Dear members of the Clancy community,

It is my honour to welcome you all to our first ever Newman eSymposium. This showcase is a celebration of learning and more importantly the relationships that enable that learning. This is evident by your patronage of this site, as well as the relationships of students with each other, with their teachers, and with the support of their families that has enabled them to develop the work displayed on this site.

Importantly, it is also about the relationship between promise and fulfilment. The diagrammatic representation of Gagne’s Model of Giftedness and Talent clearly places the developmental process, or what happens in the school, and in the classroom as a key component that enables students to develop gifts, into competencies, or talents, and thereby realise their personal best.

What we have attempted to do through this forum is to provide a snapshot of how a range of competencies have been developed across the different Key Learning Areas within the school, reflecting the College’s mission to seek excellence in all that we do.

Thank you once more for taking the time to celebrate the work of our students and staff.

Adam Moore

(Leader of Teaching and Learning)

Gagne’s DMGT 2.0
Year 7

In Year 7 English we have been studying the unit, Images of Australia, developing our visual literacy skills to understand how ideas about Australia are conveyed through picture books. We were tasked with the goal to create a digital picture book that allowed us to communicate ideas of Australia that are important to us.


Over a period of 2 weeks, we created a Kahoot that was to be for the benefit of Year 7 students at Clancy. We made this as a study material for future year 7’s. This Kahoot covered all Year 7 topics taught this year. It was made up of A, B, C, D and E level questions. The only real challenge was making our A an B level questions and creating believable distractors. Overall we found this to be an enjoyable experience. It challenged us at times but also gave us an opportunity to share ideas, be creative and think outside the box.


This year our Year 7 TECH class applied our learning of the design process in  the Technology Education Challenge (TECx) Design competition, in order to address a global problem.

Religion, Catholic Studies

Year 7 have explored different prayer forms and become more familiar with the Church’s liturgical year, through the unit ‘Ways of Praying.’ Students put their learning into action, developing prayer services reflecting the liturgical season or a chosen theme.


Throughout Year 7 PDHPE, we have been learning about a range of different strategies that help to maintain a healthy lifestyle. For our project, we challenged our creativity to help target an area that has impacted all of us this year; COVID-19. The class created a range of impressive ideas that can be implemented to help others, such as, a rap for teenagers, brochures for the eldery, posters, radio advertisements and TV commercials, full of important information and advice.  

Creative Arts

This year out Year 7 Music skills developed our musical performance skills through the application of music reading abilities, as well as the development of hand and eye coordination skills. In addition, class members were able to develop and showcase their talents on various instruments.

Year 8

In Year 8 English as part of our study of Protest Poetry we sought to address the question – How can we create a powerful protest poem? Through a process of  research, analysis, peer and self assessment we were able to demonstrate what we had learned through the construction of original  powerful protest poems in response to important contemporary issues.


In Year 8 Mathematics we were given the challenge of investigating a question and to draw upon our knowledge from other STEM subject areas. We investigated whether temperature affects the life of a battery. This investigation required us to use scientific skills to investigate this question and create a valid experiment that would provide us with results that would answer solve this problem.


In Year 8 Science as part of our enrichment of the stage 4 topic on physical world, the Year 8 Newman class explored the concept of Simple Machines. Students were introduced to the concept of a simple machine and how they operate to assist with forces in our daily lives. Students then engaged with simple machines by producing a catapult to launch mini marshmallows and calculated the mechanical advantage when altering the angle of an inclined plane. Students gained an understanding of the relationship between physics, mathematics and engineering.

Creative Arts

In Year 8 Visual Arts we were able develop our conceptual and technical appreciation of art, and of postmodernism, by learning to unpack and critically evaluate  artworks through  a postmodern frame.


Throughout Year 8 PDHPE, we have been learnt about road safety, nutrition, positive relationships, risk taking and mental health. For our project this year, we were given a small insight into the senior PDHPE course, looking at the “Ottawa Charter”. This is an international agreement that aims to achieve equity in health by creating a range of health promotion initiatives that provide safer and supportive environments, opportunities to build personal skills, health education, implementING community action projects and changing health policies.


In Year 8 Technology we sought to better understand the impact that innovation has on society and the environment. In order to do this were challenge to address the real world issue in relation to the limitations of travel as a result of COVID 19.


In Year 8 HSIE we got students to complete an essay for a nationwide competition, the National History Competition. Students were able to select a topic of their choice and formulate a question where they could apply extensive research and source analysis skills to develop an understanding of different perspectives about specific areas of world history. This task was highly beneficial to students as they could develop a range of historical skills as they advance into the Stage 5 HSIE course.

Year 9

As a way to combine the skills and understandings acquired in their first two units of Semester One, Year 9 English were tasked with applying their understanding of representation to construct  an advertising campaign that positioned its  audience to adopt a positive or negative perspective of war.


In Year 9 PDHPE as part of our Second Opinion unit we explored the role of nutrition and the concept of body image. We uncovered the unhealthy messages about diet and body image that are communicated through TV shows such as Supersize vs. Superskinny and sought to create our own documentaries that send positive and healthy messages instead.

Year 10

Throughout Term Two of this year, we studied a unit of work called The Migrant Experience. This unit of work allowed us to explore the experiences and voices of migrants who arrived in Australia following the second world war. We focused primarily on the poetry of Peter Skrzynecki, a Polish migrant who arrived in Australia at the age of 4 with his parents. Our study of this unit of work concentrated on developing a close understating of the personal context of Peter Skrzynecki whose poetry stands as a voice for the migrant experience following the atrocities of the second world war. One of the poems which we studied closely in this unit of work was Feliks Skrzynecki, a poem written in loving dedication to Peter Skrzynecki’s father. After detailed deconstruction of this poem, looking closely at both meaning and the way the poet used language and form to create this meaning, we set out to create our own poems of dedication.


In Year 10 HSIE we got students to complete a Historical Investigation Project by researching and formulating a question on a topic of their own choice. This project required the application of extensive research skills as well as selecting and evaluating evidence to reach a relevant conclusion in formulating a response to the question. This task was highly beneficial as it reflects the requirements of stage six Ancient and Modern History courses.

Religion, Catholic Studies

In their unit called ‘The Gospels,’ students created a TED talk, teaching others about the Gospel of Matthew.

Creative Arts

Some examples of artworks from our Year 10 Visual Arts class.

Clancy University
Clancy University is an enrichment program designed to specifically engage and challenge our high achieving students to develop their learning, regardless of the subject, through a connection with professional organisations and people,  and/ or the mentoring of feeder school students. The University concept has been embraced by the College to develop mastery, and feelings of self-efficacy in our high achieving students across a range of subjects and domains, whilst also broadening their knowledge of the world and to understand their place in it. 

As a participant in the STANSW Young Scientist Awards my project involved coding a simple to use UV-A and  UV-B exposure sensor, in order to alert people to dangerous levels of UV exposure and protect them from skin cancer.

In Stage 4 and 5 Science as part of our Clancy U STEM initiative we sought to address students’ concerns for world issues and couple it with their passion for technology to enter the World of Drones and Robotics competition. Students identified issues they were concerned and passionate about and designed drones to solve these issues. Through a process of  research, analysis, product testing, collaboration, peer and self critique of designs, students were able to finalise their projects, submit them to the Worldwide competition and showcase them at the Science Week Drones walk through.

As a participant in the STANSW Young Scientist Awards  my project was designed to enable people with vision impairment to complete everyday activities safely.

This year in response to the ANSTO Big Ideas Competition, we looked at how the work of Australian Scientist, Leah Heiss, has inspired us to create the Anaph Angel, a wearable technology to assist people who suffer from anaphylaxis.

As a participant in the STANSW Young Scientist Awards  my project, the Motion Waker was designed to assist people maintain healthy sleeping habits.