ASC NEWS | ISSUE 69 | SEPTEMBER 2020

ASC NEWS ISSUE 69 | SEPTEMBER 2020

FEATURE SCHOOL

FEATURE SCHOOL

Peter Carnley Anglican Community School | Cultural Diversity

Esperance Anglican Community School | Service

From the Chief Executive Officer THE REVEREND PETER LAURENCE OAM Dear Colleagues RECONCILIATION ACTION PLAN The launch of our Reconciliation Action Plan (RAP) at the beginning of July marked a significant milestone in the ASC’s short 35 years existence. Although it was some two to three years in the drafting, really it has been a 35-year evolutionary story. The path to reconciliation is not without challenges. In the same way that Australia as a nation has moved forward (and backwards) on this journey, so too has the ASC sought to tread gently in this space. We are at the beginning of the journey, but now we have driven some stakes in the dirt, ready to pitch our first tent.

A highlight of the RAP’s Zoom launch was the participation of a number of Indigenous students from ASC schools. Peter Carnley Anglican Community School Year 12 student Faith Clowry spoke proudly from the heart of her heritage and what it means to her today. Faith spoke of the importance of the RAP and how reconciliation is being lived out at school.

Contents From the CEO 2 Peter Carnley Anglican Community School

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Esperance Anglican Community School

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Cobram Anglican Grammar School

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St George’s Anglican Grammar School

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Swan Valley Anglican Community School

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John Septimus Roe Anglican Community School 10 St James’ Anglican School

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Trinity Anglican College

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Georgiana Molloy Anglican School

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John Wollaston Anglican Community School

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Staff Spotlight 15 Peter Moyes Anglican Community School

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ASC Language School

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St Mark’s Anglican Community School

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Anglican Identity 19

Cover Image: Faith Clowry presenting her speech at the RAP Launch 2

Recently, our Principals came together to plan how the reconciliation path in our schools might look. From the outset, we have taken the view that the life of the RAP should and must be firmly grounded in each school and its local context. Our schools operate on different ‘country’, so respectful relationships continue to be forged in that space.

I am deeply grateful to Archbishop Kay Goldsworthy, Professor Len Collard (who welcomed us to his country through powerful words and a moving smoking ceremony) and all who participated in the RAP launch.

The ASC RAP will come alive in and through our students, staff and families as they forge relationships in and beyond their communities. Its life lies in our people.

COVID-19 The end of a school term is a time for reflection. Today we find our schools in a very different place to what we could ever have imagined a year ago, six months ago, or even at the beginning of the term… due to the COVID-19 pandemic. A year ago, we had not heard of it. Six months ago, we knew its potency and were in the early stages of planning for the worst. Yet at the beginning of term, people across Australia believed the first wave of the pandemic was over and all states and territories were in advanced stages of lifting restrictions. Then the second wave hit Melbourne. As our WA schools continued to operate with minimum restrictions this term, our three Eastern States schools had new COVID-19 restrictions imposed. Cathedral College Wangaratta and Cobram Anglican Grammar School have been in six weeks of lockdown, remote learning from home, with the likelihood this will continue to the end of term. Trinity Anglican College in Albury, on the NSW-Victoria border, has been living with the complexity of two different state restrictions.

Through these differences, our schools have maintained strong bonds of connection. They do not stand alone. Rather, each school is supported by the strength of one another and our system. Time and again, Principals have stated just how comforting it is to know that colleagues in other ASC schools and our system office are there beside them.

There is a long way to go with COVID-19. We do not know when and where the next outbreak will be, nor if and/or when an effective vaccine will be available.

What we can be assured is that no matter where in WA, Victoria or NSW you are, you stand supported by your colleagues in fellow ASC schools. That is a great strength of our system.

Congratulations and thank you especially to all in our Eastern States schools who have gone the extra mile in this challenging term.

COBRAM ANGLICAN GRAMMAR SCHOOL PRINCIPAL The ASC’S commitment to staff during COVID-19 has ensured job security. Most people would not choose to change employment during a global pandemic.

However, that’s exactly what Mr Keith Willett did in July, as he moved from Cathedral College Wangaratta to become Principal of Cobram Anglican Grammar School (CAGS), some 70 minutes ‘up the road’. Not an easy task, especially as most of this term has involved CAGS students and staff learning and working from home. In welcoming Keith to the role, I commend him in taking it on with enthusiasm amidst the challenges of lockdown. Indeed, CAGS has not missed a beat, with many stories of the quality of teaching, learning and care continuing through the time of severe restrictions in Victoria.

OPPORTUNITY THROUGH ACTIVITY A feature of Term Three was that many ‘normal activities’ resumed in our WA schools. With social distancing being observed, especially when parents and carers are on school campuses, groups and

gatherings of various types returned. I was privileged to preside and preach at a whole-of-staff Eucharist at St Mark’s Anglican Community School to commence the term. With everyone socially distanced in the large Pavilion, it was the first time that staff had gathered since February.

A few weeks ago, it was a joy to be at Georgiana Molloy Anglican School in Busselton for their annual production The Many Wives of Henry VIII. What an achievement to pull together such a major show in one term. The sheer joy in the students’ faces was evident. \

Even in COVID times, we know that there has been so much purposeful activity across our schools. As this term closes and students and teachers take a wellearned break, we give thanks for all the opportunities we’ve had. Thanks to each of you for turning challenges into opportunities, making the most of whatever came your way, and embracing the constant changes with goodwill and gracious humour. You may need some more of that as we return to whatever challenges Term Four may bring our way.

Every blessing.

ASC News

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PETER CARNLEY ANGLICAN COMMUNITY SCHOOL

A CELEBRATION OF CULTURE Peter Carnley Anglican Community School celebrates a rich cultural diversity amongst its students, staff and families.

Principal Felicity House said while eighty percent of the School’s students were Australian born, many had parents who were born overseas. Twenty per cent of students were born overseas and come from 36 different countries of birth.

“Rich cultural diversity is celebrated and embraced as part of our School identity,” Ms House said.

She said celebrations like Harmony Week provided a wonderful opportunity to share cultural heritage. Staff and students wear traditional clothing that reflects their cultural identity. Classes engage in Harmony Week activities and multicultural cuisines are prepared by the canteen for students to enjoy. We also celebrate our cultural diversity by participating in dance performances, assembly items and assisting local artists with art collaborations.

The ‘Welcome Wall’ at the front of the Wellard campus reflects the multicultural make-up of the school, greeting visitors in seven different languages Noongar, English, Hindi, Indonesian, Chinese, Italian and Maori.

The colours for each word come from the colours on country flags including the Noongar word Wandju which represents the red earth of our land.

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Aboriginal cultural engagement is a focus for the School.

The classrooms at Calista have been renamed with each classroom proudly displaying an animal with the reciprocal Noongar name. The School is engaged in the ASC RAP, with Principal Felicity House sitting on the ASC RAP working party. Throughout the School, staff and students look for opportunities to learn about the culture of First Australians.

Year 12 student, Faith Clowry has been at the forefront of raising awareness, first approaching Ms House last year to share her story at the Principal’s Assembly where the theme was NAIDOC Week.

“Faith wanted to share her story to the School community about her culture and growing up as an Aboriginal girl and woman. She lamented the lack of teaching of Aboriginal culture throughout her schooling. This is something we have taken very seriously, as we bring more content and truth telling to our classrooms,” Ms House said.

“Faith has shown tremendous leadership in Senior School and has been an advocate within our community to educate others about acceptance and respect, which are two of our School values. She is very proud and passionate about her heritage, and her passion in her discussions has planted the seed for further learning and inclusion of Aboriginal culture and heritage at the School.”

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Faith spoke on behalf of students at ASC schools at the launch of the ASC Reconciliation Action Plan (RAP) in July. She spoke about what it meant to her as a proud Aboriginal woman, and her enthusiasm for further education in our schools. Faith’s speech is replicated in full.

FAITH CLOWRY’S SPEECH

Firstly, I would like to acknowledge the Wadjuk Noongar people who are the traditional custodians of these lands and waters for they hold the culture, memories and hope of Indigenous Australia.

Hi everyone, my name is Faith Clowry, I am a proud Dharumbal Murray woman. My people come from Rockhampton in Queensland, I attend Peter Carnley and I am currently in year 12.

About 2 weeks ago, Ms House came to me and posed the question, “what would it mean to you to have a reconciliation action plan (RAP) in the ASC?” In the midst of all of this, my friends were putting together a Black Lives Matter assembly for the Senior school. We had spoken about our hopes for Indigenous and cultural studies, so when Ms House told me that the ASC was launching a RAP I got quite excited. This meant that the hard work we were doing would become part of something bigger, a plan to bridge the gap and create better understandings and opportunities.

To me, a RAP is all about creating opportunity and awareness for Indigenous people and at the moment, it is a time for change and education. The Black Lives Matter

movement has sparked a huge conversation about what we should and shouldn’t be doing. It has made a lot of people realise that they may not actually know that much about the traditional custodians and that is why this is the perfect time to launch this RAP. Since the Anglican Schools Commission schools range from K-12, it really does start with us from the very beginning.

We start the education for children as young as three years old about current Australia and past Australia. My whole schooling life I would get excited when we would be learning about Aboriginal culture but as I got older, I realised that there were not many of these moments. So to be told that the ASC had put together a RAP meant so much to me because it means that the next generations to come will be taught things that I have wanted to be taught throughout school. They will gain an understanding of this incredible culture that is so rich.

This next generation is all about change, I have heard elders talk about the hopes and dreams they have for the generations to come and what they are going to bring.

Starting this education from an early age will help start this change and make our elders proud.

The ASC RAP can be viewed on the ASC website.

Images Main image: Faith Clowry with Professor Len Collard at the ASC RAP Launch 1. L-R Felicity House (Principal, Peter Carnley Anglican Community School), Faith Clowry (Year 12 student), Professor Len Collard (Noongar Elder), Jeremy Clowry (Year 8 student), The Most Reverend Kay Goldsworthy AO Archbishop of Perth and The Reverend Peter Laurence OAM.

ASC News

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ESPERANCE ANGLICAN COMMUNITY SCHOOL

COMMUNITY SERVICE A KEY LESSON Service to others is a part of the culture at Esperance Anglican Community School (EACS).

Community service is defined as activities undertaken for the benefit of individuals and/or community for no financial reward.

EACS Associate Principal Lisa Marquis said students learnt a lot from their community service each year.

“By participating in community service, students gain a practical understanding of their role as a member of the local and global community,” she said.

“They learn that giving of one’s time and other resources is a responsibility that we must all assume.”

The Community Service Program at EACS encourages students to develop an appreciation of the need to understand, respect, serve and care for others and our environment. This is aligned with the School’s goals and that of the Anglican Schools Commission (Justice and Respect).

Mrs Marquis said students participating in Community

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Service gained a better understanding of people and the issues impacting on their well-being and understand that they can make a difference to the community in which they live through their actions.

“The service-learning commitment hours gradually increase throughout lower and middle school,” she said.

“Students can choose to do more hours of service but they must undertake a minimum amount of service each year.

“This begins at just four hours in Year 7, before increasing to eight hours in Year 8, 12 hours in Year 9 and to a high of 16 hours per year in Year 10.”

In Year 11 and 12, students have the option to complete the Community Service Endorsed Program under WACE. Mrs Marquis said community service was also aligned with each student’s status of Good Standing. To retain good standing students were expected to meet their obligations each year.

COBRAM ANGLICAN GRAMMAR SCHOOL

STRONGER THAN EVER Resilience has been the resounding theme at Cobram Anglican Grammar School this year, with students and staff undergoing their second round of remote teaching and learning.

New Principal Keith Willett said students and staff relished the first two weeks of Term 3 on campus, after spending much of Term 2 at home.

Anglicare ‘WA Schools Sleepout’ 2020 On Friday 07 August 21 EACS students and 4 staff ‘slept out’ supporting the Anglicare WA Schools Sleepout community fundraising initiative.

Approximately $100,000 was raised by participating WA Schools and support networks with funds directly attributable to Anglicare WA’s ‘Street Connect’ service - Perth’s only mobile youth homelessness service helping young people get their lives back on track.

The evening began with Head Boy Jett Nelson being interviewed for radio about what the sleepout meant for him and his fellow students of EACS. During the sleep out, each student takes on the persona or profile of a young person experiencing homelessness on the streets of Perth. Students were sent on a virtual research tour where they had to find out information to help their persona apply for personal documents, seek Centrelink support and obtain crisis accommodation for the night.

The evening was informative, at times slightly confronting, and an eye-opening insight into the issues that homeless youth face who are sleeping on the streets each night.

The EACS fundraising drive raised approximately $3000 and as a school community we are extremely proud of this achievement.

“I was able to spend some quality time with our School Captains and House Leaders who detailed their roles within the school and their vision for the new Semester, despite the trials and tribulations social distancing rules bring to all,” Mr Willett said.

“My main message to the school community remains the same. It is important that we never forget the importance of education and continue to present our families with security and a sense that the young people of our school are being cared for well.

“Remote Teaching and Learning 2.0 has reminded us not only how much we appreciate school, but how much we value our friendships, our connections and the sense of belonging.”

Head of Senior School Ash Kennedy reminded students that Greek philosopher Heraclitus famously observed that ‘the only constant in life is change’.

Mr Willett said while the CAGS community had faced its fair share of challenge and change recently, the three school values of integrity, endeavour and community had remained constant and as important and relevant as ever.

“Whether at school in the classroom or teaching and learning from the confines of homes, students and staff at CAGS certainly have proved that in spite of the changing times and the sense of uncertainty they continue to nurture and strengthen the distinctive ethos and culture of Anglicanism that underpins all that happens in this special tight-knit school community,” he said.

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ST GEORGE’S ANGLICAN GRAMMAR SCHOOL

A PASSION FOR SCIENCE A growing focus on science at St George’s Anglican Grammar School will culminate in the introduction of the Nobel Pathway, a suite of Science electives for students in Year 7–10, in 2021.

Head of Science Charlotte Donovan said the St George’s science team aimed to share their passion and expertise with students and encourage them to be engaged and enriched by Science every day.

She said National Science Week shone a spotlight on science and the annual St George’s Science Week display had become a highlight, with activities chosen across all disciplines.

From birds of prey and forensic crime scenes to creating a forest in the basement, Ms Donovan said the School took every opportunity to spark students’ curiosity and joy in science.

“This year we took inspiration from the theme of International Year of Plant Health, and decided to convert the basement foyer into a deep forest, complete with thousands of leaves, dappled light, gnarled tree trunks and branches and hidden animals,” she said.

“WA Birds of Prey spoke with our Year 7 students, highlighting the importance of conservation, habitat management and reminding our students to keep 8

looking up, as many birds of prey can be found in our Perth CBD.” Lunchtime activities included a STEM challenge, using recycled and repurposed materials to build hovercrafts, planting succulents and terrariums, and making popcorn to prompt discussions about energy sources, energy transformations and the use of biofuel as an alternative to non-renewable energy fuels.

The Science team also designed a series of Forensics activities for Year 8 students to complete and build on their multidisciplinary Science skills. The Forensics Day, coupled with St George’s Open Day, culminated in the students uncovering the crime scene in one of the laboratories, examining all the evidence, communicating their finding to their peers and determining collectively who had committed the crime.

Ms Donovan said the day fostered everything teachers hope for in their students, a sense of wonder, passion, curiosity, determination, questioning, perseverance and attainment.

“We have so many prospects to engage in Science, to stretch our students beyond the constraints of curriculum, and to ignite the passion for Science that we, as teachers, all share in. There is no typical day in our department, and for that we are all thankful,” she said.

SWAN VALLEY ANGLICAN COMMUNITY SCHOOL

WELLNESS WEDNESDAYS The Year 12 Prefects at Swan Valley Anglican Community School have taken their job of caring for the school community to the next level.

The Social Wellbeing activities centred on the popular game of ‘Capture the Flag’, with teams carefully constructed to allow for social connectedness across the year levels.

Mindful of the widespread impact of COVID-19, the Prefects decided to take action to address the wellbeing of the school community.

Physical Wellbeing was the focus for the week before the Athletics Carnival. The Sport Prefects introduced various tips and tricks to stay physically healthy and to prepare students for the Carnival.

Head Prefect Elizabeth Johnson said: “We felt that there was naturally a feeling of uncertainty amongst some students due to COVID-19. We wanted to do something that would support and promote student wellbeing.”

“Some of us study Health as a subject. In Year 11 we were taught about the importance of a holistic view of Health and that it should encompass Emotional, Social, Intellectual, Physical and Spiritual aspects of wellbeing,” Music Prefect Paul Stone said.

The concept led to the introduction of the Wellness Wednesday Program in Term 3. Head Prefects Elizabeth Johnson and Mikail Maricar launched the concept to the whole School community on the first day of Term 3 – which just happened to be a Wednesday.

The first focus was Emotional Wellbeing. The Prefects produced an engaging video that included their own personal suggestions for enhancing wellbeing.

The Head Prefects then spearheaded the pursuit of Intellectual Wellbeing, promoting the importance of motivation and a positive mindset. They also introduced students to the concept of school as an opportunity and not an obligation.

The final pursuit of Spiritual Wellbeing brought a sense of calm and tranquillity to the busyness of school life.

Students learnt the importance of calming the mind as they explored simple mindfulness and meditation techniques to use in their everyday lives.

Principal Melissa Powell said the 2020 Prefects had responded admirably to the unprecedented COVID-19 events facing the school community.

“They served their fellow students well and left behind a legacy to be built upon by those who will follow in their footsteps in 2021 and beyond,” she said.

ASC News

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JOHN SEPTIMUS ROE ANGLICAN COMMUNITY SCHOOL

LITTLE SURVEYORS CHART THEIR COURSE The launch of Little Surveyors at John Septimus Roe Anglican Community School has turned an early learning open day into an experience to remember for children and families alike.

Principal Jason Bartell said the Little Surveyors experience was designed to showcase the School’s innovations in early learning and the strength of the school community. He said student leadership was also on show with Year 6 students proving themselves a big asset in welcoming new families to the School.

Year 6 leaders spent the morning with the families, taking them on a tour of the primary school and interacting with the children and families who attended, spending time openly talking about their experiences and the opportunities available to them.

Mr Bartell said the School aimed for students to be architects of their own lives from Pre-Kindy to Year 12; looking beyond the ordinary to achieve the extraordinary in making a difference to the world in which they live.

“To understand our vision, families first need to experience where it all begins, in our Early Learning years,” he said.

With 80 per cent of attendees new to the school, numbers were intentionally kept low to ensure a personalised experience. Families were met at the carpark by Year 6 student leaders who walked each 10

family to the Early Learning classrooms where they were greeted by the Pre Kindy teachers and Associate Principals. Children were engaged in activities while parents were able to watch their children interact with staff and other students providing them with insight into how their child would transition to the School.

Children were given a Little Surveyors gift bag containing a ‘Surveyors’ notepad, pencils, binoculars to survey their surroundings and other small gifts.

Families and their children were then able to explore the classrooms and join in activities such as painting, making fairy bread, meeting the JSRACS Story Dogs and traversing the obstacle course.

Mr Bartell said Little Surveyors was a fitting name for the Early Learners and the name had been proudly adopted by ELC families at the School.

“This describes the way our Early Learning students learn, through inquiry, discovery and exploration, and surveying their surroundings to make connections and to make meaning of their world,” Early Learning teacher Vanessa Hughes said.

Parent feedback was that the day lessened their concerns at their child starting school.

“I really enjoyed watching how the students have conducted themselves today, I only hope my son will grow up to be like them.”

ST JAMES’ ANGLICAN SCHOOL

A PLAYGROUND MASTERPIECE With a goal of creating a platform for imaginative play, St James’ Anglican School grounds and maintenance staff and their helpers delivered a new ELC playground over the mid-year break.

ELC staff, the Head of Junior School Mr Dan Mornement, Head of Grounds Mr Campbell Robertson and Business Manager Ms Lisa Whitty all came together in April this year to plan the development.

ELC Coordinator Edell Robertson said: “Each year we would eagerly submit plans for how we would love the space to look and finally in 2020 we are delighted with how it has been developed and is being used.”

With only three weeks to demolish the previous area and install the new playground, the talented grounds and maintenance team set about ‘flat-pack building’ structures throughout Term 2 in the Maintenance Shed. These were then transported to the area once demolition had taken place, speeding up the building process.

The playground consists of an in-ground trampoline, monkey bars, new slides, a new bike track that runs around the perimeter of the playground and a larger grassed area.

Head of Grounds Campbell Robertson said good planning was the key to a great result.

“Our volunteers really put the finishing touches on, making the whole area look as amazing as it does,” he said.

“Our play space is a long-awaited dream come true,” Mrs Robertson said. “Witnessing the engagement, conversations and pure delight on the faces of the children makes our hearts sing.”

Students could not wait to give their tick of approval on the first day of Term 3, andthe new playground continues to be a much-loved area of learning.

“I love the monkey bars the best.” Evelyn Edwards, PrePrimary “I love the bike track. It is so cool!” Jaxon Rhodes, PrePrimary “I like the stage and the boat because you can dance, sing and dress up.” Mia Smart, Kindy ASC News 11

TRINITY ANGLICAN COLLEGE

THE NEXT GENERATION OF LEADERS Witnessing the devastating summer bushfires of 2020 has inspired a surge of interest in the Rural Fire Services Cadet Program at Trinity Anglican College.

The Rural Fire Services Cadet Program is a specialised co-curricular program offered to students in Year 9 and 10 and helps develop critical skills in teamwork, leadership and problem-solving skills, all while building personal character and integrity.

“The program offers students the opportunity to experience the commitment and comradery that comes with volunteering within a local community setting. They will also have an opportunity to challenge themselves further and compete against other schools in a challenge later in the year.”

To complete the program, students attend a twohour session after school each Wednesday across two terms.

Year 9 student Emma Sullivan said the RFS program had been a great opportunity.

With more than 50 students expressing interest, the College was able to sign up 26 students to be mentored by brigades from Thurgoona, Splitters Creek, Lavington, Jindera and more surrounding regions.

The students are taught how to work on trucks, draft water, communicate, fire safety, first aid, fire defence and much more.

Rite Journey and RFS Program Coordinator Mari Green said the students arrived ready to commit, and excited to learn how they could help lead and make a meaningful difference in the future.

“Our students are loving the program; it is a confidence booster and has been really successful with building 12

life skills they can take away at the end of it,” Ms Green said.

“I have made so many new friends and the life skills I have developed have already benefitted me and it’s only been a few lessons,” she said.

Ms Green said the students were part of the next generation who would be ready to lead and make an impact within their community.

“At the end of this program, they will be equipped with skills that will endure well beyond their years in our classrooms at the College and lead them into the future,” she said.

GEORGIANA MOLLOY ANGLICAN SCHOOL

A STAR IN THE MAKING Georgiana Molloy Anglican School’s filmmaking prodigy, Year 12 student Poppy Treloar has been named the winner of the CineFestOZ Cinesnaps Short Film Competition with her short film, Sand Box.

The annual competition encourages young, aspiring filmmakers from South West schools to create and showcase original short films of 3-5 minutes.

This year participants were invited to create a short film exploring the theme, Suitcase.

Poppy’s entry was one of several films shortlisted and judged by a panel of high-profile, Australian film industry professionals including actor Myles Pollard, casting director Annie Murtagh-Monks and producer Kate Separovich.

Sand Box shows the psychological struggle of the protagonist as she is conflicted with her past and present self, portraying the intense emotions of agoraphobia.

Poppy said after the awards: “It’s a pretty big deal, it’s really awesome. Not only is it another thing to add to my university resume, but it’s also really cool to say that I’ve done this, particularly before graduating.”

Photo Credit: Court McAllister

Fellow Year 12 student, Jaimee Whirledge also received high praise for her acting in Poppy’s film. A fantastic achievement for both students.

Poppy’s entry can be viewed on the Cinefest website www.cinefestoz.com ASC News 13

JOHN WOLLASTON ANGLICAN COMMUNITY SCHOOL

HARNESSING AN ENTREPRENEURIAL SPIRIT Young entrepreneurs at John Wollaston Anglican Community School are equipped for a bright future as they embrace innovation and challenge their thinking.

Year 12 student, Skye McKennay said, “It was challenging to realise how much planning goes into creating the best presentation for a product and working with a small budget of $20.”

A variety of programs operating throughout the senior school are providing opportunities for students to learn new skills and build their entrepreneurial spirit.

One group said, “The entrepreneurial experience taught us verbal communication skills and a strong understanding of marketing strategies.” A total of 12 teams entered Biz Fest, raising approximately $600 for Anglicare homelessness and youth charities.

Year 7 students recently took part in a Shark Tank project to develop solutions to everyday challenges for their Economics unit. In small groups, students formed their own company, logo, vision statement and product. Their final product was presented to a panel of ‘Guest Sharks’ from across the School.

Year 7 student, Kayla Jonker said that being an entrepreneur meant “Creating something new and exciting to help others by filling a gap in society.”

Year 12 students completing a Certificate III in Business recently hosted Biz Fest, an initiative of The Foundation for Young Australians $20 Boss Program.

Hospitality teacher Lisa Bissell introduced Biz Fest to the curriculum to enable students to develop their skills in a practical way. This year students focused on market stalls, selling a variety of snacks to their peers.

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An ongoing program at John Wollaston is the student run Chalk Café. Certificate II and III Hospitality students manage the Café with a weekly menu, selling breakfast, lunch and beverages to staff and parents. Students also assist with catering for various events throughout the year, planning, preparing and serving the School community.

The modern commercial kitchen and experienced teachers give students the tools and confidence to run a successful café, while giving them a taste of what it is like to work in the hospitality industry. Despite some challenges due to COVID-19 restrictions, students have been able to adapt and develop new techniques to serve the School, by creating a takeaway food service like UberEats.

STAFF SPOTLIGHT

introducing. .

Brigid Perkins

Amy O’Brien

Karen Potts

Head of Middle School

School Psychologist

Risk and Compliance Manager

Cathedral College Wangaratta

Frederick Irwin Anglican School

Anglican Schools Commission

I arrived at Cathedral College in 2017 to lead the first year of Middle School. I had been living in Melbourne for several years throughout my own time at boarding school, university and my first teaching roles in various school settings, so when the opportunity arose to return to North East Victoria where I grew up, I was ready for the change and a return to a country lifestyle.

Like most children, I was born … in Australia as it happens. My family moved about a bit and, at last count, I think I attended five different schools before finally graduating and heading off to University where I studied a Bachelor of Psychology (Hons) and a Masters of Clinical Psychology. Maybe due to having attended so many different schools, I stuck with one University for both degrees (but that’s the psychologist in me theorising…).

I moved to Perth in 2005 with my husband and daughter, having never stepped foot in Australia. I was born in Scotland, moved to Germany (Dad was in the British Army), moved back to the UK to attend University and then landed in Perth some years later. My answer to ‘where are you from originally?’ can sometimes be quite lengthy to explain the lack of a Scottish accent.

It is lovely to now live in my hometown, surrounded by family. My mother and younger sister are also teachers in the region. It is a nice feeling to be able to support local schools to provide quality education for regional communities.

As an educator, English would be considered my main teaching area, however I’ve also taught Health and Human Development, Phys. Ed. and History. I have held various leadership roles including Year Level Coordinator, Head of House, Head of Girls Sport and now Head of Middle School.

Middle Schooling has become a passion of mine due to its dynamic and rewarding nature. I have learnt that Middle School students are involved, eager and enthusiastic. There is so much change that occurs throughout these formative years for these students, so it is exciting to assist in their personal development and guide them to understand what kind of learners they are capable of being.

Outside of work, I love spending time with family (I have two young daughters, who are thriving in the country setting) and friends. Weekends and holidays are filled with road trips to Lorne along the Great Ocean Road or staying in the Alpine area of Bright, reading a good book, running, going in search of new cafes and restaurants and listening to music.

I started working at Frederick Irwin Anglican School in 2019 as the School Psychologist – an exciting, but daunting, opportunity, as the school had not previously had a School Psychologist, and it was up to me to make this a success (results pending)! I really enjoy the variety of things I get to do in my role, and working across two Primary and one Secondary campuses keeps me busy!

Before working at Frederick Irwin I worked in private practice and in nongovernment not-for-profit agencies, working predominantly with children and adolescents. Some other odd jobs I have had include working at a theme park, working in a library, being a volunteer mascot in a bear suit, fixing printer jams and working as a professional chairstacker (which is just as boring as it sounds).

I hope to be able to be a part of the development of further wellbeing initiatives at Frederick Irwin, and finding creative ways to promote good mental health.

My career to date has been varied, with time spent at an Audit firm, Building Societies, Health Fund, and Oil and Gas in either Audit or Risk and Compliance roles.

I joined the ASC in 2016 to develop and roll out the Risk and Compliance framework across the ASC and its schools.

This has been, and continues to be challenging and rewarding, but I really enjoy my role. The work is varied, and I get to work with a wide variety of people across the ASC and schools. My love of all things risk and compliance, spreadsheets and tables is quite often the topic of amusement in the office.

Away from work I love to travel (oh the good old days) and spend time with my daughter, who is back in Australia having just spent the last three years at University in the UK. I also love swimming, cycling and running (triathlon) with my husband – and yes there is a friendly rivalry between us. We both completed our first Ironman at the end of 2019.

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PETER MOYES ANGLICAN COMMUNITY SCHOOL

LOOKING AFTER OUR PLANET Peter Moyes Anglican Community School has partnered with The Greenbatch Foundation to give waste plastic a new life by reprocessing plastic bottles into 3D printer filaments.

There are Greenbatch recycling bins located around the Primary School where parents, students and staff deposit their old PET plastics. Greenbatch then collect and take the plastics to their facility several times each term where it is repurposed into 3D printer filament. This can be given back to the School to be used in student projects or used for community projects by Greenbatch. The School fills around twelve bags of plastic every term and this amount is rapidly increasing.

Associate Principal Primary School Roderick Wood said the initiative taught students the importance of preventing plastic from entering landfills, oceans, and waste incinerators.

“We are always looking for opportunities to promote new practices especially when it comes to finding a better way to manage harmful resources. This is a very practical way that our students and School community can contribute to looking after our planet,” he said.

Another great recycling initiative supported by the School is the School League Battery Recycling 16

Program run by Mindarie Regional Council. The School community bring in their old household batteries which are collected and weighed at the end of each term. Last year the School placed third on the league table for the most batteries collected. This year with 169 schools taking part, the School is currently in first place.

“Both partnerships came about through passionate staff members hoping to raise awareness and do their part for our planet, and our students share their enthusiasm for the recycling initiatives,” Mr Wood said.

The School’s focus on the environment is highlighted in the 2020-24 Strategic Plan and there are plans to introduce further recycling and environmental care initiatives in the coming years.

A S C

INTERNATIONAL

ASC INTERNATIONAL

Par t of The Anglican Schools Commission (Inc.)

WACE PREP ANYWHERE International students unable to start their Australian education due to border restrictions can now continue their studies remotely through the new WACE Prep course for Years 9 and 10 students.

The course is part of ASC International’s REAL Program – Remote Education Anywhere Live – which caters for international students enrolled in English language courses and mainstream ASC schools.

The WACE Prep course is a partnership between ASC International and Peter Moyes Anglican Community School. ASC International Director Amanda Fritz said WACE Prep allowed students to start their Australian studies via remote learning until they were able to join their peers on campus.

“WACE Prep is a mainstream middle school option so students can commence their Australian pathway with us while they are at home and without delay,” she said.

“The ASC Language School conducts the English classes while specialist teachers from Peter Moyes Anglican Community School teach maths, science and humanities.”

Peter Moyes Anglican Community School Principal Benjamin Lomas said the students from Vietnam, Hong Kong, China and Saudi Arabia were thriving in the program.

“All classes are conducted remotely with our specialist teachers. They have their own class and timetable which includes tutorial sessions to consolidate all their learning.”

Mr Lomas said the School had sent orientation hampers to students to ensure they felt a part of the Peter Moyes family, with a School shirt, pin and yearbook included, along with a toy kangaroo and some Australian snacks.

Minh Tuan Tran, a Year 9 student living in Ho Chi Minh city, was delighted to receive his hamper as part of his Orientation to the REAL Middle School program.

“I never thought COVID-19 would result in travel restrictions worldwide and was quite disappointed about having to defer my studies,” he said.

While hesitant at first, Minh said he soon realised the routine worked well for him.

“The learning platforms work quite well, and my Australian teachers are very caring and patient. It’s easy to maintain my focus and the course is well-paced with ample time for Question & Answer sessions. I am enjoying the course very much.”

Mrs Fritz said while the program evolved to fill a gap during the global pandemic, it provided an option for gradual entry into Australian education and would possibly expand to Year 7 and 8 students in the future.

ASC News 17

ST MARK’S ANGLICAN COMMUNITY SCHOOL

OLD SCHOLARS STILL GIVING BACK Giving back has always been a part of the fabric of the school at St Mark’s Anglican Community School. As the first ASC school, foundation students and their families had an active involvement in the school from attending busy bees to weeding and planting grass on the new grounds.

The involvement of Old Scholars continues today through the active Old Scholars Association, the P&F, and the School Council, with the children of Old Scholars accounting for 10 per cent of the School’s students.

This year, St Mark’s reached another milestone with three Old Scholars now serving on the School Council.

Introducing….

Jo-Dee Mansell After graduating from St Mark’s in 1994, and completing my university degree, I began my career in a boutique public practice accounting firm, where I worked for over a decade. I attained a CPA designation, and public practice certificate, in order to start my own accounting firm. I have been navigating the twists and turns of business, in partnership with my clients, for 14 years.

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industry over a number of years, including establishing my own business in 2002.

In 2001, I was invited by Foundation Principal, Barbara Godwin to join the School Council as the representative of Old Scholars’ Association. My background in building and construction provided the Council with an additional resource to draw on as the School grew.

A cornerstone of both St Mark’s and the Anglican Schools Commission’s ethos is to provide a low fee, co-educational Anglican education. Without this vision, I, like many others, would not have been able to attend an independent school, and as such, this ethos is still something I strongly support today.

Livia Hawker After I graduated in 1994, I completed a Bachelor of Art in Design (Human Environment Design), followed by a Diploma in Building Design and Drafting. I established my own business in 2004, where my strong client focus, and my passion for sustainable design, has seen me contribute to projects throughout Australia and overseas.

As an Old Scholar, current parent, and Council member, I link the history (Old Scholar), present (my children), and future (strategic planning on the School Council), and I am honoured to serve St Mark’s in this way.

More recently, my interest in design thinking and creativity led me to obtain my post graduate degree in education. I am passionate about promoting collaborative, creative and critical thinking in young people.

Franzl Shannon I graduated from St Mark’s in 1991, and developed a successful career in the building and construction

I believe an actively engaged Old Scholar community is vital, and that contributing – in any capacity – is part and parcel of the School’s success.

ANGLICAN IDENTITY

from the Chaplains

Mrs Cathy Carden Cathedral College Wangaratta

The Reverend Noel Oakey Frederick Irwin Anglican School

The Reverend Sarah Stapleton St George’s Anglican Grammar School

I have been Chaplain in the Junior School at Cathedral College Wangaratta for three years, working alongside our Senior Chaplain, The Reverend David Jones.

What do you do when events, out of your control, remove the ‘everyday’? The ‘everyday’ where you and those around you felt challenged but comfortable. The ‘everyday’ that does not return as it was before, because the events that changed it, are still there, seeking to intervene again and again.

The opportunity to be a Chaplain in a city school is something for which I am profoundly grateful.

We have the privilege, opportunity and responsibility of leading the community in areas of Anglican Identity, worship, Religious and Values Education, prayer and liturgy.

We are an integral part of the wellbeing and pastoral care team, where we get to sit and journey with people during the crises and traumas of life. These COVID times have of course presented challenges, particularly here in Victoria with extended restrictions and further Remote Learning. However, I have found that there are also opportunities.

I have a personal mantra, of wanting to provide a positive experience of ‘church’, faith and God, and Remote Learning has enabled us to connect with families and homes in new ways. We have adapted our Chapel services, presented them online to classes, or sent links for students to watch in their homes.

Similarly, RAVE lessons are now being ‘shared’ into homes, providing opportunity for discussion with family members.

Example lesson: ‘Slowdown World Reflection’.

We are finding that staff and students are turning to the Chaplains during these stressful times, and we remind our communities of the love and faithfulness of our God. I have encouraged staff and students to use these times of enforced lockdown to perhaps find time for meditation, spend time in nature, and in the quietness, remember Psalm 46:10 - Be still, and know that I am God.

To lose the opportunities to share with the school community, chapel worship, house worship and house days, staff eucharists, overseas and camping programs, regular contact with staff and students, as well as local Sunday worship, flew in the face of our understanding that we believe in a relational God, who was ever present.

How could we continue to work with Him to make Him present in the lives of those that He has called us to minister to and with?

Paul sums up well in his Letter to the Romans how we should and have managed this situation.

“For I am convinced that neither death, nor life, nor angels, nor rulers, nor things present, nor things to come, nor powers, nor height, nor depth, nor anything else in all creation, will be able to separate us from the love of God in Christ Jesus our Lord.”

(Romans 8.38-39, NRSV)

The city is a wonderful place for learning about the highs and lows that people can experience in life. We see luxury cars ferrying people to hotels, homeless people carting their belongings around the streets and families on shopping trips.

St George’s Anglican Grammar School students have the privilege of learning how to navigate the city as a part of their school experience, and it is a great education for them. In the city the parable of the Good Samaritan takes on vivid meaning as we learn not to judge a book by its cover, and how to inhabit our environment with care and compassion.

When moving around the city, I have a profound sense of being ‘sent’ by God, into the world. I am energised and inspired by the presence of God in the city scape.

In the city, we are called to share the Gospel in word and action, to shine the Christ light in the darkness.

School in the city is a fantastic way for young people to learn the value and joy of serving the greater community.

The internet, often a hindrance, became an ally as services were constructed and delivered to House groups, and primary students delighted in Esau the Orangutan’s valiant attempts to be prepared for Easter amidst the looming COVID-19 crisis.

Our belief in the resurrection gave us hope and that translated into energy to be creative and energetic by remote.

ASC News 19

The Anglican Schools Commission Inc. Po Box 2520 Mt Claremont WA 6010 P (08) 9286 0290 F (08) 9384 5023 E info@asc.wa.edu.au W www.asc.wa.edu.au