2026 Term 2 Week 9 19 June 2026

Dear Lindisfarne Parents and Guardians,

It is hard to believe that we are already approaching the end of another busy and rewarding term. With just one week remaining, Term 2 has continued to provide our students with an incredible range of opportunities to learn, grow, and connect both within and beyond the classroom.

On behalf of the School Council, I am pleased to announce the appointment of Lauren Ward as Business Manager at Lindisfarne Anglican Grammar School.

Thank you to the Chair of the School Council, Bill Adler; the Deputy Chair of the School Council, Sandra Hawken; the Chair of the Finance, Risk and Asset Management Committee (FARM), Peter McAuley; and the Deputy Principal, Charlotte Lush, for their work on the selection panel for this important appointment.

Lauren brings an exceptional combination of financial expertise, strategic leadership and educational experience to this important role within the School. She holds a Bachelor of Commerce and a Bachelor of Economics with Majors in Accounting & Innovation and Entrepreneurship from The University of Queensland. She completed a Master of Teaching (Secondary and Educational Leadership) at Deakin University and a Graduate Certificate in Chartered Accounting (CA) from the Institute of Chartered Accountants of Australia.

Prior to her work in education, Lauren built a distinguished career with Ernst & Young (EY), one of the world’s leading professional services and advisory firms. Lauren will work alongside long-serving Business Manager Brett Dinsdale throughout August during a strategic transition and handover period.

Last week, I introduced Giving at Lindisfarne and invited our community to explore the many ways they can become involved in supporting the future of our School. Whether through the Scholarship Fund, Building Fund or Library Fund, each contribution helps strengthen Learning Access, Learning Spaces and Learning Futures for current and future generations of students.

Importantly, Giving at Lindisfarne is always an invitation, never an expectation. I encourage you to learn more about the program and the impact these funds will have by visiting the Giving at Lindisfarne page on our website. LINK

On Tuesday evening, I had the pleasure of attending the Griffith University Principals' Dinner, joining fellow school leaders from across South East Queensland and Northern New South Wales. These occasions provide valuable opportunities to strengthen partnerships, share educational perspectives, and discuss the future of education. We greatly value our relationship with Griffith University and appreciate the opportunities they continue to create for our students as they begin to consider pathways beyond school.

One of the exciting opportunities that lies ahead in Term 3 is the arrival of students from our valued Japanese sister and friendship schools. Lindisfarne is delighted to welcome 22 students, aged 12 to 14 years, who will visit us over two separate exchange programs. Eight students from Hokkaido will join us from 26 July to 2 August, followed by fourteen students from Aoyama Gakuin Junior High School in Tokyo from 15 to 23 August.

These exchanges are much more than international visits, they reflect Lindisfarne's commitment to developing globally minded young people who embrace curiosity, respect, and understanding of other cultures. They provide authentic opportunities for students to build lifelong friendships, broaden their perspectives, and experience the richness that comes from connecting with people from different parts of the world.

To make these programs possible, we are seeking host families from within our Lindisfarne community. Hosting an international student is an incredibly rewarding experience for the entire family. It offers the chance to share the very best of Australian family life while creating meaningful cultural connections that often last well beyond the exchange itself. Our visiting students become part of your family during their stay, and the memories and friendships formed are truly special.

Host families are asked to provide transport to and from school each day, three meals per day (including a packed lunch and refillable water bottle), and ensure that all household members aged 18 years and over hold a current Volunteer Working With Children Check. If you would like to learn more about becoming a host family, I encourage you to contact our International Team via international@lindisfarne.nsw.edu.au.

Today, and yesterday our students enjoyed another highlight of the school calendar with our annual Athletics Carnival. It was wonderful to witness such strong House spirit, enthusiasm, and encouragement throughout the day. Whether students were striving for a personal best on the track, competing in field events, cheering on their House, or simply giving their very best in every activity, the carnival was a wonderful celebration of participation, perseverance, and school pride. Thank you to our staff for their excellent organisation and to every student who embraced the day with such enthusiasm and sportsmanship.

As we head into the second last week of Term 2, I would like to thank our students, staff, and families for the commitment, support, and positivity they continue to bring to our School community. It has been another rewarding term filled with learning, achievement, and memorable experiences, and I look forward to celebrating our final week together before a well-earned holiday break.

Wishing you all a wonderful weekend.

Warm regards,

Stuart Marquardt
Principal

Dear Parents, Guardians, Staff and Students,

As part of Refugee Week this week we had two inspiring refugees speak to our Year 10 cohort during Chapel time.

Muzafar and Khalil are both refugees from Afghanistan who spent time in Indonesia while their refugee applications were being processed to settle in Australia and Canada respectively.

They fled Afghanistan because of the oppressive regime of the Taliban, especially when it comes to women’s rights.

As Muzafar has a wife and daughter he and his family felt this oppression most acutely.

This is what motivated Muzafar to establish a learning centre (school) in Indonesia, which runs entirely on monetary donations and is staffed by volunteers.

It began very small with only a handful of students and has grown to 11 learning centres with 1300 students, many of which are girls for whom it is illegal to attend school in Afghanistan.

Kahalil was the Principal of the School for 6 years, overseeing much of its growth, before moving to Toronto.

Muzafar and his family now live in Adelaide from where they continue to support and promote the wonderful work of the school back in Indonesia.

Just recently, Muzafar rode his bicycle from the Sunshine Coast to Adelaide to raise further funds and awareness for the school, stopping along the way for speaking engagements.

They have also just recently produced a film called "We are Not Powerless” which tells the story of the school and their experiences as refugees.

The Year 10 students got to watch a 15 minute clip of the film, followed by a Q&A time with Muzafar and Kahalil.

Muzafar compared fleeing your country to fleeing from a bushfire - you don’t want to have to do it but the danger causes you to have to do it anyway.

When Muzafar asked for a show of hands for those who had met a refugee before and none of the students put their hands up, Muzafar said, “you have now, two, in fact!”

This was what was so impactful about their visit - it put a human face on what is a global issue.

The Chaplains then spoke in subsequent Chapel services about Refugee Week and shared with our students that even Jesus himself was a refugee.

Joseph and Mary had to flee their own country while Jesus was just a toddler because of the murderous intent of King Herod (Matthew 2:13-15).

That they were divinely directed to flee to Egypt is highly significant as it was the country from which their ancestors were delivered from oppression at the time of Moses.

This reality - that they too were once foreigners - was not to be lost on the Israelites.

In fact, how to treat those seeking refuge in their land is spelled out in the Law of Moses as follows:

‘When a foreigner resides among you in your land, do not mistreat them. The foreigner residing among you must be treated as your native-born. Love them as yourself, for you were foreigners in Egypt. I am the Lord your God.’ - Leviticus 19:33-34

What was most powerful about Muzafar’s message is that it communicated that we are not only all human but that we are human, together.

This, I believe, is what this quote from Leviticus is getting at - that we should put ourselves in the other’s shoes and treat them how we would like to be treated if we were suffering from the same plight (see also Matthew 7:12).

Understandably, there are many opinions about how to handle the complexity of the global refugee crisis. However, as an Anglican school - in line with our first school value - we should always land on the side of compassion.

This, I hope, is what our year 10 students got from Muzafar and Khalil’s visit - as everything changes, when you put a human face on it.

Blessings,

The Reverend Lyndon
Chaplain

We invite you to promote your business in the Lindisfarne Business Directory.

Showcase your business to school families, local customers, and fellow professionals by advertising in our Business Directory. Boost your visibility, build connections, and highlight what makes your business unique.

To express interest, please refer to the Business Directory Expression of Interest form HERE.

If you would like to discuss partnership opportunities or explore ways your business can be involved, please contact:

Dr Kane Bradford Head - Professional Practice, Innovation and Partnerships

Email: kane.bradford@lindisfarne.nsw.edu.au

Yesteryear by Caro Claire Burke

Few contemporary novels have arrived with a premise as instantly marketable as Yesteryear. In an era fascinated by historical aesthetics, and the fantasy of escaping the pressures of modern life, Caro Claire Burke's 2026 novel seems almost engineered for virality. Its central conceit, a young Instagram influencer is confronted by pioneer reality when she is forced to travel back in time, taps neatly into contemporary desires for authenticity and simplicity in an increasingly digital world. It is easy to understand why the novel has attracted such attention.

Yet once the novelty of the concept fades, Yesteryear struggles to offer a critique that will actually endure.

The novel's greatest strength is undoubtedly its premise. Burke cleverly exploits a cultural obsession with romanticising the past. The influencer quickly finds that traditional wifedom of the pioneer period is not nearly as idyllic as her whitewashed social media re-enactment had implied. The initial sections compel the audience to ask themselves what would happen if we could truly inhabit the past rather than merely consume stylised representations of it?

Unfortunately, in this case, the execution does not rise to the sophistication of the idea. The prose is competent but largely unremarkable, favouring accessibility over stylistic distinction. While this undoubtedly broadens the novel's appeal, it also means that the writing seldom leaves a lasting impression. There are few sentences that demand rereading, few moments where the writing itself becomes memorable. Instead, the reader is propelled forward primarily by curiosity about the premise.

This dependence on concept creates a deeper problem. The novel feels inseparable from the cultural moment that produced it. Much of its appeal relies upon trends currently dominating popular culture: the tradwife movement, cottagecore aesthetics, historical escapism, and dissatisfaction with modern reliances. These concerns resonate strongly with contemporary readers, but they are also inherently transient. As cultural fascinations shift, the novel risks losing the very foundation of its popularity.

This is not to say that Burke's novel lacks value. It is entertaining, digestable, and thought-provoking in its exploration of how modern assumptions collide with historical realities. However, its success seems to stem less from literary achievement than from impeccable timing. Yesteryear captures a cultural mood with remarkable precision, but capturing a moment is not the same as transcending temporal-spatio pressures.

Ultimately, Yesteryear feels less like a future classic and more like a literary artefact of the present. Its concept is ingenious, its relevance undeniable, but its writing and thematic ambitions rarely extend beyond the trends that made it popular in the first place. Whether readers encounter it in five years or fifty, the question may remain the same: once the novelty wears off, what is left?

Tessa Ford
Communications Prefect

The importance of a strong connection between students and teachers in Year 12

This past Monday marked 100 days until the Class of 2026 takes their final steps up the Lindisfarne stairs as students who formally attend school every day.

I know for many, this milestone brought with it the excitement of what lies beyond our secondary schooling year, as well as nostalgic memories from the past.

When I think about what I will miss most once I have walked up those stairs myself, I am always drawn back to the fundamental backbone of school itself - my teachers.

Year 12 is undeniably a year of change; It is the final chapter of a 13-year schooling journey, and simultaneously the prologue to whatever comes next. However, amidst this shifting landscape lies uncertainty, stress, and self-expectations. With the pressure of the HSC and our own internal goals weighing heavily on us, it is incredibly easy to feel overwhelmed. Yet it is precisely in these high-stakes moments that our teachers become so much more than people who direct and guide lessons.

Over the course of the year, they shift into our mentors, our biggest supporters, and the ones who challenge us to reach our fullest potential.

They are the ones who willingly give up their lunch breaks, stay late after the bell, and offer reassuring words when we begin to doubt our own capabilities. The ones who stay up late to mark countless rough drafts and help us find our confidence.

They celebrate the small victories, pick us up when we stumble, and invest so much of their heart and time into our success.

The quiet mutual respect between students and teachers in Year 12, however, is not a one-way street. In her article last week, Phoebe mentioned the importance of trust in a leadership context. That same trust is a fundamental aspect of the bond we share with our teachers.

For a teacher to fully push us to our potential, we have to trust their guidance, and for us to grow, they have to trust our effort and intent.

There is a trust that we will attend their class each day – a trust to stay diligent, curious, and respectful.

So to the Class of 2026, as the days tick down, remember to lean on your teachers. It is okay to be vulnerable and ask for help. In the same way, remember to listen to their wisdom and thank them for the immense energy they pour into us every single day.

To our teachers, thank you - we couldn’t do this journey without you!

Emily Daniel
House Captain - St Barnabas

We are incredibly proud and excited to announce that the Early Learning Centre - Preschool has been awarded an Exceeding rating in all seven Quality Areas of the National Quality Standard (NQS)!

This outstanding achievement reflects the dedication, professionalism, and passion of our educators, the support of our families, and the wonderful children who make our preschool such a special place to learn and grow. Receiving an Exceeding rating means that our service consistently goes above and beyond the requirements of the National Quality Standard, demonstrating exceptional practices that deliver positive outcomes for children and families.

Quality Area 1: Educational Program and Practice

Our educational program is child-centred, play-based, and responsive to the interests, strengths, and abilities of every child. Educators carefully plan meaningful learning experiences that encourage curiosity, creativity, and a lifelong love of learning.

Quality Area 2: Children's Health and Safety

The health, safety, and wellbeing of every child are at the heart of everything we do. We provide a safe, nurturing environment that promotes healthy lifestyles, emotional wellbeing, and effective risk management while supporting children to develop independence and resilience.

Quality Area 3: Physical Environment

Our award winning learning environments, both indoors and outdoors, are welcoming, engaging, and thoughtfully designed to inspire exploration and discovery. We value sustainability and provide natural spaces where children can connect with the environment and develop an appreciation for the world around them.

Quality Area 4: Staffing Arrangements

Our dedicated and consistent team of educators work collaboratively to build strong, respectful relationships with children and families. Through ongoing professional learning and reflective practice, our staff continually strive for excellence in early childhood education.

Quality Area 5: Relationships with Children

Positive, respectful, and responsive relationships are the foundation of our preschool community. We support children to feel safe, secure, and valued, fostering confidence, belonging, and the development of strong social and emotional skills.

Quality Area 6: Collaborative Partnerships with Families and Communities

We believe that families are children's first and most important teachers. Strong partnerships with families and connections with our local community enrich our educational program and create a supportive environment where children can thrive.

Quality Area 7: Governance and Leadership

Strong leadership and effective governance ensure that our preschool maintains a culture of continuous improvement. Our commitment to reflective practice, professional growth, and high-quality service delivery supports the best possible outcomes for children and families.

Thank You

This achievement belongs to our entire preschool community. We extend our heartfelt thanks to our dedicated educators, supportive families, management team, and, most importantly, our amazing children who inspire us every day.

We are honoured to have our commitment to quality recognised through an Exceeding rating across all seven Quality Areas and look forward to continuing our journey of providing exceptional early childhood education and care.

Together, we are creating a place where children feel safe, connected, confident, and inspired to reach their full potential.

Jo Hetherington
Director of Early Learning

To see all photos, please click below

This week, our Preschool children and educators came together for a very special ceremony to honour Mrs Jo and recognise her incredible leadership, dedication and commitment to our Preschool community as her time as Director draws to a close at the end of the year.

Together, we planted the "Mrs Jo Tree" in the paperbark forest – a living reminder of the lasting impact she has had on so many children, families and educators over the years. As each child carefully added soil around the tree, we listened to and sang From Little Things Big Things Grow, reflecting on the powerful message that small acts of care, kindness and leadership can create meaningful change and leave a legacy that continues to flourish over time.

We look forward to watching the Mrs Jo Tree grow in the years ahead, just as the seeds of compassion, encouragement and belonging that Mrs Jo has nurtured within our community continue to thrive in the hearts of those she has touched.

Michelle Donohue
Preschool Teacher

Athletics Carnivals

This week, students from across the School enjoyed two outstanding Athletics Carnivals at Walter Peate Reserve, held in beautiful weather conditions.

These events are always a highlight of the school calendar, and it was wonderful to see such strong participation, House spirit and encouragement throughout both days. Students competed enthusiastically, supported one another and embraced the opportunity to contribute to their House.

A particular highlight of the Secondary Carnival was the Year 7 and 8 House March Past, which officially opened the day. It was terrific to see students take pride in representing their Houses and contributing to the strong sense of community and House spirit that was evident throughout the carnival.

Thank you to the many staff, students and families who contributed to the success of both events. Their support, organisation and encouragement played an important role in ensuring the carnivals were enjoyable experiences for all involved.

Finishing the Term Well

At this week's Middle School Assembly, we spoke about the importance of finishing well.

As we move into the final stretch of Term 2, it is important that students continue to approach each day with purpose and consistency. This includes attending school regularly, arriving prepared for learning, wearing the uniform to the expected standard and continuing to follow the classroom routines that help create positive learning environments across the Middle School.

While there is much to look forward to over the coming weeks, maintaining strong learning habits remains important. Finishing the term well is about continuing to make positive choices, contributing positively to our community and taking pride in our efforts right through to the final day.

Co-curricular Activities

A number of co-curricular events have taken place this week, with many more scheduled over the coming days.

It is always pleasing to receive positive feedback about the way our students represent Lindisfarne when attending events beyond the classroom. Whether participating in sport, the performing arts, academic competitions or service activities, our students consistently demonstrate respect, enthusiasm and a willingness to contribute positively.

We thank the staff who generously give their time to support these opportunities and wish all students involved in upcoming events every success.

Cathy Cox
Head of Middle School

On Saturday, 18 teams of our Year 7 students stood together to tackle the Kokoda Challenge. They conquered an 18km trek through the terrain of Brisbane's D'Aguilar National Park, uplifting and encouraging one another with every step.

The walk began on a deeply moving note with the traditional playing of the Last Post, followed by a spirited marching band that sent our students off with energy and pride. This incredible day wouldn't have been possible without our wonderful parent volunteers. They generously donated their time to guide and protect their respective teams through every twist and turn of the trail.

We are grateful to everyone who stepped up to support our students over the weekend. Our Year 7’s walked away with invaluable lessons in teamwork, true grit, and resilience. We are already excited to watch many of them rise to the 30km challenge next year! Please find some reflections from some of our brave Year 7 participants below:

Kokoda was an experience I will never forget, with vertical hills and challenging times pushing you out of your comfort zone. It created stronger friendships, long-lasting memories, and the perseverance you will need to complete anything. Kokoda was a time of music, snacks, and beautiful views. This experience was amazing, with everyone cheering for you at the end and high hopes counting down the seconds to start, these memories made me ecstatic for next year's 30km.

Charlotte 

Kokoda was a great experience, spending time with my friends while walking a track with similar terrain as the real one. This experience is one that I will never forget, with challenges pushing you out of your comfort zone, I created stronger friendships and when on the trail, honoured the soldiers who fought and died during World War Two against Japan in Papua New Guinea. Kokoda is an experience I will definitely do for years to come

Ally 

I learned valuable lessons about companionship and teamwork. 18km for the first time seems very daunting, but there are strategies to push through. I talked with my teammates to distract myself from the track; we gained so much ground from doing this, and it helped to improve our friendships. We focused on keeping the same pace for the whole race. By doing this, we eventually got in front of the people who ran and jogged at the start, showing that consistency is the most important thing for these challenges.

Harry 

Kokoda on Saturday was such a fun time, and an event that I will definitely not forget. It taught me many things, such as to never give up and keep on going even when times get hard, perseverance, and teamwork. I got to get to know my friends better and walk along happily with music and lollies. When we crossed the finish line, it was such a fun atmosphere everyone was cheering for us, and we all felt so good about ourselves. I will definitely be doing the 30km next year!

Bella 

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One of the more challenging aspects of working with adolescents is that they do not always distinguish between being held accountable and being treated unfairly.

That is hardly surprising. Most adults struggle with it too.

When somebody points out that we have fallen short of an expectation, our first instinct is often to focus on the person delivering the message rather than the message itself. Teenagers are no different.

Every school has expectations. They are not particularly complicated. Wear the uniform properly. Be on time. Treat people respectfully. Don't leave your rubbish behind. When students meet those expectations, life at school is generally pretty smooth.

When they do not, staff are expected to step in.

The interesting thing is that staff rarely enjoy these conversations. Contrary to what some students may believe, teachers do not spend their day looking for untucked shirts or hoping to catch somebody doing the wrong thing. Most would much rather be discussing a student's progress, helping them solve a problem or sharing in their successes.

But schools cannot function if expectations are optional.

I sometimes think young people underestimate how often staff choose not to make an issue of something. They also underestimate how much thought goes into deciding when a conversation is needed. By the time a staff member addresses a concern, there is usually a good reason for doing so.

Of course, students should always expect to be treated respectfully. Equally, we need to help them understand that feeling uncomfortable does not automatically mean they have been treated badly. Sometimes it simply means somebody has challenged them about a choice they have made.

Learning to accept feedback, respond appropriately to correction and take responsibility for our actions is part of growing up. Those lessons are not always enjoyable, but they are important.

The role of a school is not simply to make young people comfortable. It is to help them grow. Sometimes that growth comes through encouragement. Sometimes it comes through accountability.

The best schools understand that both matter.

Kate Cornell
Head of Senior School

We are re-advertising this opportunity as a few spots have just opened up. If your child is interested in joining this tour, please read the details below and contact Cathy Myers or Jeremy Godden as soon as possible to secure a place.

Expressions of interest are sought for the India Cultural Immersion Tour, scheduled for 24 September to 6 October 2026 (approx). This tour is open to all students who are in Years 9 to 11 in 2026.

The purpose of this tour is to provide students with new and exciting cultural and historical experiences, broadening their knowledge and understanding of the world. It features a specific focus on a renowned local school, Pallikoodam, as well as a nursing home and orphanage that one of our Lindisfarne parents, Sudeep Mammen, has worked closely with.

This tour will also serve as a reciprocal visit to Pallikoodam following their visits to our school over the past couple of years. We are excited to continue this positive relationship between our schools.

This tour is designed for any student, but particularly those with an interest in culture, service, and community—or simply those wanting to discover new and diverse cultures of the world.

The approximate cost will be $5750–$6000 and will include:

• Economy return air travel & accommodation

• Dedicated guides & most meals

• Internal travel around India and Australia (if needed)

• Entry to parks, sightseeing, landmarks, etc.

Itinerary Highlights

• Spending time at a local school, interacting with students, and taking classes.

• Exploration of local areas (New Delhi, Agra, Kottayam, Kumarakom, Thekkady).

• Visits to the famous Taj Mahal and various culturally significant landmarks in New Delhi.

• Visits to an orphanage and nursing home, including a volunteer lunch service.

Important Requirements

• School Accounts: It is a requirement of the School that parent school fee account payment terms are in order before considering taking on additional costs such as international tours.

• Payment Plan: A payment plan will be scheduled for the cost during the period prior to departure.

• Allocation: This tour is limited to a maximum of 16 students. Should the remaining spots be over-subscribed, preference will be given to students who volunteered as homestay hosts and cultural buddies for Pallikoodam during their visit.

How to Express Interest

An information evening will be scheduled at a time to be advised.

Next Steps: If you would like your child to take up one of these final remaining places, please contact us directly as soon as possible:

Cathy Myers - Head of Stephen House - cmyers@lindisfarne.nsw.edu.au
Mr Jeremy Godden - Head of Junior School/Head of International  - jgodden@lindisfarne.nsw.edu.au

Our legal studies students have traded their school uniforms for defence robes this semester, delivering spectacular performances in two prestigious university competitions.

A massive congratulations goes out to our Year 12 team, composed of Nicolas Leotta, Ben Reeve and Tessa Ford, who went head-to-head in the Bond University Mock Trial Competition against a formidable opponent from Ivanhoe Grammar School in Melbourne. In a high-stakes online courtroom environment, our seniors proved their legal prowess, showing incredible critical thinking and public speaking skills. Whilst not successful this time around, students showed great legal advocacy skills.

To participate in the National Mooting Competition was an incredible opportunity for each of us, being able to develop and hone our skills and really get to know the “ins and outs” of mooting. While we weren’t able to walk away with a win, I can’t stress enough how much you will learn about the law in this program, and it is absolutely a must for any student looking to extend themselves in both legal studies and public speaking. - Nicolas Leotta

Not to be outdone, our Year 11 team stepped up to the bar in the Southern Cross University Mock Trial Competition, taking on A.B. Paterson College. In a highly rewarding and fiercely contested round, our Year 11s secured a brilliant victory as the defence team. Congratulations to Myla Naylor, Amelie Laurie, Django Kahn-Casey, Noah Rynehart, Noah Tilton and Izaiah Godfrey. Achieving great feedback for their advocacy skills and for Noah R as a witness, not breaking under pressure with a gruelling cross-examination from the prosecution team. Notable was the ability by Counsel to change questions and work as a team to take the win!

This experience was extremely fun for all of us, learning how the courtroom works and all of the roles within the system. It was great to expand on our teamwork and problem-solving skills. It also reaffirmed for me and others who participate in the trial our want for a future in law. I would definitely recommend this experience to anyone, even if you don't have an interest in law; it's a lot of fun and a great adventure for everyone.

• Noah Rynehart

Through the preparation for the mock trial, as well as the trial itself, I learned not only more about the law and about courtroom etiquette, but also how to work better in a team environment and enjoy friendly competition. The experience reinforced my love for legal studies and my aspirations after graduation.

• Myla Naylor

Both competitions demand immense dedication, quick thinking under pressure, and a deep understanding of the law. We are incredibly proud of how both teams represented our school. Congratulations to all of our future advocates on a fantastic semester!

Elissa Periott
Legal Studies Teacher and Mock Trial Competition Coordinator

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Homework Club has concluded for Term 2 and will recommence on Wednesday, Week 2 of Term 3 at 3:30pm
in the Library.

See you next term!

As we continue to grow house spirit at Lindisfarne, we are launching our Middle and Senior School Spelling Bee, which will commence in week 1 of Term 3. This is another chance for our houses to prove they are multi- talented and not just about winning carnivals.

• Round one will see Tutor and homeroom classes battle it out to get a winner.
• Round 2 will see these winners compete at Year or House meetings to find our Grandfinalists.
• Round 3- Finalists compete at a Middle or Senior School assembly to be the 2026 Spelling Bee Champion

Prizes up for grabs and, more importantly, house points. So get spelling over the holidays, and we look forward to seeing which house takes this out in Term 3.

Mrs McDowell
Dean of Students- Senior School

On Wednesday, 17 June, all of Year 10 (and a few lucky Year 9 students) travelled to Brisbane to watch Macbeth. The play was a modern retelling, shown through live videos from the stage being projected onto screens on either side, immersing the audience more deeply in the story. Cast frequently used phones as filming devices and cameras were lowered from the roof to film projections that were shown on the back and sides of the stage - creating a much more modern feeling throughout.

Macbeth - or, in theatre, the Scottish play - is a story centring around Lord and Lady Macbeth. Act one started off with three witches on the battlefield with Macbeth and his friend, Banquo, who prophesied that Macbeth would become Thane of Cordor and King of Scotland, and that Banquo’s sons would succeed him. When Macbeth arrived home, Lady Macbeth manipulated him into killing the current king, fulfilling the prophecy. Once they did so, Macbeth became paranoid, killing Banquo and attempting to kill his son to ensure he remains king. In the next scene, a banquet for Macbeth’s coronation, Banquo appeared to rise from the dead - but only Macbeth could see him. This was accomplished by superimposing his image over a livestream from a camera onstage, so the audience could see through Macbeth’s eyes.

Act two started off with a bang, featuring flashing lights and spinning visuals, as Macbeth was tied up and surrounded by the three witches. They predicted that Macduff, a fellow soldier, would spell his downfall, but that could only happen when ‘Burnham wood marches on Dunsinaine’. Upon hearing this, Macbeth killed Macduff’s wife and children, one of them merely a baby. When Lady Macbeth heard that her husband had murdered innocent children, she fell into insanity and took her own life.

Macduff returned, bringing with him the English army, who carried trees taken from the Burnham woods, and the rightful heir to the throne. Battle ensued, and Macbeth was eventually vanquished by Macduff, who held his severed head up as a trophy.

As the play ended, the lights dimmed, and the theatre exploded into applause.

As we walked back to the buses, the students enthusiastically discussed their favourite moments of the play, excited for the upcoming unit they would be studying in English next term.

Overall, the play was a fascinating retelling of Shakespeare’s Macbeth that adjusted to the understanding of modern-day teens, while also keeping the traditional Shakespearean prose.

Laurie and Lillia
Year 10 English Students

Typing a quick introduction at Walter Peate Oval, on Day 3/3 of our Athletics mega-carnivals. Absolutely dodged a wet-weather bullet this year with the bucketing rain that landed on the region.

I will be sending out RAW Athletics results early Saturday morning. These results form the basis for our awards and representative students, so please check. Sometimes there is human error that we need to fix prior to our Athletics special assembly (data entry, wrong student ID etc). Stay tuned for a results-based email Saturday morning.

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REPRESENTATIVE RUGBY

We have had a number of Lindisfarne students be selected for representative rugby recently. Congratulations to Tucker Groves, Caleb Doevendans and George Morgan for making the NSW AICES U18 squad and Campbell Patterson, Oscar Moller, Max Esgate and Matt Dunn for being selected in the NSW AICES U16 squad. Austin Lowes and Mason Fraser were also selected as shadow players for the NSW AICES U16 squad.

RECENT GAMES

COOMERA ANGLICAN COLLEGE

U16

U14

KEY DATES

Please see upcoming key dates for our rugby program below. You can find the full list of key dates HERE.

For all Rugby news, expand the article.

Our Year 11 Drama students have been working tirelessly on Lord of the Flies. The original psychological survival novel follows a group of British schoolboys stranded on a deserted island after attempting to escape from war.

Our adaptation of this timeless play combines themes of savagery and survival with feminine behaviour, showcasing our all-girls cast. With the help of Mrs Camer and Scott Johnson, our play has been student-led, under the direction of Kira Moncrieff.

Through their newfound freedom, the girls go through the challenge of maintaining their humanity. As a result, exciting energy looms over the mountains of the Chapel stage.

To experience it yourself, come and see Lord of the Flies from Monday, 22 June to Tuesday, 23 June. All tickets are free, but make sure to book your seat to confirm your place.

Sienna Williamson
Year 11 Drama Student

The Chill - Unplugged

Congratulations to our talented Performing Arts students, who brought their outstanding performances to the transformed Senior Centre last week for a night of exceptional entertainment at The Chill – Unplugged.

This sold-out event was a wonderful celebration of our performers, and we are incredibly proud of the students who brought their passion, creativity, and dedication to this student-led showcase. Those fortunate enough to be in the audience would surely agree that it was a magical evening of inspirational performances, celebrating connection, creativity, and the remarkable individual talents of our students. The event was also a fitting culmination of many hours of hard work, commitment, and rehearsal.

Thanks to the generosity of all involved, we were delighted to raise more than $1,800 for Wedgetail Retreat, supporting their incredible work.

Congratulations to everyone who contributed to making The Chill – Unplugged such a memorable and successful event.

Dean Kennedy                   
Director of Music

Amy Camer
Director of Theatre and Dance             

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Lindisfarne Anglican Grammar School employment opportunities

Do you know someone looking for a new career opportunity? For details of the latest vacancies, click on the position title links below.

Receptionist: There is an opening for a full-time Receptionist at our Terranora Campus following the successful transition of the previous staff member into a new role within the School. If you have applied for this role or another administrative position since early 2026, there is no need to lodge a new application. Instead, please register your interest by emailing hr@lindisfarne.nsw.edu.au.

School Bus Driver: This casual role requires availability to work for morning and afternoon school runs, sports events and other excursions. Potential candidates must have experience driving a coach or large bus.

Rowing Coach: We are seeking a coach to assist The Head of Rowing in the delivery and ongoing development of the rowing program. The position is for approximately 8-10 hours per week across early morning, afternoon and Saturday sessions.

OOSHC Responsible Person: The hours for this part time position at the Junior School are 2.30pm until 6.00pm, with flexibility to work additional hours as required, particularly during school holidays.

Please email hr@lindisfarne.nsw.edu.au if you have any queries regarding these positions.

Lindisfarne Anglican Grammar School is a Child Safe organisation. The School actively promotes the protection, safety and wellbeing of all students, and requires all staff to be suitable and committed to upholding the Child Safe Standards. All staff employed by Lindisfarne Anglican Grammar School are expected to undertake Child Protection training and hold a current NSW Working With Children Check clearance. Please see Working with Children Check (WWCC) for more information.