ASA NEWS
May 2020
President’s Message
What unbelievable times we are living through. This year has certainly provided a very different start to the new decade than the one we were imagining just a few short months ago. As I write to you, we are still in the midst of COVID-19 turmoil and it is not yet possible to fully comprehend the ongoing impact this pandemic will have on our everyday lives, both here in Australia and across the world.
Feature Articles Chaplaincy in a pandemic God is Love in a time of COVID-19 A century of educating young women Celebrating 125 years United stand to commemorate the ANZACs
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President’s Message What unbelievable times we are living through. This year has certainly provided a very different start to the new decade than the one we were imagining just a few short months ago. As I write to you, we are still in the midst of COVID-19 turmoil and it is not yet possible to fully comprehend the ongoing impact this pandemic will have on our everyday lives, both here in Australia and across the world. As a nation, we have fought a strong and hard battle, and our thoughts and prayers are with other countries where the crisis has been profoundly heartbreaking. There is no doubt that COVID-19 and the ensuing period of isolation has brought disillusionment and despair. At times, the scale of this global crisis seems so incredulous that it leads to us wondering whether things will ever be right again. However, through adversity comes hope, and in challenging times we must look for the positives and focus on how we can realise a better future. The last few months have highlighted the remarkable Anglican school community, of which we are all a part, and how we can work together to support each other, particularly those among us who have been severely impacted by recent events.
to rise to meet unprecedented challenges. I am in awe of the agility and capacity of educators across the country, who enabled the marked shift in practice to quickly move to remote-learning platforms. At times, this global health crisis appeared to have been turned into a global ‘education’ crisis in the eyes of many, but there is no education crisis. Our students have been well cared for and they continue to be well taught. Staff in our schools have conducted themselves with professionalism and compassion, displaying a deep care for their community, which will serve our schools well now, and in the future.
None of us can forget the devastating start to the year for the schools directly affected by the summer bushfires. Some of our member schools lost buildings and infrastructure, others have students and families whose homes and livelihoods have been destroyed. In the midst of this pandemic, we must ensure we remember these schools and families as they begin to rebuild during a difficult time.
I am hopeful this COVID-19 disruption will provide us with the courage to rethink the current education model, and to reimagine and transform our school systems into ones that truly prepare our students for life in the 21st century. Perhaps this crisis will highlight new opportunities and give us the courage to step away from the relentless academic assessment-driven treadmill we seem to have been stuck on for many years. We have the opportunity to design a new ‘normal’ and it would be remiss of us not to do so.
We have all experienced a very different Easter holiday period; one where attendance at church services was prohibited and traditional Anzac Day commemorations were cancelled. Despite engaging in virtual church services across the Easter weekend, I missed the ritual of physically attending church at this most significant time in the Christian calendar and I look forward to the return of Anglican worship as we know it. I am sure that for many of us, the experiences over the past few months have led to new ways of worship, greater reflection time and a deepening of faith. I also reflect on the wonderful establishment of a new Anzac tradition, with the ‘Music for Mateship’ dawn driveway commemorations, which I anticipate will remain with us in some shape or form into the future. In education, as in many workforces, COVID-19 has forced us completely out of our comfort zones and required us
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Finally, while we will not gather together this year at our annual Anglican Schools Australia conference, I wish to thank the Melbourne 2020 organising committee for their tireless efforts in preparing for the event, and I eagerly anticipate the delivery of their conference in 2021. I also wish to acknowledge the work of our Chief Executive Officer, The Reverend Peter Laurence, for his strong leadership of Anglican Schools Australia as we look to the future and the eventual design of our new ASA Strategic Plan. I hope and pray you remain safe and well in your schools. Mrs Judith Tudball President, Anglican Schools Australia Principal, St Mary’s Anglican Girls’ School
ASA NEWS
CEO’s Column What an unprecedented start to the new school year. Before we had heard of COVID-19, the year opened with a devastating bushfire season, which directly affected many families from Anglican schools. Some ASA member schools were also directly affected, losing buildings, equipment and vegetation in the fires. Schools in southern NSW and north eastern Victoria were most affected, with families losing their homes and livelihood. The support from Anglican schools across Australia was overwhelming; indeed, funds were sent from Episcopal schools in the USA thanks to the good work of our sister organisation there, the National Association of Episcopal Schools. Australia’s catastrophic bushfire season was followed by COVID-19. As the global pandemic shut down society as we know it, people have quickly adapted to a fast-changing situation. From handwashing and hand sanitiser to the introduction of previously foreign terms such as ‘social distancing’, and finally, the move to online learning. So far, 2020 has seen considerable change and challenge. Yet it is a challenge that schools have risen to meet. 2020 will look unlike any other in living memory. With the cancellation of everyday events such as sporting matches, music ensembles, Chapel and on-campus classes (indeed for most schools, on-campus ‘anything’!), schools found new ways to interact with each other and celebrate the things for which we are thankful. There are certainly many disappointments; interstate trips have been cancelled, milestones and events placed on the backburner and students are learning how to socialise from afar. But there has been extraordinary innovation in teaching and learning, support from friends and colleagues and a gratitude for the simple things in life, such as family, health and wellbeing. The move off-campus and online in March/April was demanding on everyone, from principals, chaplains and teachers to parents, students and the internet. But the learnings and innovations will be long-lasting. Now, all schools are (or shortly will be) offline and on-campus…well not offline altogether, but rather returning to face-to-face classes and interactions.
remote learning and how this will change their focus into the future. Our ‘New Normal’ Isolation at home meant that we had to find new and different ways to mark key events in the annual calendar, such as Holy Week, Easter and ANZAC Day. This year, Holy Week and the season of Easter was like no other, with online church services ‘live-streamed’ into our homes. Meanwhile, ANZAC Day was commemorated with the Driveway at Dawn initiative, where we paid tribute to our servicemen and women from the safe confines of our driveways. Schools have shared photos of student buglers and candle-holders in school uniform in their driveways around the country, marking the dawn on ANZAC Day. 2020 Conference postponed to 2021 Due to COVID-19, an early decision was made to postpone of 2020 conference until 2021. With restrictions in place across the country and clear health advice on social distancing, an early decision was made to postpone the 2020 ASA Conference until next year. The conference will remain in Melbourne and will be held on Friday 13 and Saturday 14 August 2021. The Chaplains’ and Emerging Leaders’ Days will be held on Thursday 12 August. Details will be released early next year.
Yes, it has been a busy time in schools with all staff stepping up to provide education in new and innovative ways and continuing to provide pastoral care for students from afar. This edition features articles from two school chaplains who reflect on how they adapted their role for
MAY 2020 ISSUE
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Significant Milestones
CEO’s Column (cont’d)
2020 marks a significant milestone in each of the following schools: St Andrews School Inc, SA
170 years
Christ’s College Canterbury, NZ
170 years
Geelong Grammar School, VIC
165 years
St Andrew’s Cathedral School, NSW
135 years
Abbotsleigh, NSW
135 years
Barker College, NSW
130 years
Korowa Anglican Girl’s School, VIC
130 years
St Michael’s Grammar School, VIC NEGS (New England Girls’ School), NSW SCEGGS Darlinghurst, NSW
New Primate
125 years 125 years 125 years
St Margaret’s Anglican Girls School, QLD
125 years
Christ Church Grammar School, WA
110 years
Ivanhoe Grammar School, VIC
105 years
All Souls St Gabriels School, QLD
100 years
Camberwell Girls Grammar, VIC
100 years
Lowther Hall Anglican Grammar, VIC
100 years
St Paul’s School, QLD
60 years
Matthew Flinders Anglican College, QLD
30 years
Arndell Anglican School, NSW
30 years
Fraser Coast Anglican School, QLD
25 years
Cobram Anglican Grammar School, VIC
20 years
Peter Moyes Anglican Community School, WA
20 years
Thomas Hassell Anglican College, NSW
20 years
Moama Anglican Grammar, NSW
15 years
The Anglican School Googong, NSW
5 years
St George’s Anglican Grammar School, WA
5 years
St James’ Anglican School, WA
5 years
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ASA Student Celebration While the annual conference has been postponed, some students had already started on their short videos for the ASA Student Celebration. The ASA Management Committee encourages schools to submit their studentmade videos celebrating a service project or program from the past 12 months. The videos will be featured on the ASA website and through social media later this year.
In exciting news, ASA warmly welcomes the appointment of The Most Reverend Geoffrey Smith, Archbishop of Adelaide and Metropolitan of South Australia as the new Primate of the Anglican Church of Australia. We farewell Archbishop Philip Freier from the role and thank Archbishop and Mrs Joy Freier also for their great interest in and commitment to Anglican schools and the work of ASA. I am sure we will see them continue as regulars at our annual conference! We look forward to Archbishop Geoffrey’s involvement with ASA over the coming years and commit to praying for his leadership and care of our Church and people at this challenging time. Every blessing. The Reverend Peter Laurence OAM CEO, Anglican Schools Australia
ASA NEWS
School News SCHOOL APPOINTMENTS PRINCIPALS Ms Mary Anne Evans | The Glennie School, QLD Mr Philip Grutzner | Melbourne Grammar School, VIC Mrs Leisa Harper | Gippsland Grammar, VIC (effective April 2020) Mr Andrew Hawkins | The Southport School, QLD (effective January 2021) Mr Geoff Lancaster | St Luke’s Grammar School, NSW (effective October 2020) Ms Wendy Lauman | St Hilda’s School, QLD Mrs Karin Lisle | Clarence Valley Anglican School, NSW (effective June 2020) Mr Steven Morris | The Springfield Anglican College, QLD (effective April 2020) Mr Keith Willett | Cobram Anglican Grammar School, VIC (effective July 2020)
CHAPLAINS Mrs Rebecca Gough | Assistant Chaplain | St Michael’s Collegiate School, TAS Brother Nathan James | Director of Mission and Chaplain, Cannon Hill Anglican College, QLD The Reverend Kathrin Koning | Matthew Flinders Anglican College, QLD The Reverend Wendy Morecroft | St John’s Grammar School, SA The Reverend John Sanderson (Head Chaplain) | Ivanhoe Grammar School, VIC The Reverend Sarah Stapleton | St George’s Anglican Grammar School, WA The Reverend Kimberley Thomas | Peter Carnley Anglican Community School, WA The Reverend Peter Tong | Barker College, NSW
DEPARTURES PRINCIPALS Mrs Deb Dalwood | St Andrew’s School, SA (effective December 2020) Mr Stephen Gale | Cobram Anglican Grammar School, VIC (effective July 2020) Mr Michael Hannah | Lakes Grammar, NSW (effective December 2020) Mr Martin Oates | Clarence Valley Anglican School, NSW (effective July 2020) Mr Christopher Prance | St Peter’s Woodlands, SA (effective October 2020)
CHAPLAINS The Reverend David Entwistle | Swan Valley Anglican Community School, WA
EDITOR’S NOTE Anglican Schools Australia invites principals, chaplains and teachers, as well as chairs, governors and friends of Anglican Schools to submit articles for publication in ASA NEWS. We are particularly interested in publishing articles about school Religious Studies, Service Learning and Indigenous programs. We welcome submissions of feature articles of approximately 750-1000 words and news articles of 350 words, together with a selection of high quality digital images of 300 dpi. Please email submissions to adann@asc.wa.edu.au. Submissions are published at the discretion of the Editor.
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Anglican Identity on the agenda in Canberra
By Fiona Godfrey, Principal | Radford College, ACT
Towards the end of each academic year, our College, in conjunction with MMG Education, conducts a comprehensive survey of Year 2, 5, 7, 10 and 12 parents and caregivers and Year 12 students. I understand a number of other Anglican schools around Australia survey their parents each year as well. The feedback we get from these surveys is extremely useful in guiding our operational and strategic direction. The data is thoroughly reviewed by the College’s management and summaries and trends are provided to staff and the College Board. One of the questions we always ask is: “Why did you choose Radford College for your child?” A range of reasons are given, and parents rate them in order of importance to them. One of the reasons that always rates as “not at all important” or “of little importance” is that Radford is an Anglican School. In many respects this response should not be surprising given the growing secular nature of society and the fact that Radford, like many other Anglican schools is very inclusive, especially in terms of enrolments. We are proud to accept students of any faith or even no faith. All our
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students are valued whatever their background, socioeconomic status, or abilities. We do say, however, that all students must attend Chapel services and must take Religious and Values Education (RaVE) classes. We do not expect all students to actively worship in Chapel, but they do have to be in attendance for duty of care reasons. Each year when I receive the information from the surveys and look at the responses to the question about why parents choose Radford, I have routinely wondered if that same question was asked in a Catholic school, whether the response about religion would be as low. Having worked in Catholic schools, I doubt it would. They tend to be more insistent on families adopting the Catholic faith and values and are overt about the importance of religion in their schools. I asked MMG if they could do a comparison and whereas less than half of our parents cited “an Anglican school” as a reason for choosing
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Radford, more than three-quarters of all Catholic school parents they survey nationally cited “a Catholic school” as a reason for their choice. Since its foundation, Radford’s Anglican values and tradition have been an integral facet of the College. As has been well-documented, the College was established in the early 1980s to provide an Anglican school in Canberra’s north, in addition to the other two, wellestablished Anglican schools (Canberra Grammar School and Canberra Girls Grammar School) on the southern side of Lake Burley Griffin. At the time, the Anglican Diocese of Canberra and Goulburn was keen to have a greater presence in the expanding nation’s capital and wanting more young people to have exposure to the Anglican faith. Radford’s Anglican values and traditions continue to be a very important part of our school and are at the heart of the decisions we make and the actions we take. They shape the school we are today and have certainly influenced Radford’s evolution over the past 35 years. Given the importance of our Anglicanism, it was decided some months ago to conduct an Anglican Identity workshop at Radford over two days at the beginning of this year, to coincide with the start of the strategic planning process. The aim of the workshop was to allow us an opportunity to reflect on the things we do that make us an Anglican school - the rituals, the events, prayer opportunities, and
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religious studies - to name just a few. We wanted to be able to identify those things that we should continue to do, determine whether our Anglican ethos was prominent enough or whether we needed to do more, and re-visit our Ethos Statement to ensure it reflected our agreed values. The two-day workshop in mid-February was facilitated by The Reverend Dr Daniel Heischman, Executive Director of the National Association of Episcopal Schools in the USA, who was visiting Australia to work with a number of other Anglican school groups. The first day involved staff (Principals, Chaplains and RaVE teachers) from other schools in the Diocese, while the second day was devoted purely to Radford staff and Board members. Reverend Dan is a very experienced facilitator, having worked with many Anglican schools around the world. His presentation on the first day centred on what he considers to the main pillars of Anglican identity: faith, reason, worship, inclusivity, and service. He challenged each of the schools to determine whether these elements are practiced regularly, or whether more needs to be done at the school level. He also presented a number of reallife scenarios (situations that had arisen in his American schools) that may challenge us in the future. The second day allowed Radford staff to continue to reflect on our practices and record and document discussions.
ASA NEWS
Some of the discussion points and considerations made by Radford staff involved in the two-day workshop included: • We should not be apologetic about being a faith-based school. • Religious and spiritual formation should be spread out throughout the school. Ideas and themes from Chapel services should be made known to all staff and they should be encouraged to extend the ideas to the classroom. Teachers of RaVE should especially be equipped to continue the messages beyond Chapel. • We need to provide more optional opportunities for our staff and students to experience spiritual exploration – retreats, prayer services, preparation for confirmation, Christian Groups, professional learning etc. • We need to continue to provide strong spiritual, pastoral, and service-learning programs across the College from Pre-Kindergarten to Year 12. • Our current Ethos Statement contains a great deal of richness but needs to be reworked to avoid repetition. The language needs to be streamlined: Who We Are, What We Believe, What We Do, How We Do It. • We need to make a better connection with our Anglican identity and other groups within the College. For example, Round Square, Radford Awareness and Service (RAS), Dirrum Dirrum Festival, Duke of Edinburgh, and the Outdoor Education Program. • We need to examine all College documentation to ensure our Anglican identity is expressed in them. • We need to have greater student involvement in Chapel, and the religious elements of other events e.g. assemblies. • We need to consider offering Religious Education as an ACT Board of Senior Secondary Studies (BSSS) course.
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Chaplaincy in a pandemic By The Reverend Nicholas Russell, Chaplain | Christ Church Grammar School, WA
‘It is during times like this that people turn to God.’ Words my principal spoke to me at the beginning of this crisis. A true insight. The reverse can be stated as well, that in times like this God turns to us, or more correctly, that we remember that God has already turned to us in the sufferings of Christ. It is tempting to write an article about how the crisis has opened new spiritual opportunities in this ministry, but I want to avoid capitalising on the sufferings caused by this crisis because it is in these sufferings that God himself shares, as we share the sufferings of Christ (Philippians 3:10). Instead my aim is to highlight how God has turned to us at Christ Church Grammar School during this period. Like most, when I first heard of coronavirus, I had thought it was a problem ‘over there’. Something like SARS or Swine flu which would never arrive here, or which would quickly fizzle out. I remember thinking that the restrictions China had placed on their population was the kind of thing a democratic government would never do. Within days, I realised how naïve I had been. The arrival of the reality that coronavirus was here and
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that restrictions were to be the new norm caused sudden changes in how chaplaincy looked at Christ Church Grammar. Student attendance dropped drastically and suddenly. Lesson plans were abandoned mid-class and conversations about the future took their place. I was busier pastorally than I had ever been, particularly with staff who were wrestling with worry about their jobs, their loved ones who they could no longer visit, and their own health concerns. My daily step count took a large upswing as I found that what was needed more than ever, was simply walking around the school to be available for the hallway conversation, frequently accompanied by tears. And yet, in these moments I noticed God turning to us. The staff drew closer during this time. I felt more capable of offering an echo of God’s love and calm during the tumult.
ASA NEWS
Just as quickly as the news of the virus’ arrival came, chapels and assemblies were removed from the school structures. Chaplains around the country responded immediately by embracing the ‘video chapel’, buying equipment, sharing setup ideas, sets and services with each other. I quickly discovered video editing software the school had been subscribing to, but I had never had the motivation to learn. I have often said that a chaplain is at times an amalgam of professions: preacher, teacher, priest, counsellor, coach, charity worker, wedding coordinator, tour guide operator, and to that I will now add video editor. I was struck by how simple this was, and how a good quality, fully edited video, with background music, slides, embedded videos and songs could come together so efficiently. Similarly, as our classes moved to remote learning at the back end of Term 1, I found myself fulfilling a life-long dream of being a Play School presenter (of sorts), preparing Easter videos for the younger years, complete with dinosaur waterplay, craft and stories. Like all chaplains, I often wonder at the level of engagement and interest in my chapel talks. Preparing an Easter video message for the Senior School that was optional meant I could get data on how many had watched the video. I had as many clicks as there are students in the school. Perhaps this is a sign in a small way, of people turning to God, or more likely God turning to us. In the midst of the anxiety of students, families and staff, I have been reminded of God being our strength and refuge, and the need to ‘be still’ (Psalm 46). That God is our fortress gives us reason to be calm in the midst of the chaos, and the effect of this calm is being felt at school as I write. God has a habit of bringing good out of evil and light out of darkness, and this event will be no different. Already I can see that the pastoral experiences I have had will open more doors in the future. The skills I have gained in video creation and editing will certainly be used when chapels return to normal – and I know video segments will be a regular feature of services, and my communication with the school in the future. While I have seen no spiritual revival of people turning to God due to the present calamity, I know that God has turned to us since Christ first came, and has certainly turned to us in our present moment.
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New leader for Shelford Girls Shelford Girls’ Grammar, VIC Katrina Brennan is the 11th Principal to lead Shelford Girls’ Grammar over its 122-year history. While Ms Brennan is new to the role of Principal, she is familiar with the Shelford Girls’ Grammar community, having previously served as the School’s Director of Middle School in the early 2000s. After leaving Shelford in 2006, Ms Brennan spent five years working at Trinity College in Colac, before moving to Fintona Girls’ School as Deputy Principal. She returned to Shelford in 2018 as Director of Staff and now commences as the School’s 11th Principal. Ms Brennan draws on her breadth of knowledge and passion for engaging and empowering young girls and women, and her significant experience in educational leadership. “Shelford is really unique. The students here are really engaged and want to do well. They are curious and openminded, they are wanting to learn from their teachers,” she said. “The parents are very supportive of Shelford and its staff. We are very down-to-earth and not a pretentious school, but we are a dedicated learning school with parents and staff that want the very best for each individual child in their care. “I am humbled and proud to have been appointed to the position of Principal and lead this great community.”
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Newly Commissioned: From left, Deputy Principal/Head of Senior School Leandra Turner, Principal Jenny Williams, Reverend Christine Croft, Bishop Paul Barker, School Captain Ollie Bream, and Chapel Leader Ciara Gilligan.
New Chaplain for Firbank Firbank Grammar, VIC
Guildford welcomes new Principal Guildford Grammar School, WA Guildford Grammar School is delighted to welcome Mrs Anne Dunstan as Principal of the School. Anne commenced in the role in January 2020. Over the past 23 years, Mrs Dunstan has held senior positions in Early Learning to Year 12 independent schools. Most recently she was the Principal of Pulteney Grammar School in Adelaide from 2014 to 2019. Prior to that, she was the Deputy Head and Head of Senior School at Scotch Oakburn College in Tasmania. Mrs Dunstan holds a Master of Leadership and Education Management from the University of Newcastle and a Bachelor of Arts and Graduate Diploma of Education from the University of Adelaide.
“I’m sure that God has called me to this place, and I am delighted to serve Him here,” The Reverend Christine Croft said. Reverend Croft is Firbank Grammar’s first ordained female Chaplain. She was commissioned by Bishop Paul Barker, Assistant Bishop for Jumbunna in the Diocese of Melbourne, as Chaplain of Firbank on 31 January 2020. The service was attended by Reverend Croft’s family, members of the local Deanery, St Andrew’s Brighton parishioners, Principal Jenny Williams, Firbank Grammar staff and student leaders. Principal Jenny Williams said Reverend Croft had embraced her role at Firbank as Chaplain and Head of Religious Education. “Reverend Croft lives our School’s Anglican values and is a great example to our students of the importance of faith throughout their learning and life journeys,” she said.
As an educator, her focus on student engagement and academic rigour has encouraged students to grow and learn in and beyond school.
Reverend Croft started her career as a teacher and after the birth of her three children, followed her calling into the Priesthood. She was ordained in February 2017 and served in Werribee before becoming Assistant Curate at St Andrew’s Brighton. During her time in this role she continued the historical links between the church and the school and became an integral member of the Firbank Grammar community
She is also firmly committed to student wellbeing and pastoral care and to the provision of safe, nurturing and collaborative environments where students learn as equals, side by side, while also receiving the individualised support they need to thrive and excel.
“I want to encourage the students and staff to ask themselves, who they want to be? I aim to help them to define their character, their values and their connection with the Anglican traditions on which Firbank was founded more than 110 years ago,” Reverend Croft said.
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ASA NEWS
God is Love in a time of COVID-19 By The Reverend Naomi Cooke, Chaplain | Bishop Druitt College, NSW
The chaplaincy role in a school community is multifaceted at any ordinary time. During a global pandemic and lockdown, the complexity grows exponentially. As educational professionals have been frantically upskilling, I’ve been impressed how our schools have risen to this latest challenge. Here’s a snippet of my journey in Chaplaincy of sharing and embodying God who is Love. Online Chapels Consumer marketing and holiday planning are normally huge cues to remind us of the approach of Christmas and Easter. This year was so different for our students: without access to the Easter egg displays at the shops, Easter community events, social gifting of chocolate eggs or school holiday travel, it was hard to even know that it was Easter time at all. My aim as Chaplain for my school community was to remind all that Easter was not cancelled. A quick crash course in iMovie and YouTube led to my production of a daily Holy Week Reflection from Palm Sunday to Easter Day. (Video link above) Each short video invited students and families to prepare their homes and hearts to get ready for Easter with activities such as palm arrangements, rock sculptures (remembering Luke 19:40 reference to stones crying out), significant family meals (as we remembered the last supper), and lighting the Easter vigil candle. (Click HERE for video link) What I found most exciting about this period was the democratising of priestly leadership – children 14
became the ones in their families retelling the stories of Holy Week and creating rituals to remember and honour the risen Easter Christ. My role as Chaplain morphed to be one who equipped families to create and lead their own Easter spiritual experiences, rather than be passive consumers of religion. Our whole school Easter service drew our community online together simultaneously on the last day of term, with contributions from our music ensembles, primary and secondary captaincy, staff members, executive, and with reflections led by local clergy. As Term 2 progresses, Chapel services continue online as well as in small groups on campus. I’ve discovered that short attention spans mean that reflections are best kept succinct and creative. Primary students have enthusiastically recorded selfie prayers that we’ve been able to include. Gratitudes and written prayers are collected weekly from the staff and student community to share widely. A collaboration with other school chaplains led to a beautiful shared compilation illustrating Psalm ASA NEWS
Canteen staff cooked meals and hot cross buns to send home to staff and school families.Flannagan
23 (Click HERE for video link).The new online presence of Chapel services seems to now reach further into the community, with parents now participating in a way they previously could not access. The lunchtime student bible study fellowship group smoothly transitioned to online gatherings. Wellbeing support My vision of Chaplaincy is to be one who embodies the love of God and the support that faith offers, and this is core to wellbeing and pastoral support in our College. Staff have had varied experiences during the lockdown period. A core of staff continued on campus, with many more working from home. Similarly with students, a small group of students continued schooling on campus with most moving to remote learning. We needed to be creative in the ways our community reached out and continued to care for the wellbeing of all. The Chaplaincy team prioritised reaching out to staff on and off campus. Bi-weekly online wellbeing check-in meetings took place for small groups of support staff, replacing the usual staff room conversations with an opportunity to chat online about what’s been happening in their life. Having an opportunity for a quick smile and chat supported those feeling isolated, whether in their office at work or at home. Student wellbeing was supported with regular checkins by tutors and teachers, resourced by the Chaplains, Counsellors and Director of Student Wellbeing. Creative expressions of love My role in the school executive management team has aimed to serve as a reminder of Christian faith, values and ethics in all our management decisions. Many staff were redeployed and re-tasked. The ‘BDC Bus’ travelled far and wide, making home deliveries to every school family with a wellbeing pack (seeds, games, fun challenges, tea) and remote learning resources. Canteen staff cooked meals to send home to staff and school families, including fresh hot cross buns for staff for the last day of term. MAY 2020 ISSUE
The BDC bus made home deliveries to every school family with a wellbeing pack.
As restrictions eased, students were welcomed back on campus with live musical performances, an inflatable waving man, flags, a bubble machine, and fresh cookies and fruit for morning tea. We celebrated this return to in person relationship and learning. Through all of this, the message of care and connection was paramount, a way of expressing our faith in the God who is love. Personal perspective I have had challenges. Working from home with my three primary-aged children remote learning next to me at the same time has been tricky. More than once my online meetings were interrupted by my five-yearold climbing onto my lap and pulling off my headset or sibling disagreements needing parental support. My most effective work time ended up being 9pm-12am, so my days were long, and extra cooking and cleaning added to the load shared by all. I had to practice what I preached, actively engaging mindfulness activities for myself and my family in order to balance the new stresses. And there have been blessings. Seeing how our Creator God works slowly in the growing of seeds, the rising of sourdough, being held by the gentle waves and seeing the sunset on the beach – all these have humbled me. I have regularly returned to daily gratitudes and slow breathing in my time of prayer. Refocusing on the simplicity of my family gathered for meal, with intentional conversation and savouring of good food, has been a blessing for me in the midst of tricky times. Throughout all of this, I have been grateful that Chaplaincy is a team ministry at Bishop Druitt College. Being able to draw upon the priestly ministry of my colleagues at the College, The Reverend David Morgan and The Reverend Nic Hagon, has been an incredible source of strength. We have worked together in supporting online Chapel services, remote religious education and pastoral care, as well as supporting those remaining on campus. 15
School Principal Debbie Dunwoody with 2020 School Captain Felicia Spiridonos, and Vice Captains Loren Palma & Laurya Dang-Ngyuen
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The 1928 Tennis Team
Girls use the new science laboratory in the 1960s
Students in the newly refurbished Computer Lab in the 1990s
Students work on coding in the Science Laboratory in 2019
ASA NEWS
A Century of educating young women Camberwell Girls Grammar School, VIC
On the 11 February 1920, eight slightly timid students entered a hall at St Mark’s Parish on Burke Road for their first lessons. The modest school had been established with only $1000, raised by local parishioners and their vicar, Reverend Hubert Brooksbank. Fast forward 100 years and with 100 times the students, that school has evolved to become Camberwell Girls Grammar School, one of Australia’s leading independent schools for girls.
we are. Our students have always been grounded and grateful and they focus on how they can make a difference in the world and how they can contribute,” she said.
The school moved to its Torrington Street site in Canterbury in 1927 and has been there ever since. At the time, the site was an old homestead called Torrington House.
Looking forward has also been part of the school’s DNA since 1920, as well as leading, innovating and breaking down barriers.
While times have changed, Principal Debbie Dunwoody is proud that the school’s foundations remain the same. “We have always looked forward and educated students for the times. Our Headmistresses and Principals have all been female leaders who wanted to prepare young women for the future,” Mrs Dunwoody said. “Our commitment to academic excellence and valuing and fostering a love of learning has always been a strong focus. Similarly, our motto is Utilis In Ministerium or Useful in Service, and the importance of contributing to the wider community has been part of what we do for decades.” In the 1930s, students raised money for the Mission to Seafarers and for overseas missions that were part of the Anglican Church. During World War II, students knitted socks to keep soldiers fighting in the trenches warm. Today students support organisations like the River Nile Learning Centre that helps young refugee and asylum seeker women learn language, literacy and numeracy skills. Students also volunteer with the Days for Girls project that provides feminine hygiene kits to girls in developing countries. Mrs Dunwoody said the school had always been a strong part of the community. “The school believes the community is really important. We want our girls to know each other and to be known. Connection and relationships are an integral part of who
“In the 1920s, many girls weren’t even getting a secondary education but in 1928 we were teaching botany and physiology and students were completing dissections in biology,” she said. “We started careers counselling in 1952 and in 1959 the school prospectus listed careers that we prepared girls for including teaching and nursing, horticulture, pharmacy, art, hospital laboratory work and commerce. We welcomed international students in the early 1960s and we were leaders when we introduced computers in the 1970s.” The school’s centenary celebrations began in February with a school commencement service attended by Her Excellency, The Honourable Linda Dessau AC, Governor of Victoria, and her husband, Mr Anthony Howard AM QC. The school will celebrate the major milestone all throughout the year. A book of stories capturing 100 years of memories and milestones and the legacies of the seven headmistress and principals so far will be published. The school is also launching an ongoing program to honour inspiring alumni. “Throughout 2020, we will honour our past, look forward to the future and celebrate this major milestone with our community,” Mrs Dunwoody said.
Adapted from an article by Sarah Marinos published in the Domain Review, February 2020.
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VISION FOR EDUCATION: The Sisters of the Society of the Sacred Advent attended the St Margaret’s 125th Anniversary Eucharist at St John’s Cathedral
Celebrating 125 years St Margaret’s Anglican Girls School, QLD
The St Margaret’s Anglican Girls School community gathered at Brisbane’s St John’s Cathedral on Friday 7 March to celebrate the school’s 125th anniversary. More than 890 students in Years 5 to 12, St Margaret’s and St Aidan’s staff, Old Girls and special guests attended the Eucharist. Sister Gillian, Sister Eunice and Sister Sandra, the three remaining Sisters of the school’s founders, the Sisters of the Society of the Sacred Advent, were also in attendance. The Archbishop of Brisbane, The Most Reverend Phillip Aspinall, presided over the service, assisted by the Dean of St John’s Cathedral, The Very Reverend Dr Peter Catt, and St Margaret’s Chaplain The Reverend Susan Crothers-Robertson. Students in all year levels were actively involved in the service, from participating in the processional, delivering readings and prayers, through to singing in the choir and partaking in holy communion. Each student also received a 125-year school pin, blessed by the Archbishop during the service. St Margaret’s was founded in 1895 by the Sisters of the 18
Society of the Sacred Advent (SSA) who had a vision to educate the whole child. Throughout its 125 years, St Margaret’s has remained steadfast in its commitment to the Sisters’ vision and faith, ensuring its students receive a holistic education. In his sermon, the Archbishop established a connection between the verse ‘Jesus grew in wisdom and in stature and in favour with God and with people’ (Luke 2.52) and education. He shared: “The four ways in which Jesus grew (in wisdom, in stature, in favour with God and with people) are a kind of framework for education. In many ways this is the framework that’s at the heart of St Margaret’s. These four dimensions of growth point to the holistic, comprehensive, well-rounded education St Margaret’s provides. “Jesus grew in wisdom and in stature and in favour with God and with people. In those few words lie the roots of ASA NEWS
ALL TOGETHER: St Margaret’s students in Years 5 to 12 attended the 125th Anniversary Eucharist
an educational philosophy that has made a remarkable contribution in Queensland and beyond.” In Inspired to Fly. 125 Years of St Margaret’s, 1895-2020, Madonna King sums up well the core vision: “To put the love of God above all else and love of one’s neighbour as our constant theme, to produce people of fine character and scholarship and to develop each to their fullest potential; and to engender courtesy at all times and respect for all.”
OFFICIALS: From left, St Margaret’s Chaplain, The Reverend Susan Crothers-Robertson, The Archbishop of Brisbane, The Most Reverend Phillip Aspinall and the Dean of St John’s Cathedral, The Very Reverend Dr Peter Catt.
From the beginning the SSA sisters were determined that girls would have opportunities to come to faith in Christ, that there would be academic excellence, that the girls would be keenly encouraged in cultural pursuits - music and art and drama- as well as in sports. And service to others was integral to the character development which was the focus of an SSA education. The State of Queensland and the Church in Queensland owe a great deal to the Sisters of the Society of the Sacred Advent. Theirs has been a singular contribution to the education of girls for 125 years. And driving that contribution from the beginning to today is the passion for justice, well-being and fullness of life born of faith in Jesus Christ that is the heart of the sisters’ community life.” The occasion was a marvellous opportunity to gather so many of the St Margaret’s community as the school enters its milestone 125th year.
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St Mary’s musicians learn from James Morrison
Tributes from home for the ANZACs St Mary’s Anglican Girls’ School, WA
Even before the first glimmer of sunlight on Saturday 25 April, countless St Mary’s students and their families, along with the broader St Mary’s community, joined the ‘at home’ national ANZAC dawn service from far and wide, to pay tribute to Australia’s servicemen and women. In a moving display, many St Mary’s families gathered outside their homes with wreaths and poppies and lit candles to mark the day and reflect on the sacrifices of the fallen and returned. Numerous St Mary’s music students also played ‘The Last Post’ and ‘The Rouse’ on their trumpets, clarinets, trombones and saxophones from their driveways and balconies, with some sharing their performance with relatives via live streaming. The early morning commemoration on driveways around the country proving a powerful way to pay tribute to our wartime heroes. The national ‘Music for Mateship’ concept came about after all public ANZAC services were cancelled for the first time since World War II, due to the coronavirus pandemic. Acclaimed jazz musician, James Morrison, became an active supporter of the initiative. James visited St Mary’s last year to hold a masterclass with our brass players and his connection to the occasion further engaged the girls, many of whom had met him during his visit. 20
St Mary’s Deputy Principal of Operations Sheevaun Darby said it was wonderful to see the St Mary’s community come together under our remote learning mantra of ‘united in spirit’ for ANZAC Day, despite challenging times. “I saw first hand the impact these small acts of kindness had on some of the veterans in our community,” Ms Darby said. “I am sure this new tradition will continue in the future, and will lead to a stronger, more connected community.” Lest we forget. ASA NEWS
United stand to commemorate the ANZACs Anglican Church Grammar School (Churchie), QLD
Despite the inability to gather in traditional ways to commemorate Anzac Day 2020, the Churchie community found myriad ways to acknowledge our important national day. Many gathered in their driveways to stand with neighbours in a united, quiet determination to observe this special day and pay tribute to the men and women who have served, and continue to serve, our nation. Churchie boys and Old Boys, in cadet, blue or white uniform, stood in driveways and streets throughout Brisbane suburbs and beyond to follow the streamed 6am service. Some played bugles to offer the traditional tributes of The Last Post and Reveille to their community, while others offered their good deeds to assist aged neighbours. All who turned out offered their respect. At 8 am, Chairman of School Council Mr Daniel O’Connor OAM and Headmaster Dr Alan Campbell laid wreaths at
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the Old Boys’ memorial on The Flat on a picture-perfect day. At any other time, it would have been attended by thousands of people from our school and the wider community. The names of our 119 Fallen Old Boys are a constant reminder of the legacy of service on which Churchie is built and provide a challenge to our current boys to lead a life of service. Even amidst a global pandemic, the tradition of acknowledging, thanking and commemorating those who have served, and continue to serve, remains as irrepressible in the Churchie community as it does throughout our nation. Lest we forget.
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Breaking Barriers with student-led Chapel By The Reverend Dr Timothy Gaden, Senior Chaplain | Ballarat Grammar School, VIC
The experience that students have of chapel worship in our schools can sometimes labour under an ‘us and them’ mindset, in which students respond with varying degrees of disengagement or even passive aggression, convinced that worship events are something foisted on them by the leadership of the school. This is a long-standing challenge, of course, and one with which we all grapple. I am writing, as an encouragement to others, with two examples of student voice in our worship life at Ballarat Grammar which broke through that barrier. At Ballarat Grammar School the student-led bible study group, which operates quite independently of the school’s chaplains, took responsibility for a week of senior school chapel services at the start of the year. Both the music (electric guitars, keyboards, drums) and the change in leadership immediately grabbed the attention of those in the chapel, and the students were able to capitalise on that to deliver a strong message, off the cuff, completely unrehearsed and unscripted. At our Founders’ Day service, a eucharist for parents, students and teachers, at which the captains and other school leaders are commissioned and blessed, the two school captains delivered speeches, again unrehearsed and unvetted, in which each spoke about what the school means to them. Kate Hawker spoke of the way her changing understanding of her imperfections over her years at school had encouraged her to be kind to self and to others, drawing 22
the whole audience in with the thought that: “All of you in this room will have parts of yourself that you think need work, you will have failures and flaws just like everybody else. But it is important to not be fearful or embarrassed of them, because they are the parts of ourselves that help us to grow and keep us humble”. Unsolicited testimony of this kind to the truth that we are “treasure in earthen vessels” (2 Cor 4:7) from one of their own strikes home in our students more powerfully than the words of a chaplain or teacher ever can. In my experience, students are savvy enough to sense a rat when student speeches are so over-edited or finessed that they sound like a teacher’s words in a student’s mouth. In both of these cases our trust in the students was rewarded with an authenticity that broke through the ‘us and them’ barrier. We will build breakthroughs of this kind in our chapel life as the student environment committee, the service committee, the emerging Year 9 leaders and other groups are given the freedom and trust to craft their own chapel services. We feel that our trust in giving the students their own head has been rewarded, and I hope that will be your experience too. ASA NEWS
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Since 1922
HARD WORK PAID OFF: Just one month after the devastating fires, the school was ready to open for Term 1 of 2020.
Rising from the ashes St Peter’s Anglican College, NSW
By the time St Peter’s Anglican College was hit by fire on New Year’s Eve, the community of Broulee in NSW had been under threat for some time. Many families of students and staff had been evacuated throughout November and December and major roads were closed, building apprehension among locals. The New Year’s Eve fire that hit the school had travelled more than 40km overnight and arrived as 30-metre high flames and a wall of noise.
started fires in every garden and near every school building but the community rallied together, spending five or six hours ensuring all fires were out.
The fire destroyed the School’s administration building, a classroom, sports shed and equipment, garden shed and equipment, water tanks, fencing and lighting, as well as all the gardens and trees. There was also major damage to 10 classrooms, a workshop, and the school’s verandah and optic fibre cabling. But Principal Darren McPartland maintains that the school was extremely lucky.
While the school was saved, 30 school families lost their homes and some lost businesses as well.
“As the fire front hit the school, the much-awaited southerly change roared in and basically put the fire out at the school. This saved the town and the school,” he said. Firemen later told him that without the southerly wind change, it would have taken only another 45 seconds for there to be no school left at all. While the immediate danger to the school had passed and firefighters left to defend other homes and buildings under threat, the school remained under attack. Embers 24
The fires continued with Broulee again under extreme threat from another fire the very next weekend, with thousands of people evacuated, leaving only 100 people left in the town. Fortunately, this fire never made it to Broulee. The College was now an evacuation centre to around 15 families, including the Principal’s. Some were camped in the library and others in their caravans on the oval, and cows from neighbouring farms were now housed in the Kindy playground area. Mr McPartland said the emotional toll of being under threat for such a long period of time was fatiguing for the community. ASA NEWS
“When you come this close to a fire of such magnitude, I think the dominant emotion is fear,” Mr McPartland said.
The school organised uniforms and a local store donated school shoes.
“The fire is just so powerful and we realise how powerless we actually are.”
“This was one of the most significant positive things we did for those students who lost everything. It was the start of them feeling like things might get back to normal. This also highlighted to me the importance of getting the school open,” Mr McPartland said.
He said the weeks following the fires without power and communications was another toll on the already drained people of Broulee. “Many families were not coping and many staff were also struggling. So many people had either lost their homes or had been evacuated,” Mr McPartland said. “It is certainly hard when everyone is so tired.” He said some families had been unable to make the decision to rebuild or sell, living in rental accommodation. The clean up provided by the government has only recently moved through the Broulee area. But the school had to leap into action early to ensure students were able to return for the start of the school year. It was a team effort for the small school of 420 students, with the Principal in charge of the recovery plan and senior staff ensuring that all staff and families were contacted, and immediate support provided to families who had lost homes and businesses. “People had heard rumours that the school had burnt down. Getting the word that it was ok or will be ok took some doing,” Mr McPartland said. He said the school had received great support from the local community and the Anglican school community in Australia and overseas.
“It has been so energising to have people provide assistance and support from all over. We will be first on the list to help should other schools be in trouble in the future.” Mr McPartland said the experience had brought some positives amidst great challenge and thanked the broader community who supported the school. “Our school is small and we would have been in a precarious position had we not been able to help families stay at the College. Personally, from me – the cards, gifts, calls and donations were a massive boost,” he said. “Working all day and every day was very fatiguing and the way people reached out to me and the school was refreshing and energising at the very least.” In the end, the hard work of many paid off and the school opened for Term 1 only a couple of days late and only one month after the fires. The school is now repairing and rebuilding in more ways than one. While new grass and gardens cover the burnt ground, care and support is ongoing for those who need it. “The impact on children and staff can be very fatiguing and long lasting,” Mr McPartland said.
“I asked for quite a lot of help to get the school going. The local builders and workers were amazing. I still can’t believe I did not get a single no,” he said.
“Today the school is starting to look good. Planting is well underway and this is making such a positive difference to all in our community.”
“We worked long days across weekends to get the debris removed from the site. There were 70 large trucks of just trees alone. Some days we had five people on chainsaws. Trees still on fire needed to be push over so we could put them out and then when they hit the ground, they often would flare up again.”
He said the fires had brought the community closer together.
With insurance unable to cover the entire rebuild, the donations and support from businesses and fellow schools helped with a myriad of needs including sport and playground equipment, outdoor seating, a firefighting trailer and fee-relief support for affected families. MAY 2020 ISSUE
“The school had the opportunity to show leadership in the community, work incredibly hard and demonstrate resilience. The importance of the College within the local community was highlighted and possibly enhanced,” he said. “The way we all came through the fires has given us all confidence that as a team we can tackle anything. Like you all we are already amongst our next great test.” 25
Chaplain’s Column | We didn’t start the fire By The Reverend Matt Shorten
On New Year’s Eve our family were enjoying an evening at home with our good friends on the Central Coast of NSW. It had already been a very stressful end to the year with bushfires raging across our state as well as interstate near family and friends. One of the biggest fires, the Gospers Mountain blaze, had some of our school families on high alert for more than a month. I remember getting an alert on my phone from our Fires Near Us app and seeing that a blaze was burning out of control near two of our main student population suburbs. Our friends quickly said goodbye and went the long way home to avoid the fire, knowing it was only a kilometre or so from their home. Fortunately, the fire only burnt out about 400 hectares and no homes were destroyed. When school finally went back at the end of January it was an incredibly subdued experience. Our staff and students had stories to tell. Evacuations, family holidays cancelled, friends fighting blazes on their properties and even friends losing their lives. It was as though the school holidays didn’t even happen. Ironically, early in the term it rained so much that we experienced localised flooding. One should never ask “what next” as now we are all living with the growing impacts of COVID-19. One of the stories that has stuck with our school community from the summer is that of one of our teachers,
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Mr Hampson. He is friends with one of the Wyoming (NSW) Fire and Rescue Unit members who was caught up in a firestorm near Nowra. These guys had gone to the south coast of NSW to help fight the fires when their truck was over-run by a firestorm. You can see footage here of what they went through. When Mr Hampson was talking with his friend Danny, it became evident that the devastation and loss was incredibly difficult to comprehend. Danny had hoped that he and his crew would be able to go back to where they had fought the fires near Nowra and take with them some care packages for the residents who had lost everything but he didn’t know how to go about making that happen. This is where I am reminded why I love working in an Anglican school. Our teacher, Mr Hampson, said to Danny, “Well I know how to help!”. So a plan was hatched and our school community mobilised. Quite simply, we showed our students the clip of the blaze and told something of their story. We then had a free dress day (in NSW we call them Mufti days) and the price was groceries. The response was overwhelming. Our staff and students had been to the shops and gave
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St Mary’s rallies to help By The Reverend Richard Pengelley, Chaplain St Mary’s Anglican Girls’ School, WA
generously to not only help those residents affected but also to honour the firefighters’ request. A week after the collection we had a special assembly (last one allowed actually) where members of the Wyoming crew came and shared in person their experience. Students could ask questions and then help load the utes and trailer with the groceries. It was an amazing time of deep connection that had been born out of disaster. It was a resurrection story. Every day when I drive to school, I go past the burnt-out area from New Year’s Eve and can see the bush getting greener and greener as it recovers. It reminds me of how we follow our resurrected saviour who calls us to be bearers of hope. It was our privilege as a school to work with these firies in this simple way, offering hope to people we haven’t even met and hopefully helping the firefighters to move past some of the trauma they lived through. In this new season of COVID-19 I think stories like this can encourage us all to be creative in how we are community. Fires, floods and diseases may come against us and each of them has unpredictable elements to them. What never changes is God’s insistent call for us to be people who share his abundant love in this world. It isn’t complicated, but it is necessary. My prayer for us all in Anglican Schools is that we don’t forget the one who conquered death and offers us an eternal hope no matter the circumstances. Paul’s words in Romans 8:18 are a timely reminder; “I consider that the sufferings of this present time are not worth comparing with the glory about to be revealed to us.”
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In response to the devastating summer bushfires that raged across the country, a committee of prefects and community captains was formed at St Mary’s to organise fundraising efforts to assist those in need. On St Valentine’s Day, our Junior School students dressed up and donated gold coins under the banner, ‘From Our Hearts to Yours’, and wrote heartfelt messages to students and families from schools which were badly affected. Other fundraising efforts throughout February and March included cake stalls, a ‘gold rush’ coin donation, a staff ‘Maker’s Market’, where people sold their own arts and crafts, a donation from ticket sales at the St Mary’s Got Talent evening, donations from the Parents’ Society Sundowner and collection tins placed around the School, as well as a red/blue day House fundraiser, amongst others. Additionally, St Mary’s partnered with sister school, St Mary’s in Raleigh, North Carolina in the US, who were deeply touched by what they saw and heard about the bushfires. Student leaders regularly Skyped with fellow leaders from Raleigh, who came up with several ways to raise money for our appeal including games and the production of a t-shirt. To date we have raised $10,352. The organising committee made the decision to donate the money raised in three ways: to Anglican schools, including St Peter’s Anglican School in Broulee and Sapphire Coast Anglican College in Bega, which were badly affected, to farming families, and to a wildlife relief organisation. It has been encouraging to see the St Mary’s community come together in such a wide variety of ways to reach out to our fellow Australians in a time of need. I would like to thank all of those involved and to remind everyone that, despite other pressing issues, those rebuilding their lives after the bushfires of 2019/20 will need our help well into the future. 27
Faith and family the key in tough times Trinity Anglican College Albury-Wodonga, VIC
Trinity Anglican College Year 11 student Annalise Conibear experienced the effects of the 2020 summer bushfires firsthand. Here she reflects on her reactions to the bushfires and how it changed her view of the world. Some days are indelibly etched in your memory. December 31st 2019 is the day I will never forget. The daily checks, our phones telling us where the flames will strike next. The thought of us being attacked never dawned on me. Until the morning I woke earlier than expected. The morning my sister and I were planning on surfing, the morning thousands of lives changed forever. My family gently awoke me, guiding me outside, preparing me for the news.
not, we had only been there a few days ago. It couldn’t be gone.
I stared up at the sky, which was filled with different shades of grey and an ominous red enlacing it. At first I was filled with awe, in a weird way it almost looked beautiful. A painting in the sky.
The small sports club opened their doors to the frightened residents fleeing from their homes as they took what they thought were their most prized possessions. The carpark began to fill with caravans, horse floats, trailers and boats. Their horses, puppies, cats and even the squawking parrot from next door depended on their owners for safety. For many this would soon become their only home for the next few days. Everything they own turned to ash.
“Mogo’s gone” my dad said and my head snapped towards him, the awe immediately being replaced with dread. “What do you mean gone?” I said dubiously. Surely
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I don’t remember much more from that conversation, only that he was right. The small town over, was in fact gone, more than half of the main street burnt to a crisp. The adrenaline coursed through my veins as I bolted through all of the rooms. Taking what couldn’t be replaced. What could you take if you only had two minutes?
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Babies screaming, mothers begging their children to stay inside, grandparents with oxygen masks. In other words, chaos. We looked behind to the hill, black smoke roaring, dancing through the air. Loud crashes pierced the air as gas bottles burst. The only thing we could do was hope. After four hours of hearing the helicopters blades whir, my body became as stiff as the concrete I was laying on. I decided to take a walk, only to turn the corner and notice new flames. Across the oval was our escape, the ocean, something the fire could never touch. If this small fire picked up, and the other fire came over the hills, we were trapped. The wind caused the flames to engulf the small trees and bushes around. Thousands of evacuees were panicking. My father started to walk over, my instinct was to follow him. How could I help? Surely I could do something. However, he told me to stay and I knew that as brave as I wanted to be, he needed me to stay. Telling me four words that could’ve been the last; “look after your mum”. As he vanished into the smoke haze, my heart fell heavy. I’ve seen the movies, I’ve seen what Hollywood can make of someone losing a family member. But in the real world, I closed my eyes and prayed. My father is my twin, we are so much alike that he will always be my greatest role model, the one that truly understands me. Losing him would be crushing and I can’t imagine facing the future without him. I begged for God to protect him. Pleaded with all my life that he will be okay. Because in that instant, the southerly wind came. The deafening blare of Elvis’ engine boomed through the sky. Who knew that an orange machine could evoke so much relief. The smoke started to thicken. It filled my throat and stung my eyes, turning a deep red colour that almost felt apocalyptic. I raced back to my family and we moved everything inside. As I looked back across the
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oval to where my father was, I realised how heavy the smoke actually was. I couldn’t even see the oval. My heart started to beat out of my chest, the smoke filling my lungs and making me feel foggy. Every time someone would come in through the door the smoke would gust in and fill my lungs once more. Everyone would start yelling at them for letting the smoke in but I was just happy they were making it back safe, and disappointed that the person walking through the door wasn’t my dad. The ringing of my phone brought such triumph as I saw who it was: Danielle. My eldest sister was at home working - not been given the chance to endure what the Batemans Bay residents were. I was glad she was safe in Albury. However, as I answered the phone, her cries sent shivers down my spine. The million questions raced out in the space of 30 seconds. I calmed her with the only words I knew about the situation: “We’re okay”. My voice began to shake, my lip quivering. At least I could blame the smoke for the water that was flooding out of my eyes. The squeaky door became a norm to my ears, my head resting on the shoulder of my older sister, Monique. “Hey chook” a voice so strong instantly brought joy to my heart. I raced over and gave dad the biggest squeeze I could, never wanting to let go. It’s not your possessions, dream home, even your car that’s important. It’s your faith, family, friends, neighbours and people you have never even met. Some people say you need 20/20 vision but I say that 2020 has not looked like a great view so far. But you’re right. 2020 vision is essential. It has forced me to reassess my whole world view on possessions, relationships, priorities and recalibrate my life. 2020 has brought forth many traumatic experiences; bush fires, droughts and COVID-19. However, as my dad always used to say; I’m not scared of dying, I’m scared of not living.
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ON EXPEDITION: Charlotte and Tahlia Middleton during their community service project
Students challenge themselves in India Trinity Anglican School, QLD
On November 29, 2019 a group of 29 Year 10 and 11 students and four staff from Trinity Anglican School embarked on the journey of a lifetime – a 26-day student-led World Challenge expedition to India. We travelled in two independent teams of separate year levels and more than a quarter of the Year 11 cohort were in attendance. This journey began almost 18 months ago when we made the commitment to join the team as a “challenger” and began fundraising, not only for ourselves, but also for the group’s community service project. The extensive expedition preparation included a myriad of student and parent meetings, training expeditions, physical conditioning sessions and group fundraising initiatives raising around $5000. which included school fete stalls, running a student disco, event catering, social media promotion and bake sales. The student-led team collected our entire expedition budget before arriving in Delhi. For the next 26 days we took ownership of our budget and used this money to pay for our accommodation, transport, food, guide tips, sightseeing and rest and relaxation activities. As teams we compiled for ourselves hectic, bespoke itineraries, which included some trek acclimatisation 32
and preparation days in Mussoorie and Nainital, before travelling further north into the Himalayas for our eight days of trekking. The challenge of trekking in the Himalayas in winter was certainly huge, as we spent several days walking and camping in the snow, at temperatures down to minus 12 degrees Celsius (sleeping in tents) and altitudes up to 3850 metres above sea level. We learnt to cook various Indian dishes and were inspired by the people who made the remote and rugged mountains their home. As teams, we then enjoyed a short period of rest and recovery at Rishikesh and Haridwar, where we rode in tuk-tuks, visited markets and temples, touched the sacred River Ganges and participated in various cultural ceremonies. We then began a long journey southward, first on a day train to Delhi and then an overnight sleeper train to Udaipur, the location of our four-day community service ASA NEWS
project. As teams we worked in a community centre and a government school, and a highlight for me, was the interaction with the local children, where we taught English, shared in games and activities and learnt some Hindi ourselves! We also continued to refine our Yoga techniques, watched traditional dancing and practiced Bollywood dancing, learnt pottery and other arts and crafts and played against a local football team. As part of the community service project, it took us several days to complete various projects, including painting buildings, designing and painting several murals including one for hand sanitation, one for use in teaching geography and several for a new senior science classroom including the periodic table and water cycle. Our fundraising efforts at home also enabled us to contribute around $5000 to various worthy causes including further technical building work, buying educational supplies and sporting equipment for various organisations, sponsoring students to attend school for a year and donating to Sheroes, an endeavour looking after acid attack victims. After we left Udaipur, further bus travel took us to Jaipur, the capital of Rajasthan. Here we visited the Amber Fort, the Water Palace and the Pink Palace (Jal and Hawa Mahal respectively), and spent time doing some serious market shopping for souvenirs and Christmas presents. The final destination was to visit Agra to experience the majestic Taj Mahal, which was done early one foggy morning. Over the trip we also spent time doing various student debriefs to cement our learnings, before beginning the long trip home, to arrive back in Cairns late on Christmas Eve. As students, we have taken away transferrable skills that will last us a lifetime from our 26-day visit to the country of India. Through the experience we learned a great deal about leadership, teamwork, managing budgets and the Indian culture. I am also extremely proud of the improvements we made during our Community Service project. This was the fifth successful world challenge expedition conducted by our school, with previous destinations being Borneo, Ecuador, Tanzania and Nepal.
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Borneo work a welcome challenge Canterbury College, QLD
In early December 2019, a group of 25 enthusiastic Canterbury College students travelled to Camp Borneo to embark on a life-enhancing expedition. The group moved between camps, taking part in community activities and assisting with local projects. Regular boat rides on the Kinabatangan River gave the group a sense of how important the preservation of this eco ‘hot spot’ is for the long-term survival of many species. The trip’s aim was to maximise growth in the wellbeing of both the community and the environment. The group were challenged both physically and mentally, with very basic materials, equipment and no creature comforts of home. The jungle weather was unpredictable, and many rainsoaked nights were spent in jungle hammocks. The hot showers at the final destination were extremely popular with the group. Although challenging, the up close and personal time at Sepilok Orangutan Sanctuary, dance nights and cultural activities with the community were certain highlights. Year 11 student Thomas Lonsdale and Year 12 student Lucy Craven both spoke highly of their “amazing experience”. “The work we were doing was greatly needed and impacted the lives of the local people and wildlife like a ripple effect of good,” Thomas said. “We all faced
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numerous challenges during the trip which we overcame through teamwork and communication.” “Whether it was fixing roads and building drains in the villages, to planting 192 trees in the middle of the jungle, the service component of the trip was always evident,” Lucy said. “We also immersed ourselves in the community and culture, we had the opportunity to learn some of the local language.”
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JOIN THE ASA STUDENT CELEBRATION Make a video featuring SERVICE in your school SERVE
FILM
ENTER
Pick a school community service project to highlight
Make a 2 minute student video (mp4) of your project and enter it to ASA
One video from each state will be screened at the ASA conference
Last year Anglican Schools Australia (ASA) invited all schools to participate in the ASA Student Celebration. This initiative, launched last year at the Hobart conference, aims to include our students in the annual ASA Conference through videos of student celebration. Due to restrictions associated with COVID-19, the Melbourne conference has been postponed until August 2021. But that does not mean we cannot continue to celebrate our students and their commitment to service.
Entries due by 31st July 2020 to asa@asc.wa.edu.au www.anglicanschoolsaustralia.edu.au
Be YOU for International Women’s Day Mentone Girls’ Grammar, VIC
In celebration of International Women’s Day on 8 March, Mentone Girls Grammar hosted a breakfast for our Senior students in Years 10-12 with their families. We were privileged to have a panel of guest speakers including Ellie Beni (Head of Year 7 at Mentone Girls’ Grammar, former student Helen Healey, World Vision Relationship Manager Libiana Montalvao and People of Purpose Founder Kim Nguyen to tell their inspirational true stories. Each speaker talked about their own story—where they came from, their cultural identity, the rules and regulations within their own culture and the discrimination they faced during their upbringing and beyond. Our speakers had strong connections to Timor, Iran, Ethiopia and Vietnam where they discovered the hardships of growing up in an Eastern culture and the oppression that came with being a woman. All four echoed the same mentality and emotional strength. What can we learn from these females who demonstrate the true meaning of empowered women? Know your human rights The common key message from each speech was the importance of knowing our rights. In Australia, we tend to take our rights for granted. According to Kim Nguyen, being born in Australia for her was “like winning the birth lottery”. It is a right for a woman to feel supported and encouraged to express herself free from discrimination. Particularly at an all-girls’ school like ours, every girl can feel nurtured by her MAY 2020 ISSUE
peers and teachers and can lean on them in times of need. “Find your voice, be loud! You don’t need to scream but be loud.” – Ellie Beni. Be YOU It is so important, particularly for those women who are from diverse backgrounds to be true and authentic to ourselves. There is only one of YOU on this planet so we should embrace our uniqueness and celebrate each other’s differences. “Use your voice for influence—you never know who you will empower or inspire to make a change.” – Libiana Montalvao. Have courage to stand up for yourself As we strive for gender parity, more women are becoming empowered to speak up for what they believe is right. It is vital that we take ourselves out of our comfort zone and ensure that we are being respected by those around us. We cannot wait for others to save us; we must first save ourselves from adversity and have the mental strength to fight for what is fair. “We need to speak up and not be a bystander.” – Helen Healey. Let’s be #eachforequal every day because an equal world is an enabled world. 37
ARTWORK: Thank you to our art teacher, Mrs Reynolds, who depicted Good Friday through to Easter Sunday in a beautiful watercolour butterfly
A cycle of continuing preparation The Reverend Zoë Browne, Chaplain | Toowoomba Anglican School, QLD
As a regional boarding school in Queensland, we are all too aware of the realities of nature. For up to seven years, farmers and regional families have toiled through the uncertainty of the next rains, the next crop, the next payment, and the relentless search for hope amidst trial. Thankfully, for many, good rains have come in recent weeks. Without delay, farmers were out and preparing the land for the prospect of planting a crop. Nevertheless, the rain has not come to everyone, and it is not enough to end the drought. It is a constant journey of working with nature and waiting to see what will unfold from one day to the next. The reminder in this is that the drought does not just simply end after a day, or a week, or even a month. Nor does the season of Easter. Many of us focus on Easter Sunday as the day to celebrate and give thanks for Jesus’ gift of himself. And while this is the ultimate day, the ultimate symbol of new life and life in the post-Easter age, 38
it is not a one-day-a-year event. It is a constant journey and process. This year we began our Easter preparations with the customary Ash Wednesday service. This formal liturgy has not been present in the school for several years, and it was clear that it was a valuable opportunity to reflect on the preparation of our own faith in the lead up to celebrate Easter. It serves as a valuable part of the cycle. I diverted from the custom of using the previous year’s Palm crosses. Instead, I sourced materials from the land on which many of our students live. Land that six weeks before had been brown and dead. It was literally dust. ASA NEWS
Thanks to the recent provision of rain, it had found new life. There was much for which to be thankful. Many were able to prepare themselves for the hope of an upcoming crop, or restocking property. The reality, however, is that it is just a season. From one week to the next, it is death to life. And as sure as the cycle continues, the land had returned to the dust of ashes, which now marked a symbol on the hands and faces of the community. It was dust, brought to life, and to dust it had now returned. Living through and seeing this continual cycle of preparation of the land reminds me of the need to continually prepare the soil of our hearts and minds in the faith journey: Jesus’ ministry throughout his whole life – from birth to death, his teaching and healing. Just as the drought is not over after a day, a week, or even a month of rain, nor is our self-preparation a static moment that happens only once or twice a year. It requires a willingness to abide through all times and seasons, in God’s strength, to faithfully till the soil of our own lives. Jesus models this for us, as the Gospels recount his regular times of prayer and retreat during his ministry; this was the preparation of his own soil. The Christian journey is one that encompasses the whole life cycle; from both physical and spiritual birth, up until death, it is cyclical and regenerative. In the process of this preparation, the realities of the COVID-19 pandemic response became clear. Nonessential events over 500 people were cancelled. As a school that prioritises and values opportunities for wholeschool worship, this immediately changed the landscape of our Easter preparation. Was Easter cancelled? How could we celebrate and mark the occasion of Easter in the face of an uncertain and ever-changing landscape? How do we minister to those most vulnerable in our community if we possibly cannot see them face-to-face? How, as an Anglican school, do we live the day-to-day call of discipleship from Jesus?
Easter for the ages By The Reverend Canon Geoff Chadwick, Chaplain Bunbury Cathedral Grammar School, WA Term 1 at Bunbury Cathedral Grammar School is Lent Term, where students reflect on the stories of Holy Week and Easter in many ways. In the Junior School, the Pre-school and Kindergarten students have time to wonder as they contemplate the Easter stories presented to them in the style of Godly Play. They are invited to wonder: “I wonder why some wanted to hurt Jesus?” “I wonder how Jesus felt when his friends gave up on him?” “I wonder why Easter is so important” “I wonder…?
It is a reminder that Easter is not just a one-day event. Just as with the cycle of preparation of the earth, and the cycle of preparation in the face of disaster response, so too is the preparation of the heart to receive the grace that is the gift of Easter. Nor does living in the incarnate power of God’s Spirit require us to be together, interacting face-toface. The witness of the early disciples after Jesus’ death and resurrection testify to the power of the Holy Spirit to transform hearts and minds beyond the hills of Calvary.
Meanwhile the Year 8 students are creating Passion Plays in groups of four. Would we end up with “Jesus” the musical, or “Passion: the Opera” or a modern take with police and gangsters?
As we approach the seasons of both drought and harvest, of safety and of uncertainty, let’s use the opportunity to look to Jesus as the way to prepare our hearts and minds. The drought is not yet over, and there is much to prepare.
These things are then brought together at the Whole of School Easter Eucharist with the Lighting of the Easter Fire. Here, the whole school usually meets as the new fire of Easter is lit to the glory of the Risen Christ.
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Then again, the Year 11 students looked at Jesus’ Trial in some detail. Was it just?” “What was the charge?” “Was the evidence valid?” “Could things have been done differently?”
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Shrove Tuesday feast Bishop Druitt College, NSW
For the Bishop Druitt College community, the Lenten journey is heralded by a feast of pancakes on Shrove Tuesday. Year 11 Hospitality students take the annual challenge to cater for the whole school’s pancake indulgence by cooking 1600 pancakes. It’s a challenge that involves meticulous planning and long hours of flipping pancakes, but it results in a shared feast where all students are invited to connect with the ancient pre-Lenten tradition of indulgence before abstinence. The following day the mood changes as we step into the Ash Wednesday ritual of using ashes to remind us of the sadness carried by the world. A Year 3 student from Nana Glen brought forward the remains of a branch consumed by the bushfires of 2019 close to her home, as we grieved the impact of fire upon our landscape. Students and staff were then invited to take ash upon themselves to mark their solidarity with those who suffer, acknowledging our own role and responsibility in impacting the environment and humans around us. 40
The term usually culminates with a whole school communion liturgy for Easter, walking through the story of grief turning into joy. Our students have diverse religious and cultural backgrounds, and all are invited to step into the story of endings and new beginnings that we find in the Easter narrative. For the Bishop Druitt College Community, the journey to Easter is significant, and all are invited to make their own way upon the path of spiritual challenge and refreshment. ASA NEWS
Telling the story of Easter Swan Valley Anglican Community School, WA
At Swan Valley Anglican Community School, telling the story of Jesus at Easter begins well before Holy Week. The celebration of Easter is significant. It is, after all, considered to be the holiest season of the Christian Calendar. Its significance, however, is only truly seen when students understand the events leading up to it. This is why Lent is so important. Our goal is to try to bring Jesus into the lives of all our students in a way that connects to them personally - for them to take the opportunity to connect with God and with Jesus. Our Chapel focus this year has been that we are “In God’s Hands” and that His son Jesus was sent to be the light of the world for us all. We have been asking students to place themselves in God’s hands and to let the light, life and example of Jesus Christ show them the way. Gene MacLellan’s gospel song, “Put Your Hand in the Hand”, (complete with actions) really engaged students. Early and Junior Years students have been finding opportunities to let “This Little Light of Mine” shine wherever possible through song and everyday good deeds. In the lead up to Lent, our Junior School students celebrated Shrove Tuesday in traditional style with a pancake feast. Our Year 12 Hospitality students made and sold delicious pancakes throughout the day, with all proceeds being donated to Anglicare. Ash Wednesday Services, led by our School and Chapel Captains, continued the theme of “In God’s Hands”. Every student in the school was asked to create and colour a handprint that represented them. These signified that each of us was created by God’s hand, guided by Him in life and returned to His hands when our days are done. Baskets of hands were brought forward as an offering MAY 2020 ISSUE
during the service and blessed before the imposition of ashes. Later, they were returned to each class to create an “In God’s Hands” poster for classrooms to serve as a constant reminder that He is always with us. For the remainder of Lent, the story of Jesus continues to evolve in Religious Education classes and Chapel. We discuss with our students his baptism and recognition by God as his son; his miracles and his teachings which all lead up to the events of Holy Week; and his greatest miracle, his death and resurrection. Usually we would celebrate Holy Week with a whole school Eucharist, however, due to COVID-19 and social distancing, our worship was confined to single classes and smaller groups as we continue to share the message of Jesus at Easter. A beautiful book called “The First Easter” brings together the events of Holy Week and Pentecost in a simple story with wonderful illustrations. Sharing this storybook was the focus for the Primary School. Our core values of faith, compassion and service are inspired by Jesus. Throughout the school, activities such as Peer Support, Community Service and Anglicare Ambassadors all embody these values as we follow the example set by him. 41
How we celebrate Easter John Septimus Roe Anglican Community School, WA
Easter at John Septimus Roe Anglican Community School (JSRACS) is a special time. It is when we gather as a school community to not only remember Jesus’ death but to celebrate His resurrection. In our primary classrooms, through the leadership of our Senior Chaplain, The Reverend Brad Galvin, students have designed and created resurrection gardens. The project was launched at a special Chapel service where each class worked together over several weeks to bring their ideas to life. The friendly rivalry is brought to a culmination when the projects are admired and then a winner chosen at the Easter Assembly. Both the Primary and Secondary students also look forward to the annual Easter Egg raffle which is run by the Parents and Friends Association of JSRACS. Easter Eggs are donated by students, made up into baskets and then students wait with anticipation and hope that they win a prize. In recent years, extra baskets have also been created and donated to local charities and schools. Our Easter service is a highlight of the Easter celebrations in both primary and secondary schools. Through our singing, Bible readings, prayers and communion, we remember the story of Jesus’ death and resurrection, the 42
wonderful message of love and hope God offers to us all. The use of the creative arts and the musical support from our Chapel Choir make the service a memorable and meaningful event. Our Chapel Prefects take an important role in both primary and secondary celebrations, leading prayers and assisting at communion. Last year, the primary students were also treated to an Easter Egg hunt after their service. It was an exciting finish to a wonderful service of celebration. Another opportunity to remember and reflect on the story of Easter is offered to the wider school community in our annual Tenebrae service. This beautiful, solemn service includes readings and a number of musical pieces sung by the choir and ends in darkness with a dramatic strike of the gong. Those present are left to leave quietly and contemplate the significance of Jesus’ death on the cross. Each member of our community enjoys celebrating Easter and we look forward to doing so each year. ASA NEWS
MESSY CHURCH: Previous renditions of Messy Church have been popular with students and families alike.
The story of Jesus at Easter
Messy Easter
Brighton Grammar School, VIC
By The Reverend Gillian Moses, Chaplain St Aidan’s Anglican Girls’ School, QLD
From the abundance of hot cross buns, and chocolate Easter bunnies on shop shelves, it is evident that Easter is close. Easter is arguably the most important and special season in the Church calendar with millions of Christians around the world and throughout history observing and celebrating the sacred event. Students have been taken on quite a journey in Brighton Grammar School’s Religious Education classes. School Chaplain Fr Chester Lord has traced the Easter story all the way from Lent, through to Palm Sunday and then discussed the significance of the cross on Good Friday. Students have marked this journey by creating Easterthemed arts and crafts, performing in mini drama productions, completing worksheets, and sharing time talking about the story of Jesus at Easter. Under the direction of Fr Lord, the BGS boys have learned about the resurrection on Easter Sunday as the most profound aspect of the Easter narrative. The boys listen to the story of the different viewpoints of the resurrection from two of the disciples, Peter and John and a woman named Mary Magdalene. Peter looked and was possibly curious. Mary looked and was saddened. Yet John looked and believed. Fr Lord draws the parallel of our reaction to the Easter event today still. Some people hear the story and they are curious, others might hear it and think that it is sad, and others hear it and have a degree of faith. Students from across the School visit St Andrew’s Church, where the School community worships, and discover that Easter is a time of hope. Fr Lord’s lesson is that Easter is a time of ‘faith’ and ‘hope’ which can extend throughout the entire year. Faith and hope to choose tolook on the bright and positive side of life and situations. Faith to believe that love can shine its light in a sometimes dark world and that students can be active participants of that very light. MAY 2020 ISSUE
Since 2015, St Aidan’s Anglican Girls’ School in Brisbane has committed to running Messy Church for significant services in the Junior School. This helps us to engage our younger students, and makes it easy to invite and include parents, grandparents, and younger siblings, who are all warmly welcomed. In this way we stay true to the intergenerational character of Messy Church. Messy Easter always begins with an Easter Bonnet Parade, then it is on to the business of Messy Church. There is singing, an opening prayer and an explanation of the activities on offer. We make it clear that mums and dads are expected to get messy too! The activities always centre around the Easter story, and include palm branches to wave at the appropriate moment, something to signify the sadness and solemnity of the cross, the waiting of Holy Saturday and, of course, the joy of Easter morning. All items made by the children are brought into play as we retell the story of Holy Week for them, and they respond with prayers they have written in the weeks leading up to Messy Church. Finally, there is another song and we are ready for the Easter holidays, with a new understanding of how Easter might break into our lives. Feedback from staff, students and families continues to be positive and enthusiastic. The preparation of activities and storytelling with staff forms a significant part of their faith formation. Older students usually beg to be allowed to come back and help at Messy Church, and the interactions between the big girls and their buddies is one of the most meaningful aspects of Messy Church at St Aidan’s.
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Anglican Schools Australia PHONE 08 9286 0290 EMAIL asa@asc.wa.edu.au WEB www.anglicanschoolsaustralia.edu.au