- From the Principal
- Respect for the (Online) Environment
- From the Head of Campus: Car Park Safety
- Alcohol, teenage parties and the law
- From the VCE Coordinator
- WHY TEACH RESPECTFUL RELATIONSHIPS?
- Introduction of Family Zone - Student MacBooks
- Operation Wallacea
- Round Square reflection
- School Buses during Activities Week
- Code of Conduct for Contract Bus Travel
- CONVEYANCE ALLOWANCE – TERM 3
- Parent Social Evening – Thursday 15 August @ Rare Hare
- LEGALLY BLONDE: THE MUSICAL – 21-24 AUGUST
From the Principal
Last week I was invited to present on an educational panel at the Garma Festival in far North East Arnhem Land. This is the premier Indigenous gathering in Australia and brings together all the key decision makers around Aboriginal and Torres Strait Islander policy in our country.
It was a rich and rewarding discussion which further strengthened Woodleigh’s connection to the Indigenous communities of Beswick, Ampilatwatja and in particular Laynhapuy where this conference took place. The messages that flowed from the Yolngu people were clear around the need for us as a nation to link in partnership to support Aboriginal and Torres Strait Islander peoples to maintain what is still a very vibrant culture in the north of our country which has existed for some 60,000 years.
I was fascinated to learn that the Macassan people (from Sulawesi) had developed a trading route with the Indigenous peoples of Australia some 700-odd years ago, trading steel, tools and food. Over the course of the conference, a number of other fabulous examples were highlighted. For example, Indigenous and Balanda (white) people have worked together to support the establishment of a thriving timber industry and furniture making business on country, opening up work pathways for the local Indigenous people.
The highlight of my visit was a trip to the Yirrkala Homelands School to see a wonderful collaboration between the Yolngu Elders and Teachers with Balanda, to deliver a two-way learning program which supports the continuing development of Aboriginal language alongside active learning on country. It was great to see Aboriginal children learning skills which will give them the capacity to live in the modern Western world whilst maintaining their important cultural connections to country and community and living the with support of their families on Yolngu country.
This trip followed what was another wonderfully successful Beanie Festival at our school, which raised important funding to support the ongoing development of the school's relationship with three Indigenous remote communities as well as supporting the Indigenous scholarships offered to local students from the Mornington Peninsula. I would like to thank everyone involved in supporting this event, in particular those parents, students and staff who took a leading role in setting up another great event for our school.
We look forward to a variety of fabulous learning experiences taking place next week with some 500 students and staff engaged in the Activities Program across the country.
At last Friday’s campus assembly, I emphasised to the students our school's core values of ‘respect’ as well as some simple actions (‘one percenters’) that they could take immediately to have a positive impact on our community.
Some of these ‘one percenters’ require a commitment to ‘respect for self’ (such as arriving to class on time), others require ‘respect for others’ (such as the tone of communication with other students and staff), while other actions require ‘respect for the environment’.
Traditionally, Woodleigh has framed this as care of the natural environment, and I did highlight campus litter on Friday as an example of this. More recently, though, we have broadened the ‘environment’ focus to include the ‘online’ environment.
In her article in this edition of the Messenger, our Director of Counselling references the SBS series ‘The Hunting’ to illustrate the impact of online disrespect, particularly online harassment and bullying. It’s an issue that we are not immune from here at Woodleigh and one of the challenges for school leaders today is that we often find ourselves dealing with behaviour that has taken place online, away from school, but inevitably impacts relationships in the classroom.
The school has taken a number of proactive steps over the last few years to support students and families to support online respect. We made changes to our mobile phone policy last year to ban phones in Junior Homestead, a move that has now been replicated by the Victorian Government for all state schools. Over the last few years we have also run a Parent Education Series with a heavy focus on online behaviour, with speakers such as Melinda Tankard Reist, Deanne Carson, Steven Dupon and Susan McLean providing expert guidance. The school is currently reviewing the Homestead and Wellbeing programs to further strengthen the guidance to students while parents will soon have access to the ‘Family Zone’ resource to help support cybersafety – keep an eye out for information sessions on this.
Parents seeking further support on how they can help their child have a safe and healthy online experience may also be interested in the resources developed by the Australian Government’s eSafety Commissioner. There will be further support for families through the Parent Education Series on campus.
Head of Senior Campus
Dear Parents and Guardians,
I am repeating the guidance I included in the last Messenger as there are still a number of families not adhering to our car parking guidance. Unfortunately, some parents are not following the instructions of staff on duty and we ask that you please support the following guidance.
Please adhere to the general procedures for school drop off and pick up:
- Drive into one of the angled slots, pick up, and use the slip lane to get out quickly.
- If the angled slots are taken, drive forward to the top and park in the indicated parallel lane. Move forward into an angled slot when possible, or drive forward and out when you are able to.
- If all parking spots are taken please find a space in the rear car park. Alternatively make a circuit until an angled parking spot becomes available.
- Please do not block the driveway entrance as our buses need to enter without obstruction in order to pick up our students, and they have a tight schedule to maintain.
- We ask students to all use the pedestrian crossing for drop off in the morning and pick up in the afternoon. Can we please request that parents encourage their children to use the crossing too.
- We request that parents and students please limit their speed to 10kph in the driveway and 5kph across Cruden Oval.
- For parents using the car parking adjacent to Cruden Oval, please take note of the cones that staff on duty will deploy at these peak times.
- Please do not park out on Golf Links Road – this is dangerous as it forces students to be crossing a busy road at pick-up time, which is totally unnecessary. We know it is more time-consuming to come into the school, but the road outside is actually quite complex at times with cars waiting to turn into the school and this presents a real danger to students. As there is no crossing outside the school, we do not supervise this area.
- In order to ease traffic congestion, please adhere to the no right turn instructions for cars at school pick-up time (3.45-4.15pm). We request that parents turn left and utilise the Warrandyte Rd/Baxter-Tooradin Rd roundabout please.
- We also request that students are not dropped off or collected outside the Gym.
- We would like to encourage parents waiting for students during drop-off and pick-up to please switch off your engines as you wait. You may be aware that the federal government is considering introducing anti-idling laws proposed to cut harmful vehicle emissions. In light of our core values of respect for self, others and the environment, we encourage parents to turn their engines off to help reduce the levels of noxious chemicals, including sulphur and diesel particles.
Many thanks for your support.
Deputy Principal – Head of Senior Campus
Holiday Homework Letters
Some VCE parents will have received correspondence about overdue holiday homework during Weeks 1–3. In all VCE studies, staff will set holiday homework each holiday break. This work provides essential preparation and/or revision over the VCE years. We would really appreciate your support in ensuring students complete and submit this (now overdue) set work.
Year 12 Practice Exam Week 12-16 August
During Week 5 (Activities Week 2 for Year 7-11 students), our Year 12 students will all sit practice written examinations in each of their subjects. Pak runs this Exam Week and sent out the timetable to families via Woodleigh Correspondence email on Monday 29 July. Click here to view the timetable.
Staff will mark (and grade) these examinations as well as provide feedback on areas for improvement. Unit 3 and 4 studies all have written examinations – they commence on Wednesday 30 October (with the English examination). All students have access to the VCAA Examination dates and parents may wish to check the timetable below.
Unscored students are not required to sit examinations and should have Work Placement/Experience organised for this week.
VETiS students require a SWL Arrangements Form to be completed.
All other unscored students need to complete a Work Experience form.
These forms are available on the Woodleigh Careers Website.
Oral and Performance Examinations
All VCE students who are completing a LOTE, Drama or Music subject were issued (this week) with the date/time and venue for their relevant oral/performance examination. With the exception of Music (when exams are held on a variety of dates), Woodleigh staff do accompany students to these important external examinations.
Second Round of Parent – Student – Teacher Interviews and VCE Assessments
We have a second round of Parent–Student–Teacher Interviews coming up for all year levels over the latter part of Term 3.
The second round of Interview opportunities will be held on.
- Thursday 12 September 9.00am - 8.30pm
- Tuesday 17 September 4.00pm – 8.30pm
Normal classes will NOT run on Thursday 12 September for Years 7-12 students.
However, concurrently to the full day of Interviews, we will be running some COMPULSORY SACs/Outcomes including a Year 12 English SAC, a Year 11 English Outcome and a Year 12 Specialist Math SAC.
- Year 12 English SAC 9.00am – 10.30am
- Year 11 English Outcome 11.30am – 1.00pm
- Specialist Math SAC 1.00pm – 3.15pm
The Drama room will be open for rehearsals on the Tuesday evening.
Lucy Kane and Amy White are now responsible for the Parent-Student-Teacher interviews so keep your eye out for an email invitation.
SAC Absence Reminders
Just a reminder that parents must notify Woodleigh Reception as early as possible on the day their daughter/son is absent from school - this includes all senior students. Senior students who will miss a Unit 3 and 4 SAC or SAT due to absence MUST have a Medical Certificate (or similar) and present it to me as soon as they return to school so that Special Provision arrangements can be put into place. Students who know they will miss a SAC because of sport, excursions or OES trips etc., MUST see me prior to the event to organise a change of date and to complete the required VCAA paperwork.
Illness and difficult circumstances
It is important that all VCE families are aware of the special consideration available to students diagnosed with illness or undergoing difficult circumstances. The options include Special Examination Arrangements (SEA) for illness, including mental health, and Special Entry Access Schemes (SEAS). It is important that issues that arise are discussed with me so I can advise the best possible course of action, and I can put supports in place where they are needed.
Many students will qualify to put in SEAS (Special Entry Access Scheme) Applications – these are submitted online after a student has submitted their VTAC preferences – the closing date for applications with supporting evidence is 11 October at 5pm.
Mrs Gina Bolch will raise SEAS with all Year 12s during their Careers appointment this term so that they understand the process and determine if they are eligible to apply. Many staff, including Pak, tutors, Pathways staff and myself are ready to provide the supporting statements that students need to provide as evidence for a Difficult Circumstances application. Applications on grounds of Medical Conditions must be supported by appropriate Medical Practitioners – it can take time to get these medical appointments/statements so please plan well in advance. To read more details about SEAS please go to: http://www.vtac.edu.au/who/seas/applying.html
Schools play a significant role in educating young people about respectful relationships, as we do here at Woodleigh. Through the wellbeing curriculum we explicitly teach the skills that underpin respectful, positive and caring relationships, regardless of gender. This also includes naming and identifying the opposite; what constitutes sexual harassment and gender-based violence. However, teaching respectful relationships cannot happen in isolation, in school alone. It requires family and community support. It requires a preparedness to have a difficult and uncomfortable conversation, without men becoming defensive or women feeling intimidated. It requires a greater input than what schools are able to do, to change the underlying attitudes that lead to it.
To illustrate, new research by Dr Kristin Diemer, University of Melbourne, and Dr Anastasia Powell, RMIT University, shines a light on young Australians’ understanding of sexism, violence and abuse – and highlights that there’s more work to be done to change bad attitudes.
What has disrespect got to do with violence against women?
Violence against women can start with disrespect. Without realising it, we may be making excuses for disrespectful behaviours in young people. Although we may not have intended it, these excuses can allow disrespect to grow.
There are many influences on young people’s ideas about the role of men and women and how they should relate, including popular culture and peers. However, the adults in their lives – especially parents, teachers and other significant adults – leave the deepest imprint.
Even though most Australians think violence against women is wrong, we don’t always know how or when to change things. In fact, without realising it, we sometimes allow boys to develop disrespectful attitudes toward women and teach girls to tolerate disrespect, to put male needs before their own and hence, downplay the serious impacts on girls’ self-esteem.
How do young Australians see violence against women?
According to the latest research by Diemer & Powell (2019), young Australians – that is, those aged 16-24 – particularly young men, don’t fully understand sexual consent, think controlling relationships are normal and are less likely to act when witnessing sexism and abuse.
Some of the responses in this latest research reveal a lack of informed understanding. For example:
- Nearly a third of young men (32 per cent) believe many women who said they’d been raped led the man on and then had regrets.
- One in five (20 per cent) do not understand that repeatedly tracking location, calls or activities through mobile phones or other devices without consent is a form of violence against women.
- One in ten (11 per cent) don’t think stalking is a form of violence.
- When asked about sharing nude images of a woman without her consent, more than a quarter of young people blamed the woman for sending the image - instead of her partner for sharing it.
- One in seven young Australians (that’s 14 per cent) believe a man would be justified to force sex on a woman if she initiated the intimacy, but then changed her mind and pushed him away.
- Nearly a quarter of young men think women find it flattering to be persistently pursued - even if they aren’t interested.
So, there’s work that needs to be done in terms of investing in prevention and education for young men.
Encouraging young men to change their views and practices is important, but so is supporting young men to be active bystanders – this means challenging sexist and disrespectful attitudes towards women among their peers.
Young people can be encouraged to speak up by the knowledge that the majority of their peers also say they would feel uncomfortable, and thereby probably support them if they speak out. We can further strengthen this by leading by example.
It’s important to remember that young people’s attitudes don’t exist in a bubble. The world around them impacts their views and behaviour – from sexist advertising and social media, to the lack of women in leadership in business and politics. As educators, we need to continue to push for gender equality to change the harmful attitudes and behaviours that are hurting our young people and help put a stop to gendered violence.
Let's stop accepting disrespectful behaviour
When we talk to young people about disrespect it’s important to be clear about what is acceptable and what is not, to know where the line is, and to be able to determine when it is crossed.
What we think and do becomes normal for us very quickly, so it can be hard to challenge ourselves. But if we don’t challenge our thoughts and actions about the roles of men and women, and what’s OK, we might unintentionally be excusing disrespect, aggression and potentially violence. Our young people can misunderstand what we say and see it as an excuse or permission to behave in a certain way. If this continues to happen, nothing will change.
Before we can have a conversation with young people, we need to take a moment for honest self-reflection.
For parents, this can mean confronting our own beliefs about boys and girls or men and women, as these can form the basis for our reactions.
When thinking about our own reactions, we might be surprised to recognise some of the most common ways we excuse disrespectful and aggressive behaviour.
- playing down disrespectful behaviour
- accepting aggression as just part of being a boy
- blaming girls for being treated with disrespect
The Hunting, a brave new four-part drama on SBS, highlights the need for educators and parents to engage in these difficult and uncomfortable conversations. It is compelling viewing and may be a vehicle to use to initiate the conversation around respectful relationships.
Here are some further tips for your consideration when having these conversations with your young person.
- Speak kindly – Respectful speaking teaches respect. This is pretty basic, but it’s all it takes to show respect.
- Be helpful – Teach boys (and all children) to recognise when someone needs help or feels lousy, and show them how to help.
- Monitor media - Violent media is increasingly normal and has an undeniable desensitising impact on those who view it. Minimising exposure to games and movies or TV shows that are violent and promote disrespect can help.
- Set clear boundaries around pornography - The average age of boys’ exposure to pornography is 11. And we’re not talking the 1980s Playboy style pornography. We’re talking hardcore, violent, disgusting content that teaches boys that women exist to be violently and sexually disrespected. Let them know it’s not real. It’s not reflective of what people want in healthy, functional relationships. Currently, statistics suggest 100% of boys have viewed violent pornography by age 15. Keep them away and do not normalise exposure to porn as something ‘all the boys do’. Such attitudes are part of the domestic violence and disrespect problem. We must turn this around.
- Talk about the issues - When you see disrespect, talk about it. Ask boys how it leaves them feeling. How does it make the victims feel? What are better ways of responding to it? Such conversations promote empathy and perspective, and help our boys develop social awareness and conscience.
- Teach intimacy - Our boys should be learning about healthy relationships where people love one another and express that love in healthy, functional ways. They need to understand more than the mechanics of sex.
- Teach consent - Boys must know that they should not touch a woman without her explicit consent. They should not take or share photos. They must understand that no means no. Consent is a conversation that must be had – repeatedly and often relative to age and stage of development.
- Call them on sexism - When you catch boys criticising women because of their maths or driving ability, or for any other gendered issue, call them on it. Let them know sexism is not cool and it is not funny.
Ultimately, it is up to us to be brave enough, as the responsible adults in the lives of the young people around us, to hold these difficult conversations – and in addition to everything that we say, it is what we do that makes the biggest impact on teaching respectfulness. We can talk the talk but we must walk the walk. By modelling respect in our words and actions, we are all teachers of respectful relationships.
Yours supporting positive student wellbeing,
Director of Counselling
Acknowledgements and additional resources
- University of Melbourne – Pursuit: How do young Australians see violence against women?
- Sydney Morning Herald: How I'm teaching my sons to not talk about women
- Dr Justin Coulson: Teaching our boys to respect women
- Australian Government: Talking about respect
- Our Watch: Disturbing attitudes among youth towards violence against women
- The Line: Never Follow - There's No One Way To Be a Man (video)
- The Conversation: Let’s make it mandatory to teach respectful relationships in every Australian school
- SBS: ‘The attempt is to be bold’: How the makers of ‘The Hunting’ tackled teen sexting
The Hunting airs on Thursdays at 8.30pm on SBS and episodes are available to stream at SBS On Demand.
If you or someone you know is impacted by sexual assault or family violence, call 1800RESPECT on 1800 737 732 or visit www.1800RESPECT.org.au. In an emergency call 000.
Family Zone is one of Australia’s leading providers of cyber safety services to schools and parental control products for parents. Family Zone is a cyber safety solution that protects children on the internet wherever they are: at home, at school, and everywhere in between. It provides parents with visibility and allows them to manage the online activity of their child, with ongoing support from a team of leading Cyber Experts.
As part of our ongoing commitment to educational excellence and our duty of care to ensure students’ safety and wellbeing, we’re proud to announce that Woodleigh has partnered with Family Zone. We are aiming to roll out Family Zone on all student MacBooks (Year 4 – Year 11) later this term.
We have selected Family Zone because:
Family Zone is the platform of choice for Australian and New Zealand leading cyber safety experts and educators certified by the Australian Government’s eSafety Commission and netSafe.
Broad suite of network and device services
Family Zone offers the school a broad suite of services to enable us to deliver digital citizenship programs and manage access policies on student devices.
School community features
Family Zone offers both school and parent features allowing our school community to work together.
You will receive more information regarding Family Zone in the coming weeks. In the meantime, if you would like to learn more about Family Zone and how it works, please visit Woodleigh’s Cyber Safety Hub here.
Director of Digital Technologies
Operation Wallacea is a study trip designed for students to learn about science and conservation from real scientists on location in the forest and oceans of Indonesia. During the two weeks away in Southern Sulawesi, Indonesia, we first went to the jungles of Buton to explore its unique biodiversity with the help from local guides and scientists from around the world. The Wallacea Region is known as a biodiversity ‘hotspot’ and the study of the flora and fauna in this region helped develop our current understanding of evolution.
This important area is also under threat because of climate change and logging. We helped gather data on significance of the forest by carrying out surveys on the wildlife and their habitats including catching and measuring bats, reviewing the changing health of the jungle, studying the herpafauna (frogs, snakes and lizards), capturing and monitoring butterflies and tracking the critically endangered and elusive anoa!
Life in the jungle was hard but so enjoyable. We slept in hammocks, showered in the river and got to know the local guides. The week was fun and challenging as we learnt lots of new things from the evening lectures as well as had practical learning and asking questions of the scientists. We were lucky enough to be able to complete a ‘jungle survival skills’ course where we were taught to find fresh water, food, build shelter and make a fire. It was definitely physically taxing as we walked several kilometres each day through the jungle in humid, tropical conditions. However, at the end of each day we were able to cool off in the river that flowed through the middle of our camp.
After a long tiring week in the jungle we were quite excited to have the luxury of the Bau Bau marine site. This next phase was focused on the underwater environment and animals of one of the most diverse coral reefs in the world. Most of us chose to scuba dive as we had our open water certification. This enabled us to once again participate in gathering data and complete a reef ecology course. Two dives a day and two lectures left us napping in our free time or hanging out with a fresh coconut by the ocean. Diving in such a unique place was an awesome experience and even the snorkelling was something very special. We were lucky enough to see sea snakes, turtles, butterfly fish, puffer fish, lion fish and the most spectacular coral reef you can imagine. Once again, this fragile environment was under threat because of climate change and dynamite fishing. It was sad to hear from the scientists that the coral reef in this area may disappear in our lifetime if we do not change our behaviour.
Our final day involved a boat trip out to a remote desert island. However, when we arrived, we were shocked to see the amount of plastic and rubbish that had accumulated on the beaches and so we proceeded to fill up several large rubbish bags. The second week wasn’t just for the diving and adventure, students surveyed the fish and corals and invertebrates in the area and got to contribute to two global science projects.
The trip was overall a one of a kind experience that we will never forget! If you have an interest in biology, conservation and adventure, I highly recommend you look out for this trip when it runs again in 2021.
Yuki Savage, Luke Kelly and Emma Sherrington
Last year, I applied for the Year 10 Round Square program which gave me the opportunity to host a student and be hosted by a student from one of hundreds of schools anywhere around the world. On my list of preferences for where I would like to go, I chose South America, Canada, America and South Africa. I was lucky enough to get a quick response to my application and learnt that I would soon be hosting a Peruvian girl and later in the year be going to Peru and staying with her.
In February my exchange student arrived and we spent a quick six weeks showing her around Melbourne and Woodleigh and becoming close friends.
On the 26th of May, I set off to the airport to complete the second half of my Round Square journey. I have recently returned after spending six weeks with my host family in Lima, and to say it was life changing would not come close to what an amazing experience exchange was for me. I arrived in Lima on a Sunday evening and due to jet lag woke up at 5am the next morning. I decided despite near exhaustion I was too excited not to go to my first day of school. When I arrived at Markham College, I was greeted by so many friendly faces and people all wanting to get to know and assist me when I asked questions.
I found the Latin culture enchanting, every person seemed so warm and lively, the obvious pride for Peruvian culture was so nice as everyone was willing to share it with me. The food, music, language and social culture were all new to me but I found it incredibly interesting to indulge myself in each and every aspect of the new society I felt so easily a part of.
Leaving my family and new friends that I’d become so close to throughout my trip was heartbreaking when it was time to leave. However, I feel my Round Square experience inspired me to travel and meet new cultures equally as beautiful as the one I just became acquainted with and of course return to Peru at some point after school.
Please note that all school buses (contract and myki) are running as per normal during Senior Campus Activities Week (Monday 12 August – Friday 16 August).
- It is imperative that all permanent and occasional Contract Bus travellers must carry a Student ID card. Students must swipe their card when boarding and disembarking from the bus.
- If you have lost or damaged your card please see the IT Department as soon as possible so a replacement card can be organised.
- If you are travelling on a different contract bus than the one you are permanently booked on, you must obtain a Bus Authorisation slip to hand to the bus driver.
- Occasional bus travellers must collect a Bus Authorisation slip from Reception prior to travel to hand to the Bus Driver.
- Students are to occupy one seat only.
- As part of the Code of Conduct, all students must treat other students with courtesy and respect.
Conveyance Allowance only applies to students attending the Senior Campus located at Langwarrin South and students attending the Penbank Campus located at Moorooduc.
Completed Conveyance Application forms signed by the parent or guardian must be submitted to the school by 26 August 2019 to be included in the third claim. Please note that eligible applications can be back-claimed from the start of the year, 2019.
New forms must be completed for students attending the school for the first time or existing Conveyance Allowance claimants who have a change of circumstances affecting eligibility. For example:
- Moving residence or changing their mode of transport;
- Changing schools/campuses i.e Penbank Campus to Senior Campus.
The Department of Education and Training’s main criteria for student eligibility is:
- The school attended is the nearest appropriate school.
- The student resides more than 4.8kms from the school.
- Students are of school age 5–18 years and enrolled at school for three or more days per week.
Please note that Woodleigh School and Bayside Christian College are both classified as non-government schools. Therefore, if you attend Woodleigh School but live closer to Bayside Christian College you are not eligible to receive a Conveyance Allowance.
Under special circumstances, students may be granted a Conveyance Allowance to attend a school other than the nearest school. In all cases it is the responsibility of parents to attach supporting evidence from the nearest school.
To apply for a Conveyance Allowance, parents are required to complete the appropriate forms.
- Travel by contract bus: Conveyance Allowance Application – Private Bus Travel
- Travel by myki bus: Conveyance Allowance Application – Public Transport Travel
You must provide proof of purchase i.e. copy of receipt or ticket.
- Travel by car: Conveyance Allowance Application – Private Car Travel will need to be completed for each student, listing all students travelling in the nominated vehicle.
- Combined travel: Each appropriate form will need to be completed as above, e.g. drive further than 4.8km to catch public transport (Private Car/Public Transport).
Please note for Senior Campus families – if you live within 4.8km of public transport (i.e. one of our myki buses) and choose to travel by private bus or car you will not be eligible to claim the Conveyance Allowance.
The School will lodge four claims a year (one per term) with the Department of Education and Training. The Department will reimburse the school and the allowance will be credited to your fee account in instalments.
Reimbursement is determined on the basis of the shortest practicable route from the student’s residence to the school and not the actual distance travelled in the bus.
The cost of fares are fully refundable.
Reimbursement is made on the basis of the one-way distance travelled per vehicle and the number of students in that vehicle. Payment is made to the family operating the vehicle.
If you have any queries, please contact Robyn Kent on 5971 6100 or email firstname.lastname@example.org.
Legally Blonde: the Musical chronicles the resilient rise of the effervescent Elle Woods, an ever-friendly, fashion-savvy sorority girl who finds her life turned upside down when she is dumped by her boyfriend Warner for not being ‘serious’ enough.
In an effort to prove to Warner that she is marriage-material, she follows him to Harvard Law (‘What, like it’s hard?’), where she struggles to fit into the conservative cliques. As she struggles to remain true to herself she finds new strengths and new friends.
A truly uplifting tale of the underdog showing Harvard Law a thing or two.