​Last term, our Year 12 Modern History class took a trip down to Coffs Harbour for an HSC study day. After learning so much rich content over the course of this year, it was important for us to go and cement our knowledge and see it all from different perspectives.

We woke up very early and began our drive as the sun rose. As a small class of four students, this was a great opportunity to create lasting interpersonal bonds; which were only strengthened on the six hours we spent on the road.

While attending the various seminars, we were able to interact with other Modern History students and discuss our opinions on the impending HSC exams (and share our nerves!). We attended several lectures on the units we had previously studied with Nikki;  including Japan, Germany, the Atomic Age, and the Conflict in the Pacific. The lecturers were eccentric, to say the least, however they provided many helpful tips on study habits and marking criteria, along with a range of key points about our units of study.

After the lectures, we took a brief detour to visit the heart of tourism in Coffs Harbour — The Big Banana! This was a little element of fun intertwined into a generally serious and studious day. Despite being a long day, this excursion was educational and useful to us as Modern History students. It was an opportunity to bond with Nikki and each other, and to revise material that may have been less prominent in our minds over the course of this information-dense year.

Anji Conroy
Year 12

​Poem of the River

The water trickles over the slippery rocks and flows down the stream.
The river is glistening in the light of the sun, the ripples from the small waterfall descend down the river.
The bright sun bursts through the cover of the trees like a lamp turning on in a pitch black room.
The depths of the river are murky and dark, the grass around the river is luscious and green, it's soft and smooth under my feet.

— Gabrial Liddell (Class 4)



Frangipani

Up in the branches 
Of the frangipani tree 
I was at the top of the world 
How high can I climb today? 
The smell of sweet flowers on the nose 
Swaying with the wind in the tallest branches 
Singing with the magpies 
Songs of joy 
The sun in my skin 
The wind in my hair 
Wonder in my heart 
What are the swallows building? 
How do trees feel? 
Can I hang from here? 
A constant stream of wonder 
On
And on…

— Sumari Geitz (Year 10)

In Kindy, we connect closely with nature and the cyclical rhythm of the year. Our stories, songs and actions encourage reverence for Mother Earth as we observe the seasonal changes.
 
In autumn time, the children painted flower pots in autumn colours reflecting the golden leaves falling, bright autumn rainbows, rosy red apples and orange pumpkins.

In winter, the children planted their bulb babies in their pots, tucking them into Mother Earth’s warm blanket.

Last term, the children watered their bulb babies diligently as they eagerly waited for them to grow.

This term, the children were greeted with green shoots growing tall towards the sun, a sign to show that spring was on its way.

Now that the children are learning from home, their pot plants have travelled home with them, just in time for their Dafodilly Dancers to blossom and dance in the springtime breezes.
 
Yellow, yellow daffodils
You’re dancing in the sun.
Yellow, yellow daffodils
You tell me spring has come.
 
At Shearwater, we celebrate the seasonal festivals that are connected to cosmic events such as the autumn and spring equinox and the winter and summer solstices. When the children participate in the festivals, they are able to experience the deeper mysteries of life, through simply observing and connecting with the rhythms of nature.

The spring equinox  on September 23 is a time to celebrate the energies of rebirth, and renewal.  It is a season of wonder as new life begins; baby animals are born and flowers bloom. There is much to celebrate, even in these uncertain times!
 
At Kindy we would normally be celebrating our Spring Festival in our last week of Term 3 before the holidays start. Here are some ideas for creating your own family festival at home. It is important to note that with young children, the preparation for the celebration is as important as the celebration itself.

• Find a good spot to make a seasonal table with your children, and keep adding new treasures found in the garden or during daily walks in nature. Your child may like to add special springtime drawings or paintings to their nature display too.
• Let your children help prepare a special meal with fruits and vegetables that are in season, like these Fruit Floaty Boats.
• Decorate the family dining table with a special cloth, candle, flowers in season.
• Light a candle and say a verse or sing a song before sharing your special family meal.
• Share seasonal stories, sing, dance, make music or play some games together as a family.
• Go on a springtime treasure hunt and make a family mandala out of the collection, or spend the afternoon getting creative and making things out of your treasures e.g. make flower crowns for the whole family out of jasmine vine and colourful flowers, create ‘wonder sticks’ out of nature finds, bright wool and beads.
• Go for a walk and look for signs of spring, then recreate them out of colourful beeswax, play dough or clay.

 
The Kindy children have been busy bees in their own homes, creating their own nature tables, nature weavings, wonder sticks, springtime beeswax crafts, practicing their Mother Bird and blanket stitch, making flower crowns, and much more! It has been heart-warming to see so many photos of the children doing their Kindy work, and hearing stories of the wonderful family activities that are taking place. Perhaps there are some craft ideas here that your child may like to do at home too?
 
Kara Mallory
Hummingbee Kindergarten Teacher
​

We were contacted by Byron Shire Council recently and offered the opportunity to feature the artworks of our some of our amazingly talented High School students as part of a street art project. The theme was people and places of the Shire. The current COVID lockdown has prevented the opening celebration from going ahead. But the artwork is up and it looks great. So next time you're in town, stop and have a look. You will see these masterpieces, created by students from Years 7, 8 and 9. Congratulations to Zen Giannoni, Maya Chaffer, Sol Bailey, Macushla Bere, Aimee Green, Zoe Newell, Ella Bowen Piercy, Zemmer Arbiv and the Year 8 collective, and thank you for sharing your creative work!

Why can’t children vote?
Why does the government have so much power over us?
Why do people without jobs get paid when that’s not the case in other countries?
Why does the government allow people to cut down so many trees?
Why don’t refugees have the right to get citizenship and vote in Australia?
Why is Adani allowed to destroy the Great Barrier Reef?
Why can’t everyone have the right to citizenship?
Why can’t teenagers vote if it is their future? Shouldn’t they decide for themselves?
Do you trillionaires feel responsibility or the need to do something good for the world with all that money?
Who was the King of England?
What happens in Parliament?
Can the government make laws whenever they want?
What would happen if we didn’t have a government?
Why are some Australians so foolish to vote for a bad prime minister?
Why can’t kids drive cars?
Who was the first Governor General?
When was the first law made in Australia and who made it?
What is it about the Democratic Party and the Republican Party in the US?
Who was the first Queen of England?
How much power does the government have?
How does the voting system work to elect the Prime Minister?
Who made school days?
Why do Prime Ministers always seem to be so rich?
Who invented the idea of a government?
Why are there so few women in government?

These are the questions that occupy our young people's minds in Class 6. Their desire to connect the dots from what they overhear adults talking about, and to deepen the quest, is a wonderful step beyond the small world of interest in clothes, screen time and peer groups for the 12-year-old child. We emerged from this Main Lesson with sense of belonging to Australia and its living democracy, along with a profound understanding of privilege, especially when applied to the Australian Citizenship test — I am happy to report that everyone "passed" it!

To bring the topic to a close, the students were asked to design a new flag for Australia based on similar endeavours in New Zealand not so long ago. Their designs represent a deep reflection about the symbolism contained in national flags, which is in our case arises out of the children's desire to be inclusive, to show a sense of place and belonging. I imagine they would like to wave their own flags at the next Olympics!

Anja Grapentin
Class 6 Teacher

One of the most important aspects of Early Childhood is to instill in our children that the world is good. This deep inner sense is essential for the young child, as it will lead to the feeling of gratitude.

Gratitude becomes especially visible in our love for nature. The very young child observes us with their whole being — how we care for each other, ourselves, for the animals around us and our gardens. If we as parents and educators display this care and gratitude, we will instill this in our children. This wonderful wisdom inspired by Rudolf Steiner is so simple but it can so easily get lost in this fast world of ours, more so than ever in this time of fear and uncertainty.

The children at Playgroup have been most helpful in the garden and some children have taken it upon themselves to rake leaves for our compost bin, in preparation for spring. We have been finding magical treasures in our garden, like little Dandelion Puff.

We also have been over to the Farm, where Farmer Andrew helped us shovel some compost into our wheelbarrow to plant our climbing beans. Some children are putting the little bean seeds into the warm mixture of soil we had prepared. To the delight of most children we discovered some earthworms and the children experienced holding them gently. Some children wanted to know what the worms do, prompting a lively discussion, before we put them back into the soil, so they could do their busy work.

The children are also very eager to help care for our hungry silkworms, who need a lot of cleaning and feeding.

This week, I finished setting up our bean teepee and hopefully by the time our beans are breaking through the earth to greet the sun, the children will be there to witness it.

Warmly,
Carina

We feel so grateful to have had our Class 7 Dance main lesson at the start of this term. There's something special about dancing together that can't be easily replicated on Zoom! Hopefully our Class 7s are taking the skills they learnt and teaching their families some new moves during this latest lockdown.

The lesson was divided into three parts — theory, choreographed dance and fitness. Clare looked at various forms of dance from a theoretical perspective, focusing on Hip Hop. William took the fitness, stretching and strength-building component, and Renee helped the students choreograph a dance in small groups. She was ably assisted by India Grant, a former Shearwater student and dance teacher who has recently returned from  working in London.

The highlight of the lesson was a performance of choreographed pieces in small groups. According to Renee,  “The Year 7 group had an outstanding dance performance. We were blown away with their enthusiasm, attitude and group camaraderie. Each group choreographed their own expression of dance, which highlighted their strengths of creative thinking and working so well together. A massive congratulations to all of those who gave it a go, and in turn, realised they have got the groove inside of them”.
​
Many thanks to Renee and India, and to all the students who dared to bare their souls and dance with such grace, beauty and courage. As we reflect on the year during this challenging period, this surely has been a highlight for many.

William Keyte
Class 7 Teacher

 
Our Year 10 students have recently spent a term investigating some of the chemical and physical properties of alcohol. At Shearwater, Year 10 chemistry is about demystifying this substance that many teenagers are rightfully intrigued by. 

We began with grapes! The students spent a morning feeling what it might have been like in a rural village at grape harvest time. How many of us have the opportunity to feel grapes between our toes? The strong inner structure of the grape demands a lot of force to crush it. How much sugar do you think is in a litre of grape juice and how can you tell? To find out the students measured the density of the juice with a hydrometer and were surprised to find that their juice contained as much as 250g of sugar per litre. That’s a lot of sugar!

They added the fungus that we know as yeast and waited patiently for the fermentation to happen. Those little dry granules of yeast really didn’t look like mushrooms but they certainly transformed the sugar into alcohol.
No one was particularly impressed with the wine but then we weren’t stopping there, that was just a means to obtain a much purer sample. After understanding that alcohol and water have different boiling points they were able to fractionally distil a much purer alcohol sample. How pure? Well, to determine this they went back to density – that had worked for sugar. This time though they first needed to make an instrument that could float in the alcohol and calibrate it with solutions of known percentages.

Glass blowing the hydrometer was a challenge but fun regardless and they soon recognised their samples were between 80% and 90%.

What to do with this precious material? Burn a little of course! It burns with a beautiful ghostly blue flame – hard to see in the light. It was way too precious to waste it all like this though the thought of that did appeal to some students. We used the remainder to extract the essence from calendula flowers, exploiting the solvent and preservative properties of the material we were now calling ethanol, to make a tincture.

A project was beginning to take shape. What else do plants have to offer besides sugars? A walk around the farm took us to the herb and fragrance gardens and we came back with lavender, lemon myrtle and tea tree.

Using a steam distillation method we were now able to extract fragrant essential oils and hydrosols from the plants that might be useful in making a product.

Using some of the remaining ethanol and butyric acid (found in breast milk, parmesan cheese, body odour and vomit) we synthetically produced a chemical that smells like pineapple but in a ‘fake pineapple lolly kind of way’, according to one student. This really brought home why those little bottles of essential oils cost so much – ‘so many leaves distilled and so few drops of oil gained’ according to another. It also reinforced why cheap food and cosmetics used artificial flavours and fragrances. It was so easy and cheap to make so much.

After purifying some bees wax and learning about emulsions, we combined a high quality carrier oil with our wax, hydrosol, essential oils and calendula tincture to make a hand cream of the finest quality ingredients.

As for me, I love teaching this unit. It’s fun and it really looks like you imagine chemistry to look – lots of glass tubes with exotic liquids dripping from them. The students thought so too. We are slowly perfecting the hand cream, perhaps you’ll be the lucky recipient of a bottle sometime.
 
Gerard Braithwaite
Science Teacher

Dance has existed as a vital part of every known culture throughout time. It is a distinct form of nonverbal communication that uses the body as an instrument of expression, articulating the culture and society from which it emerges. In Year 9's recent Dance unit, we focused on Latin American Salsa and contemporary Hip Hop. We studied the different cultures these dances developed out of and linked the two through a growing  understanding of the need for dance in oppressed societies, specifically Cuba and the Bronx in New York.

Learning to dance and learning through dance allows students to apply their own experiences through a different language. Students learn to express ideas creatively as they choreograph, perform, and analyse dance as works of art.

At Shearwater, we focus on three main strands through our schooling: beauty, truth, and goodness. Between  the ages of 14 to 21 the focus of our education is truth. At this stage of development, we see in our young people a righteous indignation for the wrongs in the world, specifically when faced with injustice, unfairness, and hardships that they themselves may not have previously understood. Through the study of oppression in Cuba and African-American communities in the US over the  the past 100 years, Year 9 have come to understand the power of dance and the freedom that it brings.
 
Siobhan Hungerford-Gerth
High School PDHPE

Our Class 4 children have begun their journey of being 10, seeing the world through different eyes and taking an interest in the details of life around them. With this in mind, we have extended their horizons through mapping and local Bundjalung stories. Viking myths and legends support their adventurous new selves, where acts of cunning, bravery, trickery and loyalty appeal to the 10-year-old child.

Fractions were introduced with cooking and mathematics have become a new interest within the class, as the children begin to see the logic of number and take on new processes, carefully assessing whether there is a trick or if the facts still add up!

A view of the history of writing, stretching back to cave art, cuneiform, hieroglyphics and into modern written language, culminated in the gift of a calligraphy pen. Received with joy, the children are now exploring their writing styles.

We have also begun the study of Japanese language and the children have been working with Katsuko, building a basic knowledge bank of greetings, counting and some traditional writing and stories.

The class is currently working on a clay construction - each building a Viking ship with care and determination. The children’s independence with their work grows exponentially as they listen to the directions of their wonderful clay teacher, Ben, moving forward with confidence.
 
Amidst all of this learning the class has also enjoyed plenty of healthy physical fun. This year, Class 4 joined the upper Primary School at the sports carnival for a day of vibrant interaction, where they raced, hurled and leapt, cheering each other on regardless of ability or skill. Off the field, Spaghetti Circus has had the children tumbling, balancing and turning, with plenty of laughter.

Watching them achieve physical dynamic demands, and seeing the surprise and pride on their faces when they manage the challenges, is wonderful to observe.

Julie Marx
Class 4 Teacher

Here at Preschool, we have been enjoying the amazing weather - lapping up as many sun forces as we can. We have been out and about on the Farm, meeting our beloved farmers, who often feature in our stories at Preschool - our new friend Farmer Spike; our trusted old friend Farmer Andrew; and don't forget our much-loved gardener Renate, who the children flock to like bees to honey, wanting to help with any busy jobs she may have. 

Also in our stories is Nic Nac Gnome who lives in the very big trunk of Grandfather Fig Tree. He uses a special curly key to unlock his door. So, when we went past the grapevines on the Farm, each child found their very own curly key before we headed over to Grandfather Fig, where the the children searched and searched, all over Grandfather Fig's big roots; in tight little corners; and way up high into those ever-reaching arms, until they finally called out "we found the door!". 

After all of our adventures under the sun, we sat underneath the shady branches of Grandfather Fig and enjoyed a delicious picnic while we watched the High School children practice their high jumps.

How blessed we are to be part of such a special school, with so much to do and see.

We are looking forward to seeing what the farmers are doing next week! 

Susan Denney
Preschool Group Leader

In the High School here at Shearwater, we strive to offer our students unique learning opportunities that go beyond the subject syllabus content and align with their stage of development. We know that the 14year-old is developing their sense of self and their capacity for thought. So, our Year 8 students engage in a personal interest project (PIP) and embark on an individual learning journey. This path of discovery enables them to feel a sense of ownership over their learning, as they follow their own passions and engage with the wider community, seeking mentorship from people with related skills and interests.

Students learn how to plan, research, execute and document a project. They learn the value of good time management and communication skills. They build resilience through sustained will activity and having to overcome obstacles. Currently we have many different projects on the go, due to be completed and presented on August 24th. These include a magazine, jewellery, tarot cards, clothes, a novel, books with illustrations and creative writing, a bed, a skateboard, a table, photography, painting, drawing, ceramics, a guitar, refurbished bikes, a bike ramp, learning new skills, a cookbook, a podcast, an online course, embroidery, farm renovation, a custom computer, a Lego diorama, a golf book, an environmental film, chest rub, a quilt, crochet, a bushwalk, a custom basketball jersey, a mirror and many other wonderful things.

As a teacher, it is very inspiring to see young people taking responsibility for their learning and working through challenges to find creative solutions. Although I look forward to seeing the finished products and hearing the students speak about their PIPs, the journey is so much more valuable than the end result. My hope for these amazing young people is that they learn from this experience and move forward with a stronger belief in themselves and their capabilities; that their love of learning is nurtured and that a curiosity in the world and connection to the community is fostered.

In the woprds of Rudolf Steiner, “our highest endeavour must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility – these three forces are the very nerve of education.”​

And, in the words of the students:
“I have found PIP really exciting and when I get past obstacles I feel a sense of accomplishment.”
“I tried something I wouldn’t have otherwise for PIP and I have really enjoyed it.”
“If you put so many hours into something you love it is worth it.”
“Getting everything together on time is a bit challenging but it’s a good experience for future events and teaches you to keep going when things are hard.”

Anna Delzoppo
Year 8 Guardian

In a time of uncertainty, it is a privilege to be a part of the Shearwater community and to be held within the sanctuary of Class 1. To arrive each morning to the sound of roosters crowing and cows mooing, to see the waterfalls after rain, tumbling down Koonyum Range – all of this is nothing short of a blessing.

Class 1K has had a beautiful first half of the year and, as we enter into Term 3, there is certainly a feeling of having settled into what it means to be a part of Primary School. The children have enjoyed many whole-school activities such as Swimming Carnival, Bush Dance, Autumn Festival and Winter Festival and on a weekly basis they are overjoyed to have their Class 5 buddies join them for games and reading. It has been an invaluable experience for the class to have the older children to look up to and be inspired by, and Class 5D have been truly exemplary students to have as role models.

Reconciliation Week was a very significant and celebrated week for us. We read, drew and reflected on many indigenous stories and participated in Wear It Yellow Day, an initiative of Children's Ground, an organisation for Aboriginal and Torres Strait Islander Children, which was begun by the family of a student in our class. The children dressed up in all the yellow they could find and we were very lucky to have Mudjai share some yidaki/didgeridoo and stories with us. During gardening, we picked a basket-full of White Aspin bushfood with our knowledgeable and beloved Nadia, which all added to the yellow of our day!

This term, we have started our Local Surrounds main lesson while also celebrating NAIDOC week, where every morning circle is about honouring nature and community through the words, songs and chants of First Nation peoples of America and Australia, including two songs from Mer Island in the Torres Strait. We share stories while passing around a talking snake, where each child has the chance to share something about their family, where they live, what they hear and see from their homes, and ways they think we can help to take care of nature. The children are also learning how to map their local surrounds including the classroom, their homes and other parts of the Budjalung Nation.

Last Friday, we went on our first excursion to the Three Sisters Walking Track in Broken Head. The children had a wonderful time looking out for whales, exploring the rock pools and rock-hopping in the little sandy cove beside the ancient sister-ancestors, who remind us to always heed the warnings of our elders and take care when swimming in the rough seas.

Here is a simple but pertinent Navajo prayer that we recite in our morning circle, to guide us through these times. May we strive to create beauty in our world - in our thinking, our feeling and our doing.

I walk with beauty all around me.
I walk with beauty before me,
I walk with beauty above me,
I walk with beauty behind me.
Let all my thoughts be beautiful!
Let all my words be beautiful!
Let all my deeds be beautiful!
I walk with beauty all around me.

Kia Moon
Class 1 Teacher

​In Birdsong Kindy, we have started the term celebrating many six-year-old birthdays! Each child has a birthday celebration throughout the year. Parents send stories honouring each year in the birthday child's life, to be told with the lighting of the candles. We sing our Kindy birthday song and the child is gifted with a birthday crown. Each crown is hand-dyed and stitched and imbued with love. The children receive this gift proudly, knowing it was made especially for them. One birthday child even wore theirs to bed this week! Each child in the class draws a picture to be bound into the birthday book, and messages are added, thanking the child for all the gifts they bring to our kindy. To finish our celebration, we enjoy fruit sticks made by the birthday child's family.

The six-year-old birthday is an important one to honour. The Kindy year can bring many changes, physically, socially and emotionally. We support the children in Kindy by viewing them with kind eyes, knowing they are all experiencing a transition and are striving to find balance and harmony within themselves.  We set out our days and weeks with a strong routine and rhythm, helping them gain confidence in the familiar while they grow and change. We also hold consistent, firm and loving boundaries for the Kindergarten child, knowing that children look to adults for guidance, acknowledging them as individuals while supporting them to participate safely and harmoniously within the class setting and the broader community. 

Outside we continue to enjoy the glorious winter sun. The children run, jump, climb, balance, build, carry, push, monkey bar and expand their bodies, working on muscle development as well as gross motor skills. We balance this "breathing out" with our "breathing in" times; story, drawing, craft, baking and painting, building on concentration and fine motor skills.

Kat Barwick
Kindergarten Teacher

Leaving Your Mark on Country (detail), 2016, Libby Harward, painting and multimedia installation. National Museum of Australia


​What an incredible time to be teaching! As a primary school student I learnt about a 'peaceful' colonisation of Australia. Now it is a bittersweet experience to be teaching a much more truthful version of the events that transpired between 1770 and 2021. 

Our journey has taken us from a somewhat incomprehensible understanding of more than 60,000 years of life and culture belonging to the First Nations People, to the Doctrine of Discovery that empowered terra nullius and an invasion, through policies of 'protection', assimilation, social activism, self-determination and recognition.   
We have looked at these times through the lenses of relationships and land. We attempted to look at both sides of the story.

Artist Ziggy Ramo asks us as Australians:
Gather 'round, people, and I'll tell you a story
Two hundred years of history that's falsified
British invaders that we remember as heroes
Are you ready to tell the other side?

Paul Kelly and Kev Carmody spelt it out for us when they said:
But this is the story of something much more
How power and privilege cannot move a people
Who know where they stand and stand in the law.

And both sing: From little things big things grow.

The children have especially enjoyed learning the story about the Wave Hill Station walk-off. A tale that not too many Australians know well enough. Please feel free to look into it a bit deeper.
​
Nick Vuorinen
Class 5

Our Year 11 Philosophy students had a recent visit from School Liaison Police Officers, Brooke and Clare, from the Youth and Crime Prevention Command, as part of their law, morality and ethics unit. As well as trying out the cuffs, the students learnt more about youth crime, violence, and anti-social behaviour in NSW and the role of the police in these issues. The class had some excellent questions for the visiting officers and felt that the content was relevant and pitched at the right level. In addition to the educational value, the students were reminded that the police are responsible for keeping the community safe, and that they welcome interactions with young members of the public.

It has been an active term for our students, beginning with the annual cross country carnival for Classes 4 to 6. Their enthusiasm and sportsmanship were contagious, as was their determination, with even the fastest running more than 12 minutes without pause, and house captains coming up with some creative chants and cheerleading routines in support. 

​Students from Classes 7 to 10 were busy practising their volleyball skills in preparation for the carnival with Cape Byron Steiner school on May 21 and 28 - a great mix of competition and social interaction, which the students really enjoyed. This is something we would like to continue with other local schools and sports.

Sport elective Year 9 and 10 students have been surfing this block lesson - a magical time to be out in the surf. Students had some experienced staff sharing their skills and knowledge and were amazed at how much detail is involved in having a safe and enjoyable surfing session. Watch this space for more news on the High School surfing program.

Students from Class 3 to 6 are currently enjoying gymnastics and circus classes with Spaghetti Circus as part of the Australian Sporting Schools program.

Thank you to the supporting staff from all areas of the school that contribute to these fabulous and fun events for our students.

Magnum Brotto
PE Teacher

ShearTheatrix and the Year 11 Drama students are deep in rehearsals for their production of TWO - a bittersweet comic drama by Jim Cartwright, which will be performed in the Shearwater Hall June 16 to 18.

Traditionally set in an English pub owned by a savagely bickering husband and wife, the play is a study of relationships, where human beings must navigate the landscape of their own belief systems and experiences and those of others. The play explores this in a way that is both moving and humourous, through a series of vignettes featuring 13 characters, over one night in a pub.

Set in the the 1970s, in the Universal Pub, our production of TWO explores relationships that mirror our own experiences, or those of our friends and family. Through this witnessing we welcome insight as well as compassion for ourselves and others.
 
Come and grab a (non-alcoholic) drink or snack at the bar and enjoy Ross Nobel and Friends' pub tunes amidst the antics of our wonderful cast of characters. Don't forget to pull out your 1970s threads for a night to remember.

Doors (and bar) open at 6.30pm for a 7pm start. Show runs for two hours with an interval. Tickets are $20 for adults and $10 for students (with a special price for Shearwater Year 11 students of $5). Not recommended for Primary students. 
​
Click here to book. Bookings open Friday June 4 at 5pm.​

April Galetti
Drama Teacher