02 Jun 2020

From the Principal

Change and Continuity

My father had two sayings that I heard many times over the course of his lifetime. One was “mens sana in corpore sano” (Latin for “a healthy mind in a healthy body”), which was rolled out with increasing frequency after the end of rowing or football seasons when I started to sleep ever later, or watch too much television! It took me while to understand why he thought this was so important, but it instilled in me a respect and appreciation for the broader positive effects of regular activity – never a bad thing when it is in balance with everything else!

The second was “ca change plus c’est la meme chose” (French for “the more things change, the more they stay the same”). As a child who had grown up in through the Second World War, I think he used it as a catchall for security and continuity, and I suspect it was actually a life raft of reassurance for him. Growing up as a child in the Australian 1970s and 80s, I look back and see that it was largely true then. Despite the Vietnam War, world-wide and Australian recessions and financial excesses, unemployment, and global terrorism, things balanced out again after each stress and life continued, largely as before. However, I am no longer sure it can be said to be as true any longer, and possibly not true at all.

This century has seen change that has not swung back to previous. For instance, when considering the impact of 9/11, ISIS and world-wide terrorism, there is no impression that like the Red Brigade or the Bader-Meinhof groups, this will disappear. Similarly, the effects of technology on our lives at home and work are here to stay and have permanently altered our habits and patterns. We see through the world’s response to COVID-19, that we are clearly walking towards some “Minority Report”-style changes of facial recognition, artificial intelligence at work and home, and oversights by governments and institutions that are far greater than anything of the 20th century. Our current and future students and children are going to live lives that will be very different, and COVID-19 has also hastened some of that.

So, what will we as a school take out of our COVID-19-driven period of online learning?

Some students really enjoyed this period and would happily keep doing it. Some students found it very isolating and difficult. I suspect that mix would be in adults too. What is unequivocal, though, is that many aspects of this experience have been very good training and preparation for students.

  • Development of independence, self-regulation, and self-assessment – these attributes are prominent in successful learners, both adults and younger people. This online period has fast-tracked this in many of our students and they will be better learners as a result, quite possibly independent of face to face or online learning modes.

  • Fostering of self-discipline and planning – more prominent in older students, but according to a number of parents, they have reported signs of these emerging that they had not previously seen.

  • Preparation for further study – as a father of a 1st Year university student, some online learning experience would have been invaluable in preparing her for the modern university experience – not just during COVID-19, but as an ongoing experience.

  • Preparation for later life – working from home is now realistic for far more people and will be a feature of the workplace for greater numbers from now on.

So, I see the educational changes that COVID-19 forced on students (and staff) as largely positive and I believe that some will be permanent and should be permanent. As a learning community, we have grown an enormous amount through this time and that learning needs to be maintained, and built on to continue to improve the education of our young people in the preparation for a world that will not return to what it was. At Tintern we will be doing just that as we review the period of online delivery to see which elements will add to the face to face teaching experience for students and staff.

Perhaps in 2020 my father might be saying instead, “the more things change, the more they do not stay the same”?


Factis non verbis



Community Matters

Tintern Parent Group – 2020 AGM

Thank you to everyone who attended the Tintern Parent Group AGM on Tuesday 19 May. It was lovely to see some new faces at our first online meeting and to welcome back many TPG members for another year.

TPG Committee 2020

President Haidee Wallace
Vice-President Tim Bray
Treasurer Ruby Nagendran
Secretary Roshini Higgins
Committee Michael Humphreys
  Sally Robinson
  Hutchinson Kylie
  Colin Wain
  Shirley Poulter
  Sarah Western

A special thank you to Haidee Wallace, Ruby Nagendran, Roshini Higgins and Tim Bray who are all continuing their wonderful work in their positions for another year. We are incredibly grateful to have you all on the TPG!

A warm welcome to Sarah Western, Shirley Poulter and Cindy Cao, we look forward to working with you.

We would also like to thank Danielle Kelberg, Paul True and Noc Geoghegan for their work on the TPG committee. We will miss your help at events and contributions at the meetings.

The TPG always welcome new members, please feel welcome to contact Haidee parentgroup@tintern.vic.edu.au for more information. Alternatively, you can contact Di Lacey or Tegan Martin in Community Relations. The remaining meetings for 2020 are:

 Tuesday 9 June 2020 Online Click here – Password: TPG 7.30pm to 9.30pm
Tuesday 11 August 2020   7.30pm to 9.30pm
Tuesday 8 September 2020   7.30pm to 9.30pm
Tuesday 6 October 2020   7.30pm to 9.30pm
Tuesday 10 November 2020 Offsite – Christmas Break-up 7.30pm to 9.30pm

Tintern Grammar Community Business Listing

To further support our strong community and fellowship, Tintern Grammar is establishing a Community Business Register.

We understand that the constantly changing situation with Covid-19 has impacted businesses across our community, therefore if you are currently reshaping your business model to accommodate the changing landscape or simply wanting to share new business offers, you can now join our business register by filling out our online form –https://www.surveymonkey.com/r/LLS3K25

We look forward to supporting your business.

TPG Portal Page – For the latest News and Events!

Want to keep up with the latest TPG news and events? You can visit their portal page here.

This includes meeting dates, Zoom links and Committee members.

To access this page through the Portal, visit Parent Services, Community Relations, and select the Tintern Parents Group button.

Working With Children Check

Tintern Grammar requires all volunteers to have a current Working With Children Check (WWCC). Our volunteers are a vital part of our Community, whether a member of one of sour Community groups, or assisting at an event If you are intending to volunteer at Tintern in the future:

If you have a current WWCC

If you don’t have a current WWCC

  • Applying as a Volunteer is free and easy. You can register online here.
  • Please ensure you register as a volunteer of Tintern Grammar, and include any other organizations at which you volunteer.
  • When completed, send the confirmation through to us at communityrelations@tintern.vic.edu.au by Tuesday 26 May 2020.

Online Parent Group Catch Ups

With the current Social Distancing requirements it has been almost impossible for our parents to catch up. Some of our Parent Representatives have been organizing online meet ups via Zoom, House Party, Whats App or any number of other social apps. Look out for communications regarding any year level catch ups for your class.

Although this looks very different to the dinners, morning teas and mini golf sessions that many were planning at the beginning of the year, it is equally important that as parents and guardians you stay connected with each other, as well as your children stay connected with their school and friends.

Please remember if you hear of any distress, concerns or questions within your year level, please do not hesitate to let your immediate class room teacher/pastoral mentor know or feel welcome to reach out directly to your Head of School. If you are not sure, you are always welcome to call or email me as well (dlacey@tintern.vic.edu.au or 9845 7893). I am working both from home and in the office so any messages left on my phone will be received, so please feel free to leave me a message if you do prefer to phone in.

We still have a number of junior school year groups along with the Year 12 cohort, who do not have ‘official’ parent reps. If you have a son or daughter these years please let me know if you, or someone you know could help out, or you may know of someone already doing the role.











As they saying goes “We are all in this together” so please do not hesitate to reach out if you need.


Community Committee Dates 

Please note that due to Tintern moving to online teaching in response to the Covid19 virus, all Community Group Meetings will be held online.

Further information will be provided.

  • Tintern Parent Group (TPG) –Next meeting: Tuesday 9 June 2020 President: Haidee Wallace Zoom: Click here to join meeting Password: TPG
  • Friends of Music (FOM) – Next Meeting: Monday 10 June 2020  President: Debra Fryer Zoom:  Click here to join Meeting   Password: FOM
  • Friends of Young Farmers (FOYF) – Next Meeting: Monday 15 June 2020  President: Michael Biggs Zoom:  Click here to join Meeting   Password: FOYF
  • Friends of Equestrian (FOE) – Next Meetings: TBC 

Upcoming Reunions:

  • YG 2015 5 Year Reunion – Postponed to Friday 28 August, pending restrictions, offsite
    • This event may be postponed depending on Government regulations.

Community Group Fundraising

Entertainment Books – 2 Months Extra Free!

We are thrilled to announce that Entertainment is going 100% digital. New Entertainment Memberships that we know and love, will only be available via our App from next season onward. Excitingly this means that you Membership is valid for 12 months from the date of activation

With many new offers and all the old favourites the value of this book is incredible!

You can purchase a membership now, for yourself, friend or family member, and activate at any time over the next 6 months (extended from 60 days). You then have 12 months to take full advantage of the many wonderful offers!

You can purchase Woolworths Wish e-vouchers for a 5% discount. Whether purchasing to do your weekly groceries, shopping at Big W, or stocking up on Essentials at BWS, Cellarmasters or Dan Murphy’s, or even getting petrol at Woolworths Caltex, the savings can add up:

Please click here to order your Entertainment book from Tintern Grammar. Instantly purchase and access a digital membership which can then be used on two separate devices.

Please contact Community Relations on 9845 7877 for further information.

All proceeds raised go towards the fundraising for the TPG!


Music Matters

Online composition experiences

A large part of the middle school music program usually revolves around performance. Both the Year 7 and 8 students compose their own works and perform these on acoustic instruments. Online classes this term, however, necessitated a different approach and Ms Bortolussi and Mrs Clarke decided to review the ‘City Rap’ project.

The City Rap thus became the COVID 19 Rap. Students in 7B, 8B and 8C still had to work in groups to develop their lyrics, but instead of using a set chorus – “There’s a beat to the City, there’s a hum to the street. It’s a place to be alone and a place where people meet” – they had to change or totally rewrite this chorus to reflect the period of self-isolation. Working in groups in break out teams was not without its challenges; however, all students managed to collaborate to produce a rap of 3 or more verses with each student inputting at least one verse of their own. After the lyrics had been set, students then worked independently to create an appropriate backing track using GarageBand on their iPads. Some students were very familiar with the capabilities of this program; for others; it was the first time they had used it. Mrs Clarke (teacher of 8C) developed a series of eight short videos, which guided students step by step through the process of setting up a new song, auditioning and importing loops, recording and layering vocal tracks, balancing volume and overlaying specific effects. Students were able to work through the videos at their own pace both during lessons and for homework and the teachers were on hand to answer questions, solve problems and give feedback every step of the way. Both Ms Bortolussi and Mrs Clarke were delighted with the final products. The entire unit took the first five weeks of term and was a complex task demanding a systematic approach. Students were required to include specific techniques into their work and they had to make many musical decisions along the way.

Here are two raps for you to enjoy by Sarah Zhu and Skye Sriratana.

Sarah Zhu

Skye Sriratana


Anne Bortolussi

Head of Music – Curriculum


Music Elective self-directed online focus

The boys in the Year 8/9 Music Technology elective class had a very different musical experience from what they were expecting. Once remote learning commenced they were not able to rehearse together in the classroom, and they no longer had access to the computer technology supplied at the school.

One aspect of the course which worked really well at this point was the self-directed project. For this the focus was not on direct instruction, but rather allowed each boy to choose one aspect of his musical life to improve, develop or investigate. Many boys chose to combine a number of small projects. One student decided to research the musical style of a band while teaching himself the drums and learning the drum part to some of their music. Another boy developed his interest in Russian Electronic Dance Music, independently researching its history, and composing an original work whose sections traced the development of the style. Another project arranged the national anthem for wind quintet, developing music software skills and midi control skills. Almost all the projects featured some kind of preliminary research followed by a practical application of what was learnt.

Mr Rowan Kidd

Year 8 Music Teacher


Charlie Victoria (Year 11) supports local community



Speech and Drama Concert online this week

Whilst there have been a few school music events postponed and cancelled over the past few weeks, we are delighted that our Speech and Drama students will have the opportunity to shine this Wednesday afternoon at an Online Tintern Speech and Drama Concert! Each student has pre-recorded their performance and these recordings will be presented to the audience on Wednesday. The presentation will commence at 5pm by invitation to staff, students and families of our young thespians through the Teams environment. Our Speech and Drama teacher, Ms Cecily Clarke, has been working with the students to bring this special event to fruition. Speech and Drama lessons have continued on a weekly basis (as have all of our co-curricular instrumental lessons). We look forward to being able to share our ‘live’ performances with you all again in the not-too-distant future.


Odette McCallum performing Romeo and Juliet


Jeffrey Zhang performing ‘Dogs Can’t Talk’




Music Theory

The study of Music Theory is an integral part of learning any musical instrument. It is essential in helping to read music, and to gain an insight into compositional structures of the pieces being played. It also helps to have an historical perspective of different periods of music, and to learn how the various instruments were first constructed, and how they have evolved over the years.

The higher grades of instrumental examinations do require students to have passed Theory examinations as a prerequisite, so theoretical study in younger years is advisable. Knowledge of basic theoretical concepts will also help those students wishing to study VCE music when they reach Senior School. 

Many aspects of Music Theory are covered within the instrumental lesson, but formal Theory studies leading towards graded examinations require extra time outside the weekly lesson. Music Theory Club has now resumed after our hiatus due to our time in isolation. This club is an excellent way for students to begin Theory studies. Those students studying Grades 1–3 in Music Theory come together on Monday lunchtimes to work through progressive exercises in a friendly environment with help from the Senior Music Captains. There is no extra fee to join this club.

This Term some of our instrumental students have enrolled for online Theory Courses, and they have found this an effective way to study remotely. The Australian Music Examinations Board are offering the Grades 1 – 3 courses for free until June 30. This is the perfect time to sign up for these courses, which then lead on to the Grade examinations.

Our most recent examination candidate was Danny Gong in Year 7, and we congratulate him on his outstanding result of 99% in Grade 1.   

Whilst Music Theory Club is for students in Grades 1 – 3, all Theory students from Grades 1 – 6 have the opportunity to enrol for private tuition. Information is available at the Music Office. Simply pop in to see Mrs Feenane, email music@tintern.vic.eu.au or call 9845 7837

Ms Heather McKenzie

Head of Keyboard



Sport Matters

EISM Swimming Champions Medals

Congratulations to the following students who received medals for the EISM Champions Swimming Carnival even though it was cancelled due to COVID-19. The EISM compared the times of all swimmers in these events across three carnivals and awarded the medals based on the times the students swam in the Division 1 carnival.


Senior College

School Captain Q&A with Brad Fry. 

Our School Captains Ashleigh Dowling and Jeremy Yuen-Love sit down with Principal Brad Fry to ask some questions about changes on campus due to Covid-19. 


Girls’ Middle School News

School is back, but not quite as we have known it. It is hard to believe that it has only been one week since we cautiously opened our doors again and began our journey back to ‘normal’ schooling.  Students have re-entered our doors in such different headspaces with some ecstatic about being able to re-connect face to face with their peers, through to students with a longing to retreat back home where things were consistent and within their control. There may even be a sense of loss or grief that this time of isolation is over. It is hard to think about , but for many of our students, transitioning out of isolation has been just as difficult as transitioning in.

This range of emotions are all normal reactions to what has been a far from normal time period. As part of our strategic plans to help our students transition back to school in the best way possible we have researched a wide range of advice from across the globe. One author suggested that this time of transitioning back to school is a little like a cosy blanket on a cold winter day. The challenge is that for some students the warm blanket is the return to normal school life with friends and structure; whereas for other students the warm blanket is the safety of being home and find it challenging to step out of that embrace.

As parents, I have no doubt that you also have mixed feelings about your children returning to school, ranging from nervousness and uncertainty through to feelings of relief. Our young people may not feel able to articulate how they are feeling through this time and you may find it useful to have considered some potential behavioural changes that you may see at home over these next few weeks.

Your children may be physically and mentally exhausted and may perhaps be more moody than usual. It takes time for our students to re-adjust and to feel comfortable being back around their peers. They are processing the impact that social distancing rules have, and how to reconnect with their friends without breaking these. They may find sheer volume of social interactions and noise throughout the day to be tiring. They are trying to commit a new routine to memory such as checking their temperature, moving physically away from others,  washing their hands and sanitising throughout the day. These things take brain power both conscious and sub-consciously and can result in fatigue and mood swings. Students who found remote learning challenging may also be anxious about work that hasn’t been completed and conversations with staff about this. It is difficult to gauge where each young person is at. One thing however is clear; they need each other, they need us and they need us to all work together.

The good news is that we are all a team. At school we have put time and energy into helping our young people feel clear about what can and what can’t happen within the social distancing rules. We have talked through their potential feelings of disappointment around events or activities that can’t run as normal.  We have created space for our students to raise their concerns and hopefully know what to expect as they transition back to school. As staff we have tried to alleviate feelings of anxiety around work that hasn’t been completed and have prioritised time to re-establish essential staff to student relationships face to face.

Another key focus of our academic classes and our pastoral time has been to celebrate the positives that have come out of our time at home and our return to school.  We see this as a key opportunity to identify what has been achieved during this time such as great student autonomy in their own learning, confidence in their skills, and an increase in creative and lateral thinking in our young people. As part of the Year 8 coursework our Year 8 students have created some outstanding raps about life in isolation. Click here to listen and hear more about how they were created.

If you would like some additional support in how to help your child transition back to school, Dr Michael Carr-Gregg has some wisdom to share on this challenging time via this link: https://schooltv.me/wellbeing_news/special-report-coronavirus-transition-back

 “Research shows there are specific risk factors that increase the likelihood of teenagers developing a mental health problem. Some are set in stone, and others are modifiable. It can impact their ability to function and perform normal activities.” Dr Michael Carr-Gregg

We are all a little bit changed by this experience, so in moving forward we are encouraging students to seek ways to be kind to each other, and to themselves. It will take time for things to return to normal, but we will get there together. If you would like any further support from the school please contact your child’s Pastoral Mentor or Year Level Co-ordinator.



Boys’ Middle School News

It was close to 10 weeks since our boys had stepped foot on the campus after going to remote learning for the last week of Term 1 through until Wednesday 27th May. With such a lengthy period of time away from each other and staff, it was justifiably an exciting day on Wednesday when everyone was back on site and able to catch up with their peers, tell stories of their time in isolation and above all just be back around each other. There are of course many new regulations we have put in place for the safety of everyone including multiple sanitising stations, drink taps closed (students must bring their own drink bottle), directional signs during peak times in buildings, plus lots more. It will take some time for these to become common practice, however, with regular reinforcements and reminders I’m sure our boys will adapt quickly to what will be the new norm for society.

It must be said, that whilst in remote learning our boys did incredibly well. Of course, there were a number of students who found not being in front of their teacher challenging, but for most, they demonstrated a wonderful level of application and organisation in a time where many may have thought that teenage boys would struggle. This is due in part to the amazing job the teaching staff did in continuing the learning for our boys, maintaining structure throughout each day and each lesson, and also maintaining an appropriate level of academic rigour on our students. As a school and as a community, we owe a huge level of gratitude to our staff for the wonderful job they did during this time. The success was also due to the commitment and demonstration of responsibility our boys displayed. Many of them found the quieter learning environment, free from distraction of their peers, a great place to focus and achieve really well. They were able to continue their academic development, whilst also being able to develop many other skills that will be vital for them in future years when they enter either their university years or the work force. Skills around time management, digital communication, remote teamwork, plus lots more. I have no doubt we will able to look back on this time and recognise many positives that have come from what has been a challenging time for many people.

Having our regular classes operating back on campus in the last week has enabled me to get around and see many of our boys. PE and sport are operating, albeit under strict guidelines around no-contact or sharing equipment (plus more), and to see our boys back running around the oval, training for cross-country or playing other games was great to see – especially whilst the weather was great upon their return. It was great to also smell the kitchens in full operation (Home Economics from the earlier years) during my walks around the school. Our Year 7 boys doing Health cook in our kitchens every week and the smell this week of spaghetti bolognaise making its way around campus was amazing. As parents, please look to continue encouraging your boys to “play” in the kitchen, get them to recreate the recipe they did at school to help further enforce these vital skills that will serve them well in the years ahead.

During our period of remote learning it was wonderful to see many of our co-curricular opportunities continuing for our boys. Of course, they were in different formats and missed the physical connection, but our cross-country and athletics squads had ongoing routines to complete, our debaters continued and our music department had many of their nights continue as well. Recently we had our Secondary School Piano Concert which was conducted over Microsoft Teams, and despite a couple of IT issues, the concert was a huge success. I would like to congratulate all students who participated in this event and also the staff who persisted endlessly to ensure that this event could run so successfully.

Over the month of May, Elijah Hanna of Year 7 participated in an event titled “The May 50k.” This is an event where participants aim to run 50km in the month of May to raise awareness for sufferers of multiple sclerosis. This year Elijah has run over 100km for the month which is an amazing effort for a 12 year old boy. For more details on Elijah’s efforts, click on the following link: Elijah’s 100k in May.

On Saturday 30th May two recent alumni, Max Reilly (2016) and Vishnu Pillay (2019), participated in another fundraising event titled “The Bali Hope.” This event is a double marathon (84km) where participants are fundraising for the Bali Children Foundation who support disadvantaged children to secure an education where they would not normally be so lucky. This event is usually held in Bali, however, due to the outbreak of the Coronavirus, 2020 participants were restricted to complete their dual marathon in their local areas. Both Max and Vishnu began their day at 5:30am at Lilydale Lake and made their way up along the Warburton Rail Trail to Warburton, before turning around and coming all the way back. It was an incredible effort by Max and Vishnu and it was also great to see so many ex Tintern students there to support and cheer them on.


Junior School News

Junior School Students focus on gratitude.

Our P-2 team have been learning about gratitude and how we can show our appreciation. This has been a very important experience for our girls, given the current environment. We realise that we have a lot to be grateful for! We talked about different things we can be grateful for, focusing on acts of kindness rather than material things. The Prep girls made paper flowers and delivered them to our community heroes. They also made a sign to communicate their gratitude. The Year 1 girls wrote letters on hearts to the cleaners and left them around the building to thank them for the amazing work they do for us. The Year 2 girls wrote letters and made creative posters to express their gratitude to the community. We have also collectively, made a gratitude tree where we add messages of thanks.


Year 6 Students use Mood Meters.

Using the Mood Meter has been really beneficial during remote learning as well as our return to learning on site. Being able to recognise our emotions has allowed us to have a greater self-awareness as well as an awareness of others.

During remote learning, we used to Mood Meters to track how we were feeling as well as using visualisation techniques and strategies to get us back into the pleasant yellow and green zones.

While we have been back at school, we have been using the Mood Meters throughout the day to check-in with how we are feeling. This has been really useful to place a word to how we are feeling and what we can do to help ourselves and our peers.



I wrote a letter, to feel better

School Captain Ashleigh Dowling narrates the latest Groick story ‘I wrote a letter, to feel better’ developed by Mr Kenny and Ashleigh, a story to help our Junior School Students with their transition back on campus.


Performing Arts Year 2 and 3 Girls

The Year 2 and 3 girls had a wonderful time in Performing Arts this week discovering the word “improvisation!”They dressed up or put on puppet shows during the lesson and they used their imaginations and story- telling skills to create some wonderful scenes and dialogues between various characters. They really enjoyed working cooperatively in groups to develop confidence in their speaking and acting skills.  


ELC News

Plant Investigation

When you teach a child something, you take away forever his chance of discovering it for himself” – Jean Piaget

Project-based learning involves teaching engaging topics that can be child-initiated or teacher-led. The project approach is of immense benefit to children because it encourages them to actively seek knowledge. It encourages children to be independent, motivated and can increase their self-esteem. Katz and Chard (1989) have identified three phases in the life of a project. The first phase is the initial phase during which the teacher assesses the knowledge level of the children in the particular area, then the children and the teacher develop the questions that they would like to investigate. During the developmental phase, the teacher guides the children to gain direct experience in the topic that they are investigating. During the concluding phase the teacher brings a closure to the project and the children share the knowledge they have gained through several creative methods.

Our investigation into plants began as an observation about the weather when we were outdoors.

Ahhh! There’s a spider in the blocks!” – Lenny

They must have made a home there because it’s cold now!” – Benji

That finding sparked an impromptu nature hunt and several children noticed that there were no seeds or buds on the trees.

Sprouting Of An Idea

Amidst the discussion on the mat, a child asked “Can a plant grow in autumn?”. We broke down that question when we looked at our current knowledge about plants. What did we know about plants? The children identified parts of a plant as having seeds, a stem or a stalk, pollen, leaves and roots. Looking at what a plant needs to grow, the children named “sun, light, water, rain, a container and dirt/soil” as being essential. We looked at our outdoor yard, it had all these elements so we decided to plant a seed.

As part of our research, we read a book “The Tiny Seed” which inspired questions about what we were about to embark on. We looked at what was needed to plant a seed. We conducted an experiment – each child was given a container that they wrote their name label for and we used cotton wool for dirt/soil. The children made a prediction about what we will happen.

Leaves will grow!” – Benji

“Flowers” – Kelley

“Peas will grow!” – Hannah

“Roots will grow under!” – Izak

Always up for a challenge, Pre-Prep B decided to run a concurrent experiment. We placed two containers with seeds, one indoors and the other outdoors. We asked the children – “Which seed will grow first?” The children named the indoor seed, Herbert and the outdoor seed, Rosie. Reflecting on their knowledge about plants learnt thus far, most if not all of the children chimed “Rosie!

We concluded the week and created a watering station, where the children can mist the seeds and they documented the growth of the seeds through their observation journal.

The Roots of The Project

We deepened our understanding about seeds and plants through story, song and rhyme. We read “Planting a rainbow” by Lois Ehlert which followed a child and mother as they planted bulbs, seeds and seedlings, watched them grow into a rainbow of colourful flowers. We collected our understanding about plants as a group when we tried to find a plant that started with each letter of the alphabet e.g. A for Apple, B for Beetroot. We left gaps on the board and the children returned to contribute new plant names throughout the day. We explored seeds further through scientific inquiry as children sorted seeds according to their attributes and characteristics. They sorted, categorised, counted and compared a selection of seeds on a seed recording sheet. We even learnt what each part of a plant’s job was through song.

Harvesting Our Idea

We will be moving our little seedlings to a garden patch in the outdoor yard so we can harvest our little pea shoots and have it in a little salad in a couple weeks and hopefully answer our initial question – “Can a plant grow in autumn?”. We will also find out the results to our concurrent experiment of growing two seeds in different environments. This project will be concluded with the children contributing to making a book which will chronicle Pre Prep B’s learning journey, featuring evidence of all the connections that were made by children from art, mathematics to reading and writing.








Commonwealth School Banking update

The health, safety and wellbeing of our communities and our people remains our highest priority. Due to the ongoing uncertainty surrounding coronavirus, the School Banking program will remain on hold. We will continue to monitor the situation and keep you informed with any updates including how we will be managing Dollarmite tokens for students. 

In the meantime, here are some handy online resources for parents who wish to maintain momentum with their child’s financial education: 

  • Start Smart: these resources have been created to improve children’s money management skills, and is aligned to the Australian Curriculum and the National Consumer Financial Literacy Framework. 
  • The Beanstalk: offers videos and fun activities for children to learn about money.




Tintern Grammar TeamKids 22 June- 10 July Winter 2020

Bookings opened yesterday and TeamKids have advised all families registered for Tintern Grammar that due to COVID only school families will be able to attend this Winter. In order to manage this, they have added a code that must be entered into user accounts before being able to make a booking.

To access TeamKids Tintern Winter Holiday Program you
will be required to enter the  code: Tintern2020


 Tintern Grammar – Ringwood East Flyer


Need Help, Call Team Kids on  1300035000


Dani Venn (YG 2003)

Congratulations to Dani Venn on her partnership with Eastland, sharing a wonderful range of ‘Winter Warmer’ recipes to help us get through the cold months ahead.

The recipes are delicious, simple and budget-friendly recipes the whole family will love!

You may know her as The Wholehearted Cook or a familiar face from the kitchens of MasterChef Australia, but for the winter weeks ahead Dani has teamed up with Eastland to become their resident foodie queen! 

You can view her recipes here.

Image Credit: Danie Venn #thewholeheartedcook


Cam Hoskins (YG 2009)

We have been reaching out to those in the community who are working at the forefront of COVID-19. Alumnus Cam Hoskins (YG 2009) shares his day-to-day experiences in his role as a paramedic.
“It has now been three years since I started my career as a paramedic working with Ambulance Victoria. I cannot believe how quickly the time has gone. I entered this profession to make a difference in the lives of people. I believe being a paramedic helps me to build a good and respectable reputation, it gives a strong career foundation and growth including giving me a huge variety of experiences. It most definitely gives me an extremely strong sense of fulfilment.
As a paramedic I need to show resilience every day, not just at the moment as we all go through what could possibly be a once in a lifetime pandemic. Resilience is the ability to cope with unexpected changes and challenges in your life. Being called in to help someone who is not well, scared and extremely vulnerable can be very stressful not only for me and my partner but also for the families of the patient. We unfortunately cannot prevent this stressful situation from happening but every day my experiences grow, and I feel stronger in my capacity to deal with these challenges.
Moving forward I can only say that to date in Australia have been very successful in reducing the transmission of COVID19. As restrictions start to ease, we as a society need to continue to listen to our politicians and medical experts. We need to heed their advice and continue our physical distancing, keep social activities to a minimum and very importantly keep up with the PPE and the handwashing. Get tested immediately if you have the most minor symptoms. Outbreaks will occur and they will continue to be addressed quickly by case and contact management. To help with this we all need to download the COVID safe app. Continue to stay safe and look out for each other and we will get through this.”
If you’d like to share your stories, please contact communityrelations@tintern.vic.edu.au

Max Reilly (YG 2015)

Congratulations to Max Reilly (YG 2015), supported by Vishnu Pillay (YG 2019), who completed the Bali Hope Challenge this weekend, running 84 km along the Warburton Trail to raise money for the Bali Children Foundation.

Originally the Bali Hope Ultra Marathon, where participants were to run 84 km across Bali overnight, the global Covid19 Pandemic saw the event completed individually by each person.

Max has logged 1251.78 km in total training, and has raised more than $4,000 toward helping provide an educational pathway for disadvantaged Balinese children. 

Max has said, “Growing up in Southeast Asia, I’ve seen first-hand the struggles countless lives face every day.  The work of the Bali Children Foundation is truly astounding. We can help them make a difference by raising money and giving whatever we can.”

You can donate to Max’s campaign here.