Middle Years Anthology

19 December 2016
Issue One
Poetry
Amazing Essays
Myths and Legends
Grade 5 Information Reports
Narratives
Farewell Letters
The Lakes South Morang P-9 School
Middle Years: (03) 9401 3919 Early Years: (03) 9404 9000
80 Jardier Terrace
South Morang, Victoria, 3752
AU

Poetry

Poetry as a form of creative writing gives students an opportunity to express themselves through figurative language and imagery...

...

Autumn Leaves

 

While orange leaves fall

On a brisk autumn morning

The blue lake sparkles

By 

Haylee Klingenberg

 

Winter

 

  A cold, cloudy day

The sky is covered in fog 

Rain drips down my face

By 

Danielle Z

Gun Laws
 

No one can feel safe 

Until a gun law is made

America needs to change

It's turning into a shooting range

 

They call themselves 'leaders'

But they get rid of big guns instead of all

You can't even feel safe

Inside a shoppping mall anymore

 

How could they ignore this again?

Why not put to action what your country recommends?

I hope they're aware, the next time there's a shooting,

Half of it is on them.

 

By Danni Colosimo

 

 

Refugees

 

Their home is no more

Just a battlefield of greed

Therefore they must leave

 

Why must life be cruel

We tell them to go back to where they came from

We tell them they cannot:

 

Share our food

Share our homes 

Share our land

 

Instead we build walls to keep them out

These people are just like us

Don't be so ignorant to think that the world can not be another way

 

 

Asylum Seekers
 

The boats are coming from near and far

Filled with warn down souls, hearts full of hope

Hope to start anew

Leaving their old lives behind

Full of fear and poverty from war

With dreams of paradise and welcoming arms

Yet the promised land's doors are closed

 

By Noah Geddes

Amazing Essays

Where Eagles Dare: film review
By Ethan Gibson-Booth - Year 8 Media Studies

 

Forbidden peaks high in German territories, beautiful spies, non-stop action and a rousing plot makes ‘Where Eagles Dare’ a movie that’s hard to keep your eyes off. This Alistaire Maclean action adventure, directed by Brain G Hutton was made in the 1960’s and set in WWII. Seven British soldiers with the aid of American, Lieutenant Schafer, played by the young Clint Eastwood make up a team of commandos led by Major Smith, who is played by Richard Burton. It starts off with the commandos parachuting out of a plane where they must complete ‘mission impossible’ by infiltrating an invulnerable alpine castle called Schloss Adler (Castle of Eagles) guarded by Nazis and German secret forces. But wait, what other agendas does Major Smith have on his list? With the film’s range of plot twists and clever cinematography that helps create feelings of mystery and tension, ‘Where Eagles Dare’ hooks the audience in for an intriguing and complicated film. 

 

‘Where Eagles Dare’ is a movie that will continuously keep you on the edge of your seat with its diversity of scheming twists that will leave audiences confused at times and guessing about its unpredictable ending.

Whether it’s the suspense filled moments when a character dies or when Major Smith has to find out his true allies and enemies it will definitely leave you both intellectually and emotionally rattled while it has you cheering for the violence and action. Who doesn’t like seeing Nazis get blown up? This movie is definitely directed at an older audience, one that likes mystery and a complicated plot that gradually builds suspense as it manipulates the emotion of the audience; not a surprise coming from the author that brought us ‘The Guns of Navarone’. The younger viewers on the other hand may be unappreciative of the movie’s physiological trickery and plotting, as well as its old fashioned action and use of effects compared to modern day movies with all their computer generated images.

 

The action film uses a variety of different shot types, cleverly edited together to provide the audience with a sense of mystery as it helps lead the audience through the plot. ‘Where Eagles Dare’ is definitely a movie that you will have to experience more than once in order to unravel the deeper layers of meaning. After the commandos parachute out of the plane the film presents you with a close up of the impenetrable fortress waiting ahead of them. Viewers are bound to think ‘wow, they have to get into that?!’ Another example of the film’s use of clever shot types and editing is when Major Smith is fighting on a sky rail and one of his Nazi enemies meets a grisly end. The way this scene is shot adds to the climactic tension that engages the audience in a highly effective way.

After weighing up the evidence the film ‘Where Eagles Dare’ intrigues the audience through its use of complicated and surprising plot twists, magnificent scenery and its variety of shot types and clever editing. It all adds up to tension and mystery. It’s truly a movie that won’t leave you disappointed.

The imposing & impenetrable ‘Schloss Adler’.

Percy Jackson and the Lighting Thief is a film that explores power, friendship and revenge. Discuss.

 

 

The film Percy Jackson and the Lighting Thief (Chris Columbus, 2010) is about a teenager that has discovered that he is Poseidon's son while struggling to get his mother back from the underworld. Revenge is a theme throughout the film as Percy is challenged by Medusa, a Hydra and many others. Power is a major theme in this movie as Percy and his friends face powerful figures when collecting pearls to bring back his mother from the underworld. Friendship is a key idea as Percy and his friends look after themselves, and each other along the way.  

 

Revenge is a theme throughout the film as people hunt Percy for the Lighting Bolt. When trying to collect the pearls, Percy had to face Medusa, Luke and other mythological beasts, including demigods. Mrs Dodds, a substitute teacher, who turned into a fury, attacks Percy and accuses him of being the thief: 'Where is the Lighting Bolt?' When trying to bring the Lighting Bolt back to Olympus, Percy's "friend" Luke who had betrayed him by trying to conceal the Lighting Bolt in the shield, demonstrated his desire for revenge when he claims to " ...want Olympus crumbling down!"  

 

Power is a major theme in the movie with characters hoping to have the power to defeat Percy for the Lighting Bolt as they believe he has stolen it. Percy has the power of exploding water as his defence as he is Poseidon son. When Hades was looking for Percy he said "Percy show yourself" and Hades showed him his kidnapped mother. Luke desires power as he wanted Olympus to have a fight of the gods that would lead to war, as he said “I want Olympus crumbling down!" When Percy was leaving to go to Olympus and hand back the Lighting Bolt. Percy hoped to stop the war of Greek Gods and Goddess after Luke had betrayed him.  

 

Friendship is a key point with Percy Jackson and his friends, as they  look after each other throughout the film. When Percy had just found out that he was Poseidon's son after he was attacked by Gabe his stepfather, Grover said" I would give my life to protect you Percy". Percy also has a "friend" named Luke that turned out to be a deceitful person as he wanted the gods and goddess to have a war.  

 

Percy Jackson and the Lighting Thief shows themes of revenge, power and friendship. Percy's power to control water allowed him to defend himself and the ability to defeat others; Annabeth and Grover supported Percy throughout his struggles and difficult times with beast and demigods. The three themes that are demonstrated throughout Percy's treacherous quest to return Zeus' powerful lighting bolt. 

 

By Ryan Hibbert 

The Science Fiction genre prompts us to think about what it means to be human through hypothetical situations. Discuss with reference to the film I,Robot.

 

 

The 2004 Sci-Fi film I-ROBOT, directed by Alex Provas, is a movie based off the future predictions that robots will become a part of our everyday life. It presents us with the story of a future society where robots are involved thoroughly. It makes us consider what it means to be human, the difference between mechanical and biological, or how we differ to robots with logic and emotion, or if us humans have free will or our actions are determined by our past experiences. It makes you think, but is there really an answer?  

 

The definition of mechanical is 'operated by a machine or machinery', and machine is defined as 'an apparatus using mechanical power and having several parts, each with a definite function and together performing a particular task'. Robots are considered machines, but when is a human considered a machine? Can a human even become a machine?  In the movie I-Robot, we are exposed to Detective Spooner having a mechanical arm, and three ribs. This prompts us to consider what it means to be human, when will Spooner be considered as a robot? What if Spooner lost more than just an arm and a few ribs? What if he lost his whole lower body, making his legs machine? Would we still consider him human? Or would the mechanical aspects of him overrule his biological features? Technically, a human would become a machine when all biological features are gone, for example the soul or human skin/body. What if all emotion was lost? Wouldn't that mean that we would lose what basically makes us human? The loss of all emotion could be considered as becoming a robot. There's a saying when people are acting cold heartedly or emotionlessly, that they are acting like robots. What if that is taken literally? What if we lose all emotion, the prime reason why we are human, would that make us machine? Machines don't have feelings or emotions, if we lose that aspect of us, what would that make us? People consider the soul to be the holder of our emotions, but where and what is the soul? Where is it and why does it exist? The movie makes us consider if robots could evolve and form a soul. They talk about "Ghosts in the machine, random segments of code that have been grouped together to form unexpected protocols. What might be called behaviour. Unanticipated, these free radicals engender questions of free will, creativity and even the nature of what we might call the soul..." Unexpected programming that forms unexpected outcomes, what if our body, mind and soul worked like that? Robots are seen as "all lights and clockwork" but no heart/soul, but if that is so, how did Sonny have emotions? Was it them evolving, or an unexpected protocol formed by ghosts in the machines? And if so, would they become biological beings?

 

In the movie, Sonny is portrayed as a robot with emotions. We believe that he was created by Dr Lanning with a secondary emotion processor. He acts on logic, like all robots, but he can also act on emotions and feelings. This makes us think about how humans act, and what they act on. Are humans more logical or more emotional? We act on both emotion and logic, but are we more logical or emotional? Wouldn't you agree that most decisions that humans make are based on emotion? With the situation that Spooner was in, a human would've saved the girl, purely based on emotion. But the robot saved Spooner because he had a higher chance of living.m

 

Do you believe that our actions are caused by our own free will, or do you believe that we are all programmed by our experiences? It's confusing to think about, but what if we don't have as much control as we think? We believe that we do whatever we want, what if we are completely wrong? What if we have no control over what we choose to do and how we act on certain things? It seems insane to think about, almost even scary, that we could have no immediate control over our actions, and they are based on our past experiences being "programmed" into our mind, making them almost impulse in a way.

 

In conclusion, the film I-Robot makes us consider what it means to be human. It makes us think about what makes us human, like our biological features compared to a orbits mechanical. Or the fact that we have emotions and logic, whilst robots only have logic, and whether we have free will or our actions are determined by our past experiences. These are all good questions, some with no answers.

 

By Cloe Buick

 

The Science Fiction genre prompts us to think about what it means to be human through hypothetical situations. Discuss with reference to the film I,Robot.
 

The 2004 film I, Robot, directed by Alex Proyas, is a Sci-fi/ thriller set in the year 2035, where robots, programmed with the Three Laws to keep humans safe, are part of society. The movie follows the story of Del Spooner, a technophobic police detective, investigating the death of U.S. Robotics founder Dr. Alfred Lanning. He suspects a robot named Sonny murdered him and with the help of robotics expert, Susan Calvin, they realise this robot may not be everything he appears to be. The film explores questions of free will and what it means to be human as well as ideas regarding logic vs. emotion.

 

It could be said that Spooner is part robot and for this reason we could say that he is not fully human. After Spooner loses his left arm in a car crash, he becomes part machine. This acts as a constant reminder to him that he is not fully human, thus causing self-loathing and part of his technophobia. Self-loathing, meaning self-hatred, can be seen in most scenes where technophobia is show, as both terms have a strong link. Fear and hatred of one’s self is shown when Spooner fights with the robot at the highway. The fact that Spooner had to use his left arm in the fight as a last resort meant he had expose himself to prejudice later on, when the two officers were staring at him. It could also be said that Spooner is not proud of robotic arm by the fact that he hides his can of synthetic skin when Dr Calvin visits him. Even though his arm acts as a burden, on the other hand, it allows him to drive by hand; something other humans cannot do. This brings up the question of whether or not Spooner is considered ‘human’. Judging by the fact that Spooner is sentient and aware of his own existence, we could agree that despite being part machine, he still processes qualities which would qualify him as ‘human’. Qualities such as selflessness and empathy can be seen in the car crash scene, while other qualities such as prejudice and persistence as shown while investigating Dr Lanning’s death. Beings that do not possess these qualities, i.e. Robots, are not considered human, so we can safely say that Spooner remains human. So are all robots emotionless? Well, that seemed the case in I, Robot until Sonny came along. “Sonny has the three laws, but he can choose not to obey them.” The ability to have free will meant Sonny could do anything, but as Spooner and Dr Calvin learn, it also means he develops emotion. Being ‘human’ does not necessarily mean flesh and bones, as Spooner and Sonny prove, it means being able to feel emotion and have free will.

 

The film I, Robot, makes us consider what it means to be human by highlighting the opposing ideas of logic and emotion. Logic, defined as reasonable and scientific thinking, is used by humans and robots. Robots are believed to work on logical processing alone while humans use both logic and reason. We see examples of this in the film such as when VIKI tries to ‘save’ humanity. Her intentions are debatably positive but the fact that she had no emotion to guide her caused the sentient beings, Sonny, Spooner and Calvin, to destroy her. “It just seems too heartless.” Beings that do not have emotion are seen as a threat because they are not capable of making emotionally based decisions; such as saving a girl from drowning rather than saving the ‘logical’ choice, the one with a higher survival rate. “11% is enough. A human would have known that.” Thought without emotion is dangerous, as VIKI proves, but is it possible to create artificial intelligence with emotion? Emotions are known to be expressions of the soul, so how can a robot experience them? Dr. Lanning suggested that one day robots might naturally evolve and develop a soul, “One day they’ll have secrets. One day they’ll have dreams.” This all seemed fantasy until Sonny, a robot with free will, makes an appearance. He claims to have dreams and overtime develops a broad understanding of the world. I, Robot highlights the importance of logic and emotion, giving us an understanding of what ‘human’ supposedly is. Humans learn much needed emotion and reason through interaction, making us wonder if robots may very well one day develop the same intelligence we have today.

The film highlights the importance of free will and determinism, which prompts us to ask the question: Are humans programmed or do we have the nature of free will? Robots, like all other machinery, are programmed to perform certain tasks, as seen in ‘I, Robot’. They have limited actions, which are pre-determined, and do not possess the nature of free will due their lack of emotion. A human, on the other hand, possess both logic and emotion. This brings up the question of whether this can be seen as free will or determinism. Free will is defined as ‘the power of acting without the constraint of necessity or fate’ while determinism means ‘the doctrine that all events are ultimately determined by causes as external to the will’. The idea that all actions are pre-determined makes us wonder, maybe robots aren’t all that different to humans; and Sonny is a perfect example. His programming enabled him to learn human emotions, allowing him to experience things through a ‘human’ perspective, giving the impression of free will. In fact, Sonny could very well be a human if not for his robotic appearance! So does that make us robots? Are we programmed with free will, like Sonny? The answer varies from person to person, and determinism vs. free will is now a common debate amongst philosophers. Some argue that every decision we make can be pre-determined based on past experiences, and therefore, there is no such thing as free will. Free will may be one of things we humans lack the knowledge and capability to understand.

 

As you can see, the film prompts us to consider what it means to be human through hypothetical situations. ‘I, Robot’ highlights the opposing ideas of free will vs. determinism, logic vs. emotion and mechanical vs. biological. Our current reliance on technology could potentially bring up a lot of issues if robots, like Sonny, become sentient. Can robots that develop a soul be considered human? Will they possess free will? Hypothetical situations in films such as ‘I, Robot’ may hold the answers to many of life’s big questions regarding the past, present and future of our society.

 

By Joanna Nava Orozco

Myths and Legends

In Year 7, students explore how Myths and Legends have helped to shape different cultural undestandings and entertained people across the ages. They use their experience of mythology to create their own myths or legends. 

The Emu's Egg

 

Savanah and Sabira

 

The Myth of Volcanoes

 

The Beast

 

Grade 5 Information Reports

Writing information reports requires students to research, summarise and logically order information under headings that fit with their chosen topic. The Year 5 students selected an interesting animal to research and report on. 

 

Grey Wolves


The Grey Wolf is part of the Canidae family (or simply the dog family). It's scientific name is Canis Lupas. The Grey Wolf is an animal that looks nearly exactly like a dog. They mostly live in North America and they hunt and scavenge for their food there. Grey Wolves are nearly classified as endangered, although their litters are reasonably large.

Appearance:

Grey Wolves can range in shape size and colour. They can be grey, black, white, brown and red. They can even be a mix of the above colours. Their fur is thick with a soft undercoat. A Grey Wolf's fur is short in the summer and long in the winter. A Grey Wolf can weigh from 25-60kg, they can be from 60-90cm tall and they are usually about 1.5cm long. They have long legs which help them run at up to 48km per hour. A Grey Wolf's paw has bristles that help it walk on slippery surfaces without falling over. Like most dogs, a Grey Wolf walks on its toes. They have hard and blunt toenails.

Habitat:

A Grey Wolf is highly adaptable to most environments. They are found in deserts, forests, mountains, tundras and plains. They mostly live in Canada and Alaska. When a Grey Wolf chooses a habitat, it needs to be big enough to supply prey for the whole pack of wolves.

Diet:

Grey Wolves are carnivorous animals, which means that they eat meat. They hunt and travel in packs of 7-8 wolves, killing off weak and injured hoofed animals (such as Elk, Deer, Caribou and Moose). They also eat small animals (e.g. Rabbits and Beavers). Grey Wolves sometimes scavenge, meaning that they eat animals that have already died. They can eat up to 9kg of meat in a single meal. Grey Wolves have sharp teeth and strong jaws which help them eat their food.

Reproduction:

When a Grey Wolf chooses a mate to breed with, they usually have a life-long bond. The breeding season stretches from January to March. The litter size for a Grey Wolf is 4-7 pups. The female wolf digs a den and the pups are born inside the den. Grey Wolves are born blind and deaf. The pack cares for the pups until they are mature (10 months) and can hunt with the pack. Grey Wolves are ready to breed at 2-3 years. As a result of habitat loss, fighting over land with humans and the fear of Grey Wolves themselves, Grey Wolves are on the verge of endangerment even though they breed considerably fast.

Grey Wolves have their similarities and differences to domestic dogs, including their diet, physical features, habitat and reproduction.

 

Written by: Immogen Hallahan - Year 5

Hummingbirds


Hummingbirds (Trochilidae) are a member of the ‘Aves’ (bird) family. Hummingbirds come in different colours and sizes depending on the species. Hummingbirds are omnivores often found in tropical environments. Hummingbirds are also an endangered species of birds, as of habitat loss and climate change
 

Features:
Hummingbirds vary in colours and sizes, determined by the species of Hummingbird. They weigh 2-6 grams, and can grow up to 20cm long. Hummingbirds have a wingspan of 9-26cm long. An average Hummingbird has a lifespan of 4 years however, they can live longer. They are the only species of bird to be able to fly backwards, and their hearts beat 1,260 times a minute. Hummingbirds are very territorial birds, and they have been known to chase other Hummingbirds and larger birds, such as hawks, away. They have a long pointed beak and extendible tongue to allow themselves to gather nectar from deep inside flowers. Hummingbirds have special features, like their long pointed beak and tongue, to allow them to eat for survival.
 

Diet:
Hummingbirds are omnivorous birds. A Hummingbird’s diet consists of flower nectar, tree sap, pollen and insects. Their fast breathing rate, fast heartbeat and high body temperature require that they eat often. Hummingbirds also eat 2x their body weight every day, meaning they eat around 4-12 grams daily. Hummingbirds prey on insects and spiders for protein, especially when feeding their young. As Hummingbirds feast on things like pollen and nectar, they tend to live in tropical areas.


Habitat:
Hummingbirds are mostly found in the Western Hemisphere. They mostly live in warm, tropical places, and live in the bushes, trees and vines around them. Hummingbirds can also live in desert areas, coastal regions, forest regions and meadows. They migrate to warmer places to breed. Hummingbirds are facing extinction as of habitat loss and destruction.
 

Threats:
Decades ago, humans used to hunt Hummingbirds for their colourful feathers. Nowadays, Hummingbirds face extinction as of habitat loss destruction. The conservation status of Hummingbirds is endangered, and could result in extinction. Climate change also affects Hummingbirds. Climate change can affect the migration patterns of Hummingbirds, causing different species found outside their normal range, where food is harder to find. Hummingbirds are endangered as of habitat loss and destruction.


Hummingbirds are unique creatures, with special features and an omnivorous diet. These small, colourful birds are found in tropical areas and are threatened by habitat loss and destruction.

 

 

By Michelle Kim – Year 5

 

Swans

A Swan (also known as a Cygnus Atratus) is a type of bird found in most parts of the world. They rely on their habitat to produce their diet while keeping them safe from threats.
 

Features:
Swans are known for their unique features. There are over 7 known species of Swans such as the Black Swan, Black- necked Swan, Coscoroba Swan, Mute Swan, Trumpeter Swan, Tundra Swan and Whooper Swan. An average Swan has a weight of 10-15kg and a wingspan of 2-3 metres. Swans have powerful wing which help fly and scare away any threats. Swans have webbed feet which help paddle through the specie but also the area which it lives in.
 

Habitat:
Swans are found almost everywhere in the wold except in Africa and Antarctica. They live along large, shallow wetlands and open water. When it comes to laying eggs, Swans build their own nests out of twigs and leaves. A female Swan (known as a Pen) may lay 3-9 eggs at a time. The baby Swans are called Cygnets. Overall, Swans live in most places and their habitat is hugely dependent on their diet.
 

Diet:
Swans are hugely impacted by their diet to survive, they are omnivorous birds. Although they are omnivorous they have a very vegetarian diet. Swans eat underwater vegetation such as seaweed and other aquatic plants. Swans eat insects both in water and land and occasionally they eat small fish. Their long necks assist them to take their food from diving down. Although Swans are large and fierce birds today they are threatened by predators.
 

Threats:
Today, Swans are threatened by predators and their Conservation status stands threatened. A few natural predator of a Swan are wolves, raccoons, foxes and the human which hunts for the Swan’s meat and feathers. These predators are not only threating on the Swan itself but also the eggs and the baby Cygnets. These predators mean the Swan has to protect Cygnets from threats. Swans are also affected by water pollution which is caused by bacteria, chemicals and waste water. This makes the water unclean and makes living in water very difficult. Swans are also suffering from habitat and diet loss. Although Swans aren’t extinct, due to all threats the population is declining.
 

In conclusion, Swans are one of the largest aquatic birds that are known for their physical features and are found almost everywhere in the world. They are omnivorous birds and the number of them are decreasing due to the predator and other treats.
 

By Sithuli Mendis – Year 5

Koalas

 

Koalas, (also known as Phascolarectos Cinereus) are a grey, furrish animal that live in trees in the forest of Australia. Koalas are also herbivorous marsupials.

Koalas have a unique physical appearance for example, they have grey fur except for their stomach that is white. These herbivorous animals also have furry ears and human-like fingertips/fingerprints. Koalas eat a lot of leaves so they have special pouches in their cheeks to store leaves for later. From all the tree hugging, they can smell of musk and eucalyptus because of the trees in their habitat.

Koalas live in Queensland, NSW, Victoria and South Australia. You can only find Koalas in the wild in Australia. These hairy marsupials can live in places from coastal islands to tall eucalyptus tree forests and can live in the wild from 13 to 18 years. Did you know that Koalas have special eucalyptus trees? They have shelter trees, rest trees and food trees. To get to other trees, koalas have to rely on their hard claws and strong limbs to travel from branch to branch.
A Koalas diet are very few things. It mostly eats eucalyptus leaves but for most animals, eucalyptus leaves are poisonous to them but definitely not for the koala! They have a special bacteria that helps them to digest. Their average diet includes up to 500 grams per day! Did you know that the leaves that these marsupials eat are high in fibre and low in nutrients?

These herbivorous marsupial that live in Australia have been around since when the British settlers came to Australia! They should be here for generations to come!

 

By Jandrei Nava Orozco

Narratives

In later middle years, students are asked to create a narrative based around themes that are evident in the texts studied. This year, The Maze Runner and I, Robot were used to stimulate excellent discussion and wonderfully creative ideas.  

WiCKeD Goodness (fan fiction based on The Maze Runner)
by Apryl Christidis

 

She had been working at WiCKeD for a year; her job was to help with the preparation of sending supplies (and a new glader) every month. Throughout her time there, she was constantly told that “this is for the greater good”. Innocent people had been lost to the battle against the flare. Hannah sometimes wondered if a cure was worth the suffering of others. This very thought popped into her skull like a constant headache when her ears filled with her sister’s cries and pleas.

A bead of sweat rolled down Hannah’s forehead as she stared at her younger sister’s limp and unconscious body lying on the table. Panic started to build up inside the pit of her stomach like an unstoppable fireball. Her legs were shaking rapidly and her breaths became ragged.

She looked up at the older, round-faced woman, unable to fully comprehend what had been asked of her. Her head felt like a herd of elephants were tramping around her skull. “What?” she whispered weakly.

“You must make a choice, Hannah. You can choose us, where there is certain safety and a job: or you can go down there with your sister, where your memory will be wiped clean,” Chancellor Paige replied softly. “I know you’ll make the right decision.”

Hannah couldn’t believe her own ears. She had trusted WiCKeD. They had given her everything when she had nothing. Her parents worked there when she and her sister were little. When her mum and dad were infected with the flare, the staff became her second family. Knowing how easy it truly was to turn on them for the stake of their experiments hurt her to the core. She had to send the only family she had left down into the Glade, where she would be tested on and likely killed. Her heart felt like two people were tugging at it at once. She had seen the terrors that the gladers faced. The thought of going through the Maze horrified her.

She didn’t believe in good or bad. WiCKeD had done bad things for good reasons. They made the impossible choice to sacrifice a few to save many. Hannah knew that hurting a small minority of people to save humanity was so obviously worth it in end, but she still couldn’t do it. She still couldn’t bring herself to sacrifice her younger sister and send her to the harsh and dangerous Maze, knowing all too well what this would mean.

 “I’m sorry”, she murmured meekly. “I-I can’t do it. I can’t send her down there.” She did everything she could to blink back the tears, but they retaliated, sliding down her cheeks before she could stop them. The other scientists closed in on her, needles in their hands.

“You can’t do this,” Hannah managed to spit out, sobbing.

Chancellor Paige stood still and sinister, an ominous smile tugging at her lips. “This is for the good of mankind. I hope you’ll come to understand.”

Before Hannah could react, she suddenly felt hands wrap around her waist and a sharp pain in the side of her neck. She fell limp into the stranger’s hands as the world crashed around her in a messy blur. It felt like all of the blood in her body was rushing from her head to her knees in the sudden rush. Little black dots swarmed her sight and began to cloud her vision until the darkness consumed her sight.

“Good luck, Hannah … and remember, WiCKeD is good.”

Shisubeki hito/Mortal Man
 

"Chemicals, chemicals everybody loves chimicals. Toxify the earth with chemicaaaaaaaaaaaaalllls! Oh poop, there goes the bloody cyanide! Ugh! What a disgrace! Okay so where is lab sample 2139?" I hurry towards the other side of the lab to find the lab samples, finding random chmicals along the way. I decide to pick them, up becuase you what what? What harm could these chmicals do to a human? I quickly scan the lab to find the sample and as soon as I find it, I grab it like there's no tomorrow. Well, maybe I didn't grab it like there's no tomorrow, but I sure grabbed it like I was competing in the Hunger Games! I quickly, but carefully, rush back to the table where I'd been making my mini gas bombs; yes, mini, not large. I only had a short amount of time, since the building was filled with other scientists and I was positive that one of them would have seen my face (I mean my face is everywhere on thos stupid 'WANTED' posters). I put the finishing touches on the gas bombs and shoved them in my bag. Hopefully, I didn't set them off...

 

"Your actions are hazardous, you must be detained. Discard all weaponry immediately. This is for your own protection." Damn it, the bloody robots caught me, I knew this wan't going to last. I have to come up with a plan, a good one. I had two options: 1)Dig a hole and hide 2)Use my bombs. I stood there in panic trying to think of what I should do. Digging a hole seemed like a great idea but I had no shovel. That was it, I had to use my bombs. I drop my bag at the robot's feet and make a run for it. Everything was going as planned until I remembered that my phone was in the bag. The bag that I dropped, with bombss inside it. At this moment I knew my life was over. How could I? I left my phone in the stupid bag! I'm on the verge of crying but then I tell myself that it's okay and I can get a new phone later. After my little breakdown I actually try to make a run for it. I kick the bag hoping it'd hit something and set them off. I kick them to the wall and I hear a little pop. "Yessss! It worked!" I whisper to myself. I could see the smoke floating around the top and I instantly knew that I had a chance of surviving. 

 

The smoke got worse by the minute; I couldn't stay any longer. I've always wanted to see robots die from gas since they always die from a faulty battery or just some tech malfanction. I needed to spice it up a bit. Okay, this time I actually make a run for it and charge towards the door. "BANG!!" I didn't even open the door. I'm such an idiot. How does one run even run into a door? I must be really stupid or something. Alright third time lucky. I open the door and run out of the room. I run past all the labs and try to find my way back out to the main entrance. There were so many strange and scared faces looking at me that I stopped and thought to myself, "Am I really that ugly?" I resumed running, forgettting about everyone and how ugly I was; I didn't have time for this. I saw the big entrance and dashed right out - remembering to open the door this time!

 

As soon as I open the door: police. This time they're human. Oh wow, it's been so long since I've seen human police. I couldn't help but document this moment so I got my camera out to take a photo. As soon as I was about to click the button...."Put your hands up and drop all weapons! This is for you own safety!" I drop eveything and hit the ground. "What have I done?" I surrrendered. The police handcuff me and took me to the station. 

 

I'm sitting in a room filled with cameras. Literally everywhere. There were cameras under the table, under my chair and even one behind my head. My eyes pan around the room. It was so bright I had to keep squinting my eyes to focus properly. The doors all of a sudden open. "Chikagae, correct?" "Uh yes and you are?" I ask out of curiosity, wondering who this man is. "I'm Detective Tadashi". Detective Tadashi or whatever he says his name is starts asking me simple questions like, "Who are you?" and "What do you do for a living?" I still didn't get why he kept asking me questions as every time the detective would ask a question he'd always ask again why I surrendered so easliy. I simply answered with "There was nothing else I could do." Detective Tadashi stared to get angry. He slammed the doors and left the room saying he'd come back but I didn't think he would. Now I'm alone, in a greater state of confusion. All I wanted was to leave, that's all. Suddenly I regaind my confidence - I had a plan -I waited a couple of minute until Detective Tadashi walked back in. "Detective Tadashi, I've  got something to ask you." "Go ahead but make it quick." Before I asked the question I thought to myself that it's now or never. "So Tadashi, why are your robots absolute rubbish?" Tadashi started looking nervous, he had a drip of sweat running down his face. "I-I-I'm sorry Chikage but I think you've got the wrong robots", he replied but he was stuttering. Was I correct? Are his robot actually terrible? I thought carefully about what I should do next. Should I keep going or should I play along? I dedicded to play along and see where this goes. 

 

There was silence in the room for about three minutes until the detective cracked it. "Okay, how do you know so much about the robots!?" Tadashi asked in a very stressful manner. I sat back and stared into his eyes. Damn he must be serious about this. he was all sweaty and stressed. in a matter of seconds he was gonna lose it. "C'mon TELL ME!" Looks like Tadashi isn;t up for games. I lean forward giving him a little smirk. "Just tell me already!!" Tadashi was filled with rage at this moment, he couldn't handle it. "Ugh just tell me! I've sacraficed everything: my son, my cat and even my apple! Just tell me who you are." I honestly gave up. I moved my chair forward, removing the skull-like casing from the top of my head and came clean: "Tadashi, I am you robot son." 

 

By Amanda Tong

 

Farewell Letters

Finishing Year 9 is an event that evokes mixed emotions for students and their teachers. It is wonderful to see the students ready to step into senior years but for some, their experience of The Lakes makes it difficult to walk away without shedding a few tears. This year, some of the students chose to communicate their feelings in a Farewell Letter to the school. 

Dear The Lakes,

 

I don't know how to put this into words. I never want to leave! I have spent a decade - the majority - of my life here and it's so hard to say goodbye. Some of my best memories have happened here at The Lakes such as: creating so many amazing friendships, travelling to Queensland with so many talented dancers to perform with MAD at Nationals and so many more. 

 

Thank you for making the last ten years of my life amazing. I truly will never forget you.

 

All my love,

 

Erin x

Dear The Lakes,

 

I've spent 7 years in this loving place, growing year by year to come to this stage in my school life. I can admit that this school has become my second home because I have developed new relationships with my amazing friends and teachers. These relationships will stay in my heart. 

 

Through the hard times and the good, my friends have stood by my side and I hope that will not change when we move to new schools. I'll deeply miss everyone because they made me a better person, the person that I am today.

 

I can't wait until next year for all the new opportunities and goals that I will reach to achieve. Bring on 2017!

 

Giorgia

Dear The Lakes,

 

I don't think I will ever find the words to show how much I appreciate this school. The only school I've ever been to, with teachers I could rely on. Right from the very start in Prep, when the school first opened to Year 9 when I have to move schools, my schooling has been full of fun and happiness. I have always been proud of calling The Lakes my second home. I have made and lost so many friends but to this day I have the ones that will always be by my side. 

 

I want to thank you for welcoming me into The Lakes family and as the years have passed, we are welcoming more and more students into our class rooms.

 

I will be letting go of some people that mean so much to me and I'm so thankful that I met them here at The Lakes. Luckily, some of my closest friends are moving to the same school next year but no other school could be as fun and homely as The Lakes.

 

Goodbye and lots of love,

 

Sabrina

Dear The Lakes,

 

Even though I have only been here a short time, I had a really good time. Being here at The Lakes was important for me as I never felt different or left out because everyone was welcoming. I made many awesome friends here and all the teachers were very nice. I had many teachers that I will surely remember and admire in the future like Sam, Nicole, Adam and Helen. Being here at The Lakes was a special time for me and it will surely be one of the most remarkable years of my teenage life.

 

Thank you The Lakes for everything you've done for me. I'm truly grateful for having been here.

 

With love,

 

Raneem

Dear The Lakes,

 

Since I came to this school in year six it’s been a crazy ride. I’ve had so many different friendships and so many memories. How I will miss this place is unbelievable. Since the time I came here till today this school has changed me in so many ways and made me a completely different person than who I was before. I’ve met so many people and become friends with a lot too, who have all helped me become this person that I am today and I will never forget any of them and everything they have done for me. I also want to say thank you to all of the teachers who have taught me over these four years,

who have all taught me so much and also helped me in my good times and my bad times. I will cherish them and never forget. I will always remember how well I was brought into this place because this school and everyone who is a part of this school brings everyone together and makes everyone feel a part of the place, like we are a big happy Lakes family. So thank you The Lakes for giving me an absolutely amazing experience and time here that I will hold onto and never forget. I can’t believe our time here has come to an end. Time has gone too fast and none of us want to leave! We have to move on and create an amazing future for ourselves and become great adults!

 

So, goodbye Lakes Family and see you again sometime soon,

 

Ashlee xoxoxo

Dear The Lakes,

 

I will miss you and all of the great memories I have had here. This year has been one of the best years I have had here. I remember the first time I came to this school, the memories from that day alone I will remember forever.

I’ve had many amazing moments and some not so great ones. We have shared these times together and you have made them memories I will cherish forever.

 

Love Alicia.

Dear The Lakes,

 

I’ll miss how comfortable I felt at this school and the teachers. I’ll also miss the $5 salads and Coles Brand Cookies! My favourite time was Year 9 Melbourne Experience because it was extremely fun and I learnt a lot of new things which helped me become more confident with traveling. I’ll miss all the teachers and all the skills they have taught me. The amazing friends I’ve made and memories I’ll remember forever.

 

Danni and Maddi

Middle Years Anthology
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