport. “Breaking isn’t just about competition; it’s about expression and connection,” she stated in a recent interview.  Furthermore, in a video posted to social media in the eye of the public storm, Gunn added that she had taken the competition “very seriously. I worked my butt off preparing for the Olympics and I gave my all. Truly.” She had only been trying to “bring some joy”, she said. “I didn’t realise that that would also open the door to so much hate, which has frankly been pretty devastating.”

“I worked my butt off preparing for the Olympics and I gave my all. Truly.”

After competing at the Olympics, Gunn has continued to advocate for a more inclusive and supportive community within the breakdancing scene. She has emphasised that the spirit of breakdancing is not solely about competition but also about artistry, expression, and the bonds formed within the dance community. In public appearances and social media, she has addressed her critics with grace, stating that while she acknowledges the concerns of some within the hip-hop community, she believes in the transformative power of dance to inspire joy and connection.

Chloe S, Year 10

Staff Spotlight: Nicole Phipps, French Teacher

This month, Ruby C (Year 8) shone the spotlight on Mme Phipps, our Senior School French teacher.

How long have you been teaching at Oxley?

This is my fourth year at Oxley College.

What inspired you to become a French teacher?

My love of the language, my love of teaching and I was so inspired by my high school French teacher that I decided to enrol in a university where I could take all of the courses for my Bachelor of Education in French. I graduated with a Certificate of Bilingualism, which was quite an achievement for someone who didn’t even start formally learning French until Year 7! It took so much work and perseverance but was truly worth it. I have been teaching French ever since, which is one of my true passions in life.

Are there other languages you can speak apart from French and English?

Yes, I speak Japanese to an intermediate level and a tiny bit of Bahasa Indonesian, German, Spanish and Italian.

Have you been to France to experience the French culture?

I have not spent enough time in France! I had a really big trip planned in 2020, which was cancelled, and have not had a chance to go back since then. I dream of an extended stay to see as much of the country as I can and visit Chenonceaux Castle. I want to live like a local and maybe even buy my own little castle to live in. I cannot seem to convince my husband of this plan…. not yet, anyway!

I have spent a great deal of time in French Canada, as a tourist and as a nanny. In fact, the old part of Quebec City has to be one of my favourite places. I have also spent a lot of time in New Caledonia, mostly in Nouméa and surrounds. The French language spoken in those places has its own regional influences and is a bit different to French spoken in Paris. 

What is your favourite French cuisine?

That’s a really hard question for me to answer… I have cooked nearly every French recipe that I can find. My favourite main dish might be a classic Boeuf Bourguignon, and my favourite dessert is probably Clafoutis made with fresh cherries off my cherry tree.

Why is French such an important language – and especially – an important subject for students at Oxley?

The study of French opens students’ eyes to the ways that languages act as systems and actually helps them to understand the English language better, too. Students can make connections between French and English, as up to 45% of words have similarities. Many countries are part of the “Francophonie” wherein a significant portion of the population speaks French or has a notable affiliation with French culture, so learning the language opens doors to interacting with over 320 million people and understanding their cultural background. This creates opportunities for French learners as well as building their empathy as global citizens. In addition to creating tourism and work opportunities, local employers appreciate these skills in their employees, which is something for Oxley College students to remember.

What opportunities does the French subject offer for Oxley students?

Students can start their study of French in early Stage 1 and continue all the way through to Year 12 here at Oxley College. Just imagine the level of linguistic and cultural competency that students will achieve if they set their minds to it!

Since Oxley is now a Round Square school, will there be any overseas trips to France for students studying French?

Affiliations with like-minded Round Square schools are being investigated at the moment for upcoming exchange opportunities for students. I went on my first exchange at the age of 14 for two weeks, and whilst it was really hard at times, because I had such a limited level of French, it taught me about making myself understood in roundabout ways using the language that I had. It also ignited my love of French Canada and meeting people of other backgrounds. I encourage students to make the effort to talk to French speakers in French whenever they can, because when you speak to others in their native language, it is usually really appreciated.

Watching: It Ends with Us

As I look around the warm, giggly cinema I notice many young and old women (and maybe one man who was forced to come) all there waiting for a story to unfold – a story about love, replacement, and cruelty.

Staring at the blank screen, the lights start to dim, as voices start to become faint and slow. It Ends with Us starts with a sad short clip; it wasn’t what the audience were expecting. It shows Lily Bloom (Blake Lively) visiting her hometown, all for her father’s funeral. Lily walks slowly up the lonely podium before many people that seem to train their beady eyes on her. She says she will list her five favourite things about her father, though instead of tearing up and listing things, she stands there quietly. Not because she was nervous, but because she had nothing nice to say about her father. The start of the film describes Lily’s trauma in such a little way that we as the audience can only picture a blip of her past life.

As the rest of the film starts to unfold, with Lily then moving to Boston to start her own business and becoming a unique florist, things then turn when she meets a very handsome neurosurgeon Ryle Kincaid (Justin Baldoni), but when getting deep into the relationship Lily encounters another side of Ryle that was very similar to her father. Then the plot twists when Lily’s first love Atlas Corrigan (Brandon Sklenar) becomes involved unexpectedly in Lily’s life. Go make up your own mind about It Ends with Us, adapted from Colleen Hoover’s bestselling novel.

Klaudia M, Year 10

What is technology doing to our brains? Baroness Greenfield for the Centre for Ethics

Last week, as part of Oxley College’s Centre for Ethics lecture series, we were privileged to host Baroness Susan Greenfield, a renowned English scientist, writer, broadcaster, and member of the House of Lords, as a guest speaker to discuss a topic of ever-growing relevance, being how technology shapes the brain.

Baroness Greenfield delivered a powerful message on the importance of considering the way technology may shape our brain just as technology continues to shape the world around us. She led the discussion with a striking overview of the brain and neuroplasticity, including the brain’s incredible ability to continuously adapt and change according to what we experience on a day-to-day basis. It is due to this adaptability that we can continue to learn and grow in our understanding of the world around us and yet it also leaves us vulnerable to the downsides of continuous screen exposure in the digital world. Baroness Greenfield explained that while technology has been used in the past to assist and enrich lives, excessive technology use in the 21st century is damaging, leading to shorter attention spans, weaker interpersonal skills, and a continuous weakening sense of self.

Excessive technology use in the 21st century is damaging, leading to shorter attention spans, weaker interpersonal skills, and a continuous weakening sense of self.

So, what does this mean for us students who are expected to sit quietly and study in order to achieve? Do these documented brain changes mean that the current school model followed in Australia is no longer useful? Are schools now outdated and beyond repair? These were just some of the questions that were brought to the forefront in our discussion with Baroness greenfield.

During our group discussion and at her lecture, Baroness Greenfield mentioned that spending time in nature, reading imaginative texts and enriching all our senses had a huge positive effect on our brain. She was pleased to hear that a large part of the Oxley experience was to take part in big adventures – such as OLE Week, Duke of Edinburgh expeditions and adventure trips like Nepal and Outback. She was of the view that a balanced approach to the use of technology was needed, and she urged us to pursue activities that promoted deep and sequential thinking to help us build a stronger sense of personal identity and mental well-being.

Our generation is the first to have been totally immersed in the digital world from birth. It is more important than ever for us to embrace the real world – play sport, read, go out with our friends, have adventures, and take time to be quiet and think. We can’t escape the digital age, but we can ensure that we take opportunities to ensure our everchanging brain is fit and healthy enough to allow us to lead a fulfilled life.

Our generation is the first to have been totally immersed in the digital world from birth. It is more important than ever for us to embrace the real world.

Ultimately Baroness Greenfield’s speech was a wakeup call reminding us of the importance of intention in using technology and stepping back to engage in the real world. Her insights challenge us to think critically about technology and how it continues to shape our brains as well as ensuring it enriches rather than diminishes who we are. 

This was the last talk in this year’s Centre for Ethics lecture series. It has been such a highlight hearing from and having discussions with the broad range of speakers. We thank Dr Hall for arranging and co-ordinating the talks and we look forward to future events that the Centre for Ethics programme will entail in 2025.

Eliza B, Year 11

Snowsports

Oxley College was very successful at the Interschools NSW State Snowsports Championships

• 4^th in the State in the Overall Junior Co-ed school’s points score
• 2^nd in the State in the Secondary Co-ed schools cross-country point score
• 4^th in the State in the Overall Secondary Co-ed school’s point score
• 24 students (8 Junior School and 16 Senior School) qualify to compete at Australian Championships.

Junior School Medal Winners: 3rd Place Lucy B and Claudia S: Moguls Team 3rd Place Sophie H, Lucy B, Phoebe B: XC Classic Team

Senior School Medal Winners: 1st Place Phoenix S: Cross Country Classic (individual) 2nd Chilli S, Xanthe M, Nicola G: XC Classic Team 2nd Chilli S, Xanthe M, Nicola G: XC Relay Team 2nd Rory S, Henry B, Brayden A: XC Classic Team 3rd Taylor A: Snowboard Slopestyle (individual) 3rd Chilli S: XC Classic (individual)

Australian Championships Qualifiers

Year 4 Cora B: Moguls	Year 8 Brayden A: Ski, Cross, XC Classic, XC Relay Henry B: XC Classic, XC Relay Rory S: XC Classic, Relay Doug S: Alpine
Year 5 Albert H: XC Classic, XC Relay Claudia S: Moguls	Year 10 Molly D: XC Classic, XC Relay Jude O: Ski Cross
Year 6 Harper A: Alpine, Ski Cross, XC Classic, XC Relay Lucy B: Alpine, Ski Cross, Moguls, XC Classic, XC Relay Phoebe B: XC Classic, XC Relay Sophie H: XC Classic, XC Relay Euan S: XC Classic, XC Relay	Year 11 Eva D: XC Classic, XC Relay Nicola G: XC Classic, XC Relay Abi H: XC Classic, XC Relay Harry K: Ski Cross Xanthe M: XC Classic, XC Relay Chilli S: XC Classic, XC Relay
Year 7 Sapphire S: XC Classic	Year 12 Taylor A: Snowboard Slopestyle, Snowboard Cross Rocco P: Alpine, Ski Cross Phoenix S: XC Classic

Australian Interschools Snowsports Championships

23 Oxley students from years 4-12 competed at the Australian Interschool Snowsports Championships held at Perisher from 3-8 September. Each year, over 7000 school students from nearly 700 schools compete at Interschools Snowsports events with students having to qualify at regional and/or state events to reach the Australian Championships.

As a school, Oxley proudly finished:

• 2^nd in Australia in co-ed Senior schools’ cross country point score
• 4^th in Australia in co-ed Junior school’s cross country point score
• 5^th in Australia in co-ed Senior schools’ overall point score
• 9^th in Australia in co-ed Junior schools’ overall point score

Outstanding Individual results:

1^st           Taylor A                Snowboard Slopestyle                   Div. 1 Male

1^st           Phoenix S            Cross Country Classic                      Div. 1 Male

4^th           Chilli S                   Cross Country Classic                      Div. 1 Female

6^th           Euan S                   Cross Country Classic                      Div. 4 Male

8^th           Nicola G               Cross Country Classic                      Div. 1 Female

10^th        Xanthe M            Cross Country Classic                      Div. 1 Female

12^th        Henry B                 Cross Country Classic                      Div. 3 Male

12^th        Sapphire S           Cross Country Classic                      Div. 3 Female

12^th        Abigail H              Cross Country Classic                      Div. 1 Female

13^th        Molly D                 Cross Country Classic                      Div. 1 Female

13^th        Taylor A                Snowboard Cross                             Div. 1 Male

15^th        Cora B                   Moguls                                                 Div. 5 Female

15^th        Lucy B                   Moguls                                                 Div. 4 Female

Outstanding team results:

1^st           Nicola G, Xanthe M, Chilli S          Cross Country Relay        Div. 1 Female

2^nd          Chilli S, Nicola G, Xanthe M          Cross Country Classic      Div. 1 Female

3^rd           Abigail H, Molly D, Eva D               Cross Country Relay        Div. 1 Female

4^th           Abigail H, Eva D, Molly D               Cross Country Classic      Div. 1 Female

4^th           Henry B, Brayden A, Rory S          Cross Country Relay        Div. 3 M

5^th           Rory S, Henry B, Brayden A          Cross Country Classic      Div. 3 Male

5^th           Lucy B, Claudia S                               Moguls                                 Div. 4 Female

Congratulations to our Australian Championships representative team. All students represented the school with pride and embodied the Oxley values throughout the competition.

Year 4      Cora B

Year 5      Claudia S

Year 6      Harper A, Lucy B, Phoebe B, Sophie H, Euan S

Year 7      Sapphire S

Year 8      Brayden A, Henry B, Rory S, Doug S

Year 10   Molly D, Jude O

Year 11   Eva D, Nicola G, Abigail H, Harrison K, Xanthe M, Sapphire S

Year 12   Taylor A, Rocco P, Phoenix S

NSW ACT Mountain Biking Interschool Championships

Congratulations to students in the Oxley Mountain Bike team who won 3 out of the 9 categories in the ACT Interschool Mountain Biking Championships  on Friday 30 August at Mount Stromlo. First place went to Harry G, Isla T and Phoenix S in Y11/12 Mixed as well as Jude O, Elsie H, Oscar V and Sam B in Y9/10 Mixed while Pixie H, Sapphire S and Ellie C (from Bundanoon PS) teamed up to win the Year 6-8 female category.

Junior School Assembly Awards

Term 3, Week 4

Term 3, Week 5

Term 3, Week 7

Student Gallery

A new student gallery space has been created outside the Senior School Office. This exhibition space allows all Visual Arts students, 7-12, to display their artworks. Students have been very inquisitive and respectful of the displays so far. These exhibitions will be rotated frequently, so that students and staff can be inspired by the artists’ visions and this space could become a focal point for conversations inside and outside of the classroom.

Matthew Bentham
Visual Arts Teacher

Father’s Day Breakfast

HICES Gifted & Talented Camp