Community

Artist statement

I imagined a place that brought a sense of familiarity, a place that brings comfort in knowing its existence—a place where only I could go; a place that exists in my mind. My concept was about feeling comfort, which I viewed as warm and cosy, but just enough warmth to not overcast the tranquil sky with the white clouds and the calm, cool tones. Since starting this journey, I realised how uncertain things are, and as time passes and we move forward, nothing can be certain. I applied features to the painting that imply vague meaning, like the stream that appears to flow endlessly, trees that display solitude, staying still like corpses, and the person above the cliff who is on top of everything, or are they?

Artist statement

What could I, Should I be? encapsulates a pervasive feeling of overwhelming uncertainty moving into my future as a graduate. I know I am coming into a current landscape of important choices and near constant changes, I often feel lost, not sure which path would be the “best” one to take. Each portrait is a slight variation of myself, future paths I can take and future people I could be. The mediums used in each portrait also work to reflect the emotions residing with these possible futures. I feel as a youth in this time, there is often an overwhelming sense of pressure to have yourself and your life planned before you ever have time to consider what you want to be this artwork aims to represent my experience with these feelings.

This is the online booking application for parent teacher interviews at SIDE.

Term 3 | Week 2 | Tuesday 29 July | 3:00-6:00 pm

Bookings open 9 am Monday 21 July 2025

Bookings can also be made using the booked mobile app. The school code to use is 4nzyz and bookings open at the same times as above.

Parent Teacher Interviews will be conducted by phone (Australia) or WebEx (overseas).

Welcome to SIDE, where we embody the values of courage, connection, creativity, compassion, and equity.

Our vision is to enhance and expand learning opportunities for Western Australian students, regardless of their circumstances, through high-quality, inclusive, and culturally responsive educational programs in a blended learning environment. Your active involvement and communication are essential for your child's success. Our dedicated team is here to support you throughout this journey. From this page you can access a range of community resources. For support resources and information about online learning, visit the Help and Resources tab.

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Third Party Services

The Department of Education (DoE) requires that each school collect Third-Party Services, TV-Film rating and Media consent from guardians/caregivers.

• "Services" includes web applications and sites that collect student data. For example, Mathletics, Pixlr, Reading Eggs, WordFlyers and Geogebra.
• TV-Film ratings refer to the Australian Classification of films, computer games and certain texts. More can be read about these ratings at classification.gov.au .
• Media consent refers to permissions you give for video or photographic images of your child and/or samples of your child’s schoolwork to be used by the school and DoE.

Parent/caregiver third party services consent and notification forms for 2024 enrolments:

Primary K-6 and Primary Languages

Years 7-9

Years 10-12

More details on applications

• required bundle consent
• notification only.

Payments

Information on fees and resources can be found under the Primary and Secondary tabs above.

Payment may be in the form of Cheque or Money Order, payable to the School of Isolated and Distance Education.

Credit Card, EFTPOS or Electronic Transfer facilities are available and details are included on the Charges form.

  Make Payment Online

Refund Process

Contact the Business Support Officer on 9311 1423.

For more information see  Refund Guidelines.

Artist’s statement

My painting is a self-portrait, and an unorthodox one, rather than presenting myself in a beautiful light, I opted for a grotesque pose that demonstrates myself. I consider myself odd and wanted to portray that in my art, the way I am dressed is also of significance, as a non-binary person I’ve always seen clowns as genderless, and find comfort and euphoria as dressing as them. Through the harsh lighting and exaggerated pose I hoped to create a portrait that was truly of me in both a literally and metaphorical sense. 

• Schools that have students enrolled with SIDE will be given priority selection. Non-Side schools are still welcome to apply.
• This program is not available to schools that have been allocated a career practitioner as part of the 2022 Career Taster Program rollout.
• The Mini Industry Roadshow incursion is open to all school sectors.
• As this is a ‘tour’ program, schools that provide a network (2 or more schools in a region we can visit in succession) will have a greater chance of selection.
• Schools agree to provide the tour for their Year 9 students. The tour can cater for up to 30 students only and we are happy for schools to ‘top up’ their Year 9 numbers with other year groups but Year 9s must be given priority. Additionally, schools with more than 30 Year 9 students may apply but will have to select only 30 students to attend the incursion.
• Schools will need to provide teacher supervisors for the workshops during the Mini Industry Roadshow.
• Schools that have previously had the Mini Industry Roadshow incursion will be considered equally to new schools which apply.
• Schools that meet the three specified Needs Assessment criteria will be considered a priority.
• Schools must be willing to have students which are involved complete a pre and post-survey.
• Schools must be willing to have parents/guardians complete the CTP media consent form before the program. This form is specifically for the Mini Industry Roadshow, a school-based photo consent form is not adequate coverage for this program.

Needs Assessment Criteria

• Schools with Year 9 student numbers of less than 20.
• Schools with overall enrolment numbers which show a falling trend from Year 7 to Year 10 (Schools online data) or high absenteeism.
• Schools that are limited in access to career development opportunities due to distance from major hubs/towns and TAFE/university campuses.

Artist statement

This dystopian image represents a vision of the dire future we face. As wars, population growth and environmental problems increase, the world is heading for disaster. This digital painting is both a vision and a warning of what may happen if we don’t act soon. The images in the background refer to events happening right now in the Ukraine. The isolated girl, who needs a helmet to breathe, is shown despondent and reflecting on historical inaction that has led to a point where nothing can be reversed.

Artist statement

This digital painting of my dad was completed on my drawing tablet using a digital oil painting technique focusing on blocking out and layering solid colours. I aimed for a semi-realistic image whilst trying to keep the blocked out style.

Artist statement

This self-portrait was created to reflect the way pressure and expectations affect my mental and emotional states. Braiding has connotations of love as an act of service, this painting aims to subvert this, the hair pulled tightly causes tension and pain. I wanted to explore the way benevolent intentions can still have damaging consequences. The different directions the hair is being pulled reflect uncertainty and confusion, due to contrasting expectations, choices and pressures. The tightly knitted sweater has started unravelling, mirroring the mental deterioration.

youngoriginals.com.au/portfolio/amara-sinclair-hill