ASC NEWS | ISSUE 81 | SEPTEMBER 2023

ASC NEWS

FEATURES

Cobram Anglican Grammar School

John Wollaston Anglican Community School

From the Chief Executive Officer

Dear Colleagues

We come to the end of a busy term. Athletics carnivals, music competitions, and so much more. Knowing that Term Four is kept relatively event-free for valedictories and graduations, tests and examinations, it seems that we squeeze everything we can into Term Three! So, for our students and teachers, it’s time for a break!

REFERENDUM

On the national agenda this term, we’ve seen the buildup to the Referendum on the Voice, to be held at the end of the first week of next term. Whichever way the nation decides, it is clear that there will be significant numbers of disaffected people. Our role in schools is to educate and care. It will be important that, whichever way the nation votes, we walk forward with our communities in a spirit of healing and reconciliation. The ASC’s Reconciliation Action Plan commits us to nothing less.

Contents

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The national peak body for Anglican schools, Anglican Schools Australia (ASA), met during this term. Principals, Chairs of School Council, Chaplains and others gathered for their annual conference. The conference theme of Re-emergence was a fitting one as we gathered for the first face-to-face conference since 2019.

The conference made the following statement: “On August 5th 2023, delegates at the Anglican Schools Australia Conference in Canberra affirmed the Uluṟu Statement from the Heart and the Voice to Parliament.”

It is not for the ASC nor a school to tell anyone how to vote. Whatever the decision, we will commit to walking with all people on the journey towards reconciliation.

SAMOA SERVICE LEARNING

ASC students engaged in an activity with Samoan school children

The second of three Service Learning trips to Samoa has just departed Australia. An ASC-wide initiative, students and teachers spend two weeks in Samoa at our partner school All Saints’ Anglican School Apia. Demand was so strong this year that our co-ordinator, The Reverend David Jones, has organised three trips, so students in our WA, Victorian and NSW schools can attend.

Service learning is about moving beyond a ‘transactional’ approach to doing good. Raising funds for charities and mission is tremendously important, but not always lifechanging for the students involved. Their great efforts can and do change others’ lives. Service learning is about providing transformational experiences, immersing students in the lives of others; that in doing good, good is done to them also. When we walk in others’ shoes, even for a small time, we cannot but be transformed in our thinking and our being.

Whether in Samoa, in an Aboriginal community in the Kimberley, or in Cambodia or Bali, ASC service learning provides students with life-changing transformational experiences. You can read more on page 10.

THE REVEREND PETER LAURENCE OAM

Kate Colley, former John Wollaston Anglican Community School student.

CREDIT: Anna Spindelndreier Fotografie

CONGRATULATIONS GARY SMITH

Congratulations are in order for Cobram Anglican Grammar School Physics and Mathematics teacher

Mr Gary Smith, who was recently named Secondary Teacher of the Year (Non-Government) at the Australian Education Awards. What a wonderful achievement for Gary and the tight-knit school community at Cobram. Achievements such as this remind us of the profound difference teachers make in the lives of our students. Congratulations Gary! You can read more on page 4.

ANNOUNCEMENT OF PRINCIPAL

During this term Mr Brad Evans was appointed as the next Principal of Georgiana Molloy Anglican School in Busselton from January 2024. Brad is moving from Guildford Grammar where he is currently the Head of Senior School. Brad’s impressive leadership skills, qualifications and experience make him the right person to lead the GMAS community into the future. We look forward to welcoming Brad and his family into the ASC next year.

A SUPPORTIVE SYSTEM

ASC school leaders and senior staff at the Principals Meeting

It has been wonderful to spend some time with our school leaders and senior staff over the past month. Our Principals meet quarterly to discuss important issues in our schools and education in general. These meetings truly emphasise the benefits of being part of a system, rather than a standalone independent school. Our Principals and senior staff across the schools have a ready-made network of colleagues for support, information and collaboration. Another important gathering in Term 3 was the Victoria/ NSW Senior Staff Retreat, led by The Right Reverend Jeremy Greaves, Assistant Bishop of Brisbane and Archbishop-Elect. This retreat allowed staff in our schools in Victoria and NSW to gather for collegiality and professional development.

ALL SAINTS ANGLICAN SCHOOL

While in Victoria recently, I visited the building site for our newest school, All Saints Anglican School in Shepparton. It is wonderful to see All Saints starting to take shape in readiness for our staff and students in Term 1 next year. Along with Foundation Principal Mr Jim Laussen, I had the opportunity to walk the first floor of the new Administration Building before the concrete floor was poured; carefully and safely navigating scaffolding and the like! This area will be home to the Middle School students in Years 5 to 7, as well as the Administration Centre.

Enrolments are strong, the uniform is finalised, and most of the teaching staff have been appointed. There is much excitement around the opening of All Saints, the first ‘greenfields’ school we have opened in Victoria, and the first new ASC school since 2015.

VISION FOR LEARNING

Teachers will soon be considering the new ASC Vision for Learning and workshopping how it can be implemented in your school. It is important to have a clear set of values and a common language relating to our teaching and learning across the system. While the implementation may differ from school to school, it will hold fast to the ASC vision and provide clarity to staff, students and families. You can read more about the ASC Vision for Learning on page 18.

Every blessing....

WINNING TEACHER INSPIRES

Cobram Anglican Grammar School’s VCE mathematics and physics classes have long been a source of inspiration and achievement, thanks to the remarkable teaching capabilities of Mr Gary Smith.

Mr Smith’s immense contribution to education over nearly 38 years, was recognised recently when he was awarded Secondary School Teacher of the Year (Non-Government) at the 2023 Australian Education Awards in Sydney.

Mr Smith has been teaching at Cobram AGS since 2006, guiding students in Mathematics Methods, Specialist Mathematics, Physics and Wood Technology classes. Attending the special evening with his wife and fellow Cobram AGS teacher Melonie, Mr Smith described the moment his name was read out as a mixture of joy and chaos. He was also quick to acknowledge the team of teachers at Cobram AGS as well as the wider school community.

“Of course, it’s nice to be individually recognised for what you’re doing but at the end of the day, I’m no different to most other teachers out there. Everyone is plugging away doing the best they can in the limited time they have to prepare,” he said.

“I can only look good if there is a strong team around me doing their job effectively; especially with regard to preparing students in the early secondary years with the base-level knowledge they will require to do well in VCE down the track.”

Mr Smith said the school was a unique workplace that brought out the best in his teaching.

“This is a very unique school and we’ve got something

pretty special here. The culture we have and some of the learning that takes place is amazing,” he said.

“I was ready to quit teaching when I left my previous role but this job came along and 18 years later, I’m still doing it.”

Principal Keith Willett expressed the school’s pride and delight in Mr Smith’s achievement.

“Gary has been an outstanding educator for many years and has had a profound impact on many students throughout his career. To be the recipient of a national award of this significance is a testament to his ability to educate and inspire his students,” Mr Willett said.

Year 12 student Cadence Pang has been taught by Mr Smith for many years and played a key role in his nomination for the award. Cadence said Mr Smith’s unwavering commitment to going above and beyond for his students to help improve their learning was one of his greatest assets as an educator.

“Mr Smith is without doubt one of the best Maths teachers I’ve ever had. I often look forward to his lively classes, where he demonstrates his almost-magical ability to paint pictures with numbers and formulas, so that each of his students grasp complicated concepts,” she said.

“Even though Mr Smith juggles many extra-curricular activities with his teaching responsibilities, he frequently dedicates time to provide extra support. I’m grateful for having such an amazing teacher in my life.”

Gary Smith, with wife and fellow teacher Melonie Smith and son Liam Smith.

It’s been a successful year for Cobram Anglican Grammar School with Mathematics and Physics teacher Gary Smith winning Secondary Teacher of the Year (Non-Government) at the Australian Education Awards, and the achievement of a Premier’s VCE Award to student Cody Lincoln for his perfect score in Physics.

WINNING FORMULA FOR COBRAM DOUBLE ACT PERFECT RESULT FOR CODY

Cobram Anglican Grammar School Year 12 student Cody Lincoln has received the highly prestigious Premier’s VCE Award for achieving a flawless study score of 50 in Physics during the 2022 academic year.

Cody was recognised at the awards ceremony in Melbourne in front of 1000 attendees, including his parents, Renee and Andrew, and Cobram AGS secondary school teachers Gary Smith and Melonie Smith, who have both taught Cody over the years and have been huge sources of encouragement.

Revelling in the afterglow of his rare achievement, Cody said it still hadn’t quite sunk in.

“I am very proud of the achievement. I didn’t think that it would happen and I wasn’t expecting it. I wasn’t aiming that high, but it happened. Sometimes I guess I don’t think about how much it means but when I do stop and think about it, I realise it’s pretty special,” he said.

Cody’s result was all the more remarkable considering he was a Year 11 student at the time, showcasing his exceptional grasp of the subject matter and his commitment to academic excellence from the outset of his VCE program.

A total of 331 awards were presented to commend the achievements of 300 high-achieving students. Cody was one of just seven students from around the state who received a Study Award for Physics, and the only student to receive the honour from a school outside of Melbourne.

While Cody acknowledged that students from rural areas were often disadvantaged compared to students in Melbourne or large regional cities, he implored students from the country to ignore these challenges and encouraged them to simply work hard to achieve their aspirations.

“Don’t let it stop you. Sure, we’re at a disadvantage compared to city students who may have private tutors, but we still can achieve high results if we put our minds to it,” he said.

Cody added that his Premier’s Award wouldn’t have been possible without the unconditional support of some key people in his life, thanking his parents and Mr and Mrs Smith for helping him achieve the award.

Principal Keith Willett said the entire school community was immensely proud of Cody.

“We congratulate Cody on this extraordinary feat and acknowledge the effort he has put into his studies. And of course, we also acknowledge the work of his Physics teacher Mr Gary Smith who supported and mentored Cody across his year of study in 2022,” Mr Willett said.

“This rare accomplishment is quite remarkable and testament to Cody’s commitment, hard work, and intellectual prowess.”

JOHN WOLLASTON ANGLICAN COMMUNITY SCHOOL

GOING FOR GOLD

When Kate Colley graduated from John Wollaston Anglican Community School (JWACS) in 2021, sport was not part of her future. Fast forward to 2023, and Kate has returned from the World Dwarf Games in Germany as a gold medalist in Class 1 Badminton.

The former John Wollaston Environment Prefect competed in badminton, basketball and soccer at the Games after hearing about the opportunity through the Short Statured People of Australia Association (SSPA).

“When I started working full-time, I knew that I needed to begin an active lifestyle to stay healthy. It is especially important if you have dwarfism so that you don’t lose mobility,” she said.

“I used the World Dwarf Games as a motivator to explore sports and to get an idea of how it was to play against other Short Statured People.”

Training for the games was difficult with the 40 members of the Australian team spread out across the nation. Kate said the most difficult part was the solo training before work and learning proper training and recovery techniques. The team also had planning and fundraising roles in the lead up to the Games.

Despite her success, Kate said going to the Games had never been about winning.

“The people I met were truly the best experience of the whole games. Yes, the games are quite competitive, but it is also very much just a chance for people with short stature to experience playing sport with other people when it is fair,” Kate said.

“I met so many people from all around the world who had similar conditions to me and very similar experiences, so I might have been playing against them on the field but making lasting friendships off the field.”

Kate was the third sibling to complete her studies at JWACS, where her Mum, Marjan Van Dijk, works as an Education Assistant and Art Technician. She said opportunities to take on leadership positions taught her that she enjoyed working together with people towards one goal.

“Leadership positions within the school provided a valuable insight on the power of collaboration and what can be done by working as a team,” she said.

“My time at JWACS helped me become more confident and equipped with skills that helped me navigate the adult workplace world, through the opportunities I had as the Environment Prefect and working two days a week through the VET program.

“Some of my teachers have been instrumental in making my time at JWACS unforgettable.”

Principal Anne Ford said Kate was a resourceful, enterprising student who made the most of her school experience.

“I particularly recall her outstanding work as Environment Prefect which elevated student and staff awareness about the importance of striving for a cleaner, more sustainable future,” Ms Ford said.

House Group teacher Rory Marchant said Kate had always been a student who went above and beyond while she was at school.

“Kate always worked hard and never settled until she put in her best. A very conscientious student who cared for her fellow peers and the environment,” he said.

Kate’s Mum Marjan said the teachers and staff members at John Wollaston had helped shape Kate into the great achiever she had become.

“You never know the impact you have on your students, but when you see them thrive, you know you did a great job,” she said.

“The World Dwarf Games have been a real eye opener about the importance on keeping active and healthy, and how easy it is to do when you find a sport that you enjoy.”

Kate Colley

TERM 4 2023 | ASC EVENTS

CONGRATULATIONS

October

12 Oct ASC Aspiring Leaders

16 Oct ASC Education Support

23 Oct ASC Marketing & Communication Staff PD Day

24 Oct Wollaston Certificate for Anglican Leaders

26 Oct ASC RAP Working Group

27 Oct WAASA Year 11 Student Leaders’ Day

November

6 Nov ASC Heads of Music Committee

7 Nov ASC Board Members Schools Visit Day and Meeting

8 Nov ASC IT Committee Meeting

9 Nov ASC Senior Staff Meeting (Combined) WA

10 Nov ASC Business Managers’ Meeting (WA)

16-17 Nov ASC Principals’ Meeting

24 Nov ASC Business Managers’ Meeting (VIC/NSW)

Dr Penelope Russell

Congratulations to ASC Director of Teaching and Learning Penelope Russell on achieving her PhD.

Penelope’s studies considered the history of curriculum in Western Australia, particularly in Anglican schools, and equips and qualifies her as an expert in the history and philosophy of curriculum development and implementation in independent schools. Penelope studied under the supervision of Professor Tom O’Donoghue, a world leader in curriculum history and development.

Life Membership for Peter Laurence

Congratulations to ASC CEO, The Reverend Peter Laurence OAM, who was honoured as the 2023 recipient of Anglican Schools Australia’s (ASA) most prestigious award, Life Membership.

The award recognises Peter’s significant and ongoing service to ASA and Anglican education in Australia. The deeply committed CEO of ASC and ASA received the award, and a standing ovation, at the ASA annual conference dinner at the Great Hall of Parliament House, Canberra.

Innovation on Display

The ASC was well represented at the WA Education Summit held at Optus Stadium in August. Attended by School leaders, IT Managers and teachers, the Summit addressed the theme: Drawing back the curtain on AI and Innovation in today’s schools.

ASC Director of Technology Shane Parnell presented on Building Trust and Connection: Pastoral Leadership in a Technology Landscape.

Shirley McKibbin, Head of Library K-12, and Kelly Curran Head of Digital Learning K-12 from St Mark’s Anglican Community School presented Beyond Consumption: ClassVR to inspire, investigate, create and share.

WORLD RELIGIONS SHARED

Religious Educators from WA Anglican schools gathered at the Anglican Schools Commission for a day of professional learning. The group heard from Guildford Grammar School Senior School teacher in Religion Philosophy and Ethics Andrew Rogers, and a panel of leaders from different faiths.

Facilitated by The Reverend Richard Pengelley, the panel of religious leaders joined the day to share their experiences and beliefs with the group.

ASC Director of Teaching and Learning Penelope Russell said a purpose of the day was to allow Religious Educators to understand and reflect on the beliefs of others.

“It was a privilege to hear from leaders of different faiths. Part of our Anglican Identity means we listen to the voices of others,” she said.

A GLOBAL NETWORK

ASC CEO, The Reverend Peter Laurence OAM is the Australian representative on the newly formed Global Anglican Schools Network. On a recent trip to Japan, Reverend Laurence met with the Bishop of the Anglican Diocese of Chubu (MidJapan), The Right Reverend Dr Renta Nishihara. Bishop Nishihara is also the President of Rikkyo University, Chancellor of Rikkyo Schools and the Chairperson of the Association of Christian Schools in Japan. Rikkyo University is the only Anglican system comprising a university and schools in Japan. It is recognised in the top five universities in Japan.

The national representatives discussed the role of Australian and Japanese Anglican schools in connecting schools throughout the worldwide Anglican Communion.

From left, Sheik Muhammad Agherdien, Islamic scholar and former Imam of a Perth Mosque; Dr Allen Riebau, Chairperson, Spiritual Assembly of the Bahai’s of Wanneroo and Acting President, Australian Religious Response to Climate Change Western Australia; Ven Ajahn Brahmali, The Buddhist Society of Western Australia, Dr Penelope Russell, ASC Director of Teaching and Learning; and Mr Prasanth Nallan, Hindu Council of Australia (WA Chapter).

SERVICE AND LEARNING IN SAMOA

The ASC Samoa Service Learning Program has returned in 2023, with strong demand from students across all states to attend the ASC-wide service learning experience.

The program, which began in 2019, aimed to take a group of students each year to visit and work at All Saints Anglican School in Apia, Samoa. The first student trip was held in 2019 with much success but the program was forced to stop for three years during the pandemic.

Samoa Service Learning Coordinator, The Reverend David Jones, said there had been such strong interest from students to attend, that a decision was made to send three groups of students across the July and September/October school holidays.

Reverend Jones said there had been strong interest from ASC students across all three States, with students keen to take advantage of the unique opportunities afforded by a service learning trip.

“Service learning trips allow students to explore a new part of the world, interact with new people and understand different cultures to their own,” he said.

“The service learning part of the trip provides that extra benefit to students as they serve the communities they visit. Students learn the importance of serving others, by giving back to the Samoan community and, particularly, to the students at All Saints Anglican School in Apia.

“They also have the opportunity to experience the beauty and culture of Samoa and the Samoan people.”

Groups visit for two weeks, with the first week spent exploring the island paradise, learning about Samoan culture, swimming over coral reefs, and trying the local foods. The second week is spent alongside students in Years 1 to 8 at All Saints Anglican School, helping with their learning, playing sport and immersing themselves in Samoan culture.

Twenty-seven students from six ASC schools attended the first trip in July. The students are in Years 9 to 11 and from all three States in which ASC schools are located. Attending students were from Trinity Anglican College in NSW, Cathedral College Wangaratta in Victoria and Esperance Anglican Community School, Frederick Irwin Anglican School, John Wollaston Anglican Community School and St George’s Anglican Grammar School in Western Australia.

Student, Samoa Service Learning Program

“An opportunity to build and strengthen knowledge of the country and culture, as well as deepening friendships with peers, and Samoan students.”

EMPOWERING REMOTE AND REGIONAL STUDENTS

Excursions, tours, and trips away from the classroom can be a transformative educational experience, particularly for students from rural and remote areas.

Student groups from Esperance Anglican Community School recently returned from trips to Samoa and Canberra, enriched and significantly more confident and independent.

While the geographical isolation of Esperance provides more of a challenge for remote students to access these experiences, EACS students are returning from trips with a broader view of the world.

EACS teacher Shirelea Garvey said for many regional students, a trip away may be their first exposure to a different culture and lifestyle.

“The interaction with people from diverse backgrounds helps foster empathy, tolerance and understanding, while developing more cultural awareness and appreciation in our students,” she said.

“Like us all, often a trip away is restorative, breaks the day-to-day routine that can lead to waning motivation and students return to their academic tasks with renewed enthusiasm and excitement.”

Ms Garvey said remote regional students could have limited access to resources, cultural events, and diverse learning environments. Trips can prepare them for the move away from their small town for university or other further studies, with regional students finding the isolation away from family and friends particularly challenging.

She said exposing students to museums, research centres, universities, theatre, or industries related to their interests could inspire them to consider and pursue career paths previously thought ‘out of their reach’. Regional students completing university and returning to their hometown

with these experiences can enrich their communities.

“Trips and excursions are not just recreational outings but transformative experiences for students, with far reaching impact, the benefits extending well beyond the classroom,” she said.

“Helping to nurture students into individuals who are equipped with the essential skills to thrive in an interconnected world, excursions help bridge the gap between the rural and urban educational experience.

“At EACS, we recognise our responsibility and the significance of these excursions and ensure that all students, regardless of their geographic location have access to the benefits of travel. By investing in these experiences schools can unlock the potential of future leaders, from all corners of the country.”

ESPERANCE ANGLICAN COMMUNITY SCHOOL

SISTER SCHOOL BRINGS FRIENDSHIP AND LEARNING

Georgiana Molloy Anglican School (GMAS) welcomed the first cohort of Japanese students from Sanda Gakuen Junior and Senior High Schools last month, after striking up a sister school partnership with the Hyogo school.

The partnership was established after a visit to Japan by Interim Principal Meg Watson and Japanese teacher Tracey Smith. It aims to cultivate an understanding and appreciation for diverse cultures and allow for enriching exchange experiences for students.

Twenty-five Japanese students were hosted by GMAS families, with the Japanese students diving into Australian school life. The students embarked on a bilingual journey through engaging lessons across several days. The students took a memorable excursion to the Busselton Jetty, riding on the Jetty train and touring the underwater observatory.

The visiting students seamlessly integrated into the lives of their host families, participating in weekend sporting events and exploring local attractions, including the Margaret River Chocolate Factory, the Naturaliste Lighthouse and Ngilgi Cave, as well as a visit to Yalambi Horse Stud where students witnessed the birth of a foal.

At the end of the week, Sanda Gakuen staff member, Mr Saito gave a heartfelt speech, underlining the profound connections that had formed in such a short span of time.

Interim Principal Meg Watson said the School looked forward to a long and rich relationship with their sister school.

“The partnership between GMAS and Sanda Gakuen exemplifies the power of international collaboration in fostering cultural understanding, lifelong friendships, and unforgettable educational experiences,” she said.

GMAS will welcome more Japanese students this year while the prospect of a GMAS tour to Japan in 2024 has added another element of excitement to the horizon.

“It was such an amazing experience to make many new friends and expand our Japanese vocabulary. The Year 11 class made many great memories with the Sanda students, and we were all devastated to see them return to Japan, after only a week.”

Madi Gannaway, Year 11

GEORGIANA MOLLOY ANGLICAN SCHOOL

TAIKO 太鼓

St James’ Anglican School was filled with energy during Languages Week, with a five-day celebration of different cultures within the School community. Through a range of activities, including Taiko drumming, the event showcased the connection between language, culture and the ways in which music can bring people together.

One of the highlights of the week was the Cultural Exchange program, in which Japanese high school students visited the school. This program provided an invaluable opportunity for the School community to immerse themselves in Japanese traditions, language and lifestyle. As part of the celebrations, students from Kindergarten to Year 12 enjoyed a captivating Taiko drumming performance.

Director of Performing Arts Tracey Cooke said music had the ability to bridge cultural and linguistic gaps. “Music is a universal language that allows us to connect and understand one another. Taiko drumming, in particular, brings people together with its powerful beats and vibrant performance,” she said.

Taiko drumming holds a deep significance in Japanese culture and is commonly performed during community festival celebrations. Taiko performances are energetic with choreographed movements and vocals.

Students and teachers had the privilege of experiencing this art form firsthand through a specialist local group, Taiko On. Participants of all ages tried their hand at playing the drums in various sizes and styles.

By sharing different languages and traditions, students were encouraged to expand their horizons and develop a lifelong appreciation for the richness of our global community.

ST JAMES’ ANGLICAN SCHOOL

WALKING FOR WATER

Pre-Primary and Year 1 students at St Mark’s Anglican Community School embarked on a meaningful journey as they delved into the story of “Water for Africa – Bringing Hope and Love to a Thirsty Nation”.

Students learnt about the harsh reality faced by millions of people in Africa who trek long distances each day to fetch water for their survival, with children being the most affected by this situation.

The young students engaged in heartfelt discussions about the activities that their young counterparts miss out on, especially the opportunity to attend school due to their responsibilities of water collection for their families, and ways in which they could help.

With the assistance of Phil, affectionately known as the ‘Water Man’ from Water For Africa, they took on the challenge of completing a Walk For Water to gain a glimpse into the arduous task of carrying water on their heads for a fraction of the distance.

“Witnessing our ELC students, their Senior School Buddies, and our St Mark’s families immersing themselves in the daily struggles faced by countless individuals around the world was incredibly powerful,” Deputy Head of Primary (Early Learning) Linda Sweet said.

“Our extraordinary school community banded together and raised an impressive amount of just under $4000 for Water For Africa which will be directed towards constructing a much-needed well in a village with approximately 2400 inhabitants.”

Students embraced the opportunity to give back, from contributing additional chores to earn money and selling toys at a garage sale, to donating their savings and tooth fairy money.

ST MARK’S ANGLICAN COMMUNITY SCHOOL

A FUTURE IN AGRICULTURE

Over the mid-year break, four students from Cathedral College Wangaratta’s VCE Agriculture and Horticulture class participated in the inaugural Australian Future Farmers Exchange program with Faith Lutheran College, Queensland.

Established to foster and ignite the passion and interest of students in agricultural careers, the experience included a five-day tour of the Western Downs and Lockyer Valley. The Australian Future Farmers Exchange (AFFE) was established by VCE Agriculture and Horticulture teachers Ms Amanda Naish and Mr Russ Berlin following the National Association of Agricultural Educators (NAAE) Conference in Toowoomba this year.

The tour provided students with a diverse hands-on experience, from touring large-scale national operations to small family-operated farms. Students broadened their horizons, experiencing everything from cotton growth, harvesting and ginning, to 18,000 head of cattle feedlots and small crop farming. The agricultural landscape in Queensland is markedly different to what students are familiar with in Northeast Victoria, and it was an eyeopening experience.

Ms Naish said the engagement and interest of the students was incredible.

“Most students started with not having a clear idea of what they wanted to do after leaving school, and by the end of the trip, their vision was much clearer. It opened their eyes to the possibilities of work in agriculture and horticulture outside of what they already know,” she said.

“Bridging the divide between school and industry is key to

exposing students to opportunities and careers they may have never considered.”

Year Twelve student Layla Creek said she could see a future pathway in horticulture.

“We were lucky enough to visit a ginger and turmeric farm, Mt Sylvia Fresh, and I really enjoyed seeing the niche processes they had adapted from industries such as potato farming, to suit harvesting and producing ginger and turmeric. It was especially cool to see the ginger grown specifically to make Bundaberg ginger beer,” she said.

“I am definitely keen on going into horticulture and focusing mainly on food production or the production of plants for gardens.”

Principal Nick Jones said the College would continue to offer Agriculture and Horticulture as a VCE subject.

“We are thrilled to support students who aspire to pursue careers and pathways in this sector. Being a regional school with many of our students growing up on farms or having family businesses in this area enhances being able to offer this subject at the VCE level,” Mr Jones said.

“This subject, as well as initiatives such as the Australian Future Farmers Exchange, prepare our students for the diverse and numerous specialisations in this rapidly evolving industry.”

Across the

ASC PIANO COMPETITION HITS NEW HEIGHTS

A record 286 students from 12 ASC schools participated in the 11th annual ASC Piano Competition held at Peter Moyes Anglican Community School (PMACS) in August.

The entries included more than 40 digital entries from students at Cathedral College Wangaratta in Victoria, Trinity Anglican College in Albury, NSW and Georgiana Molloy Anglican School in Busselton, WA.

The competition has six categories, named from the core values of the Anglican Schools Commission.

The event comprised of 12 morning heats and six digital heats judged earlier, with the winners going through to the final in the afternoon. It was adjudicated by four specialist adjudicators with a Novice section giving 65 students the opportunity to participate.

The overall winner of the 11th ASC Piano Competition was Taj Jayatilaka from St Mark’s Anglican Community School. All participants received a certificate with their adjudicator’s comment, while category winners received a gift voucher and trophy.

Congratulations to the ASC student pianists and their teachers, the adjudicators, our PMACS student helpers and staff, especially the Allan Shaw Centre team and the Canteen staff. A particular thanks to Piano Competition organiser and PMACS Head of Music Justin Tonti and Administration Assistant Bronwyn Booth.

Faith winner: Lydia van der Merwe, Swan Valley Anglican Community School

Justice winner: Ava Supalukvatjana, Peter Moyes Anglican Community School

Respect/Diversity winner: Ingrid Benedek-Kaplar, Swan Valley Anglican Community School

Integrity winner: Azaleia Jair Harris, Peter Carnley Anglican Community School

Excellence winner: Taj Jayatilaka, St Mark’s Anglican Community School

Overall winner: Taj Jayatilaka, St Mark’s Anglican Community School

Ivan McLean, Taj Jayatilaka SMACS 1st Overall, Ava Supalukvatjana PMACS 2nd Overall, Ren and Yin Lee GMAS 3rd Overall

Finalists and Adjudicators

Anglican

I started my career in international education more than ten years ago. I was fascinated by what the industry involves and how much impact schools have on international students. I was an international student when I first came to Australia in 2003, so I understand what international students need and what issues they face while studying in a foreign country.

While studying at university, I majored in Communications and Cultural Studies, and I’m always eager to meet people from different cultural backgrounds. While studying abroad and meeting people worldwide is exciting, living in a foreign country can be daunting and scary. International students face more significant challenges than local students due to language and cultural barriers. Throughout my career in the International Education industry, my role has always been assisting international students with their enquiries, supporting them during their studies and helping them achieve their goals.

As Admissions and Marketing Manager at ASCI, my primary responsibilities are assisting students in enrolling into ASC schools, liaising with schools to finalise enrolments and showcasing ASC schools to students and agents. The other important part of my role is creating and executing marketing plans highlighting the institution’s strengths, academic programs, facilities, faculty, and overall value proposition. I aim to facilitate a closer connection between ASC schools, agents and students to ensure robust and sustained growth for ASC.

introducing...

Japanese

St

I started learning Japanese when I was in Year 8 and loved it from day one, so combining it with my ambition to be a teacher was an easy decision.

I joined Murdoch College as a babyfaced 23-year-old in 2000 - the youngest member on staff - and when the school became St George’s Anglican Grammar School in the city in 2015, I moved across as a foundation staff member. Fast forward to 2019 and St George’s wanted to introduce Chinese (Mandarin). I began learning Chinese while teaching it to Year 7 beginners. Having majored in Japanese and studied Indonesian at university, I was both excited and nervous about learning another language at the age of 43!

Learning and teaching Chinese has certainly had its challenges but I think learning another language this late in life has made me a better teacher and reminded me of how much effort is required. There is a lot of memorising and practising involved and as soon as you take a break, your brain starts to forget everything. For this reason, classes need to be fun so the continual effort doesn’t become a chore for students.

My next step is to study in China during my third set of long-service leave. I was the recipient of the Sangora Education Foundation Languages Award in 2019 and will undertake six weeks of one-on-one intensive language tuition while living in a homestay from February to April next year.

Peter Carnley Anglican Community School

I first began my journey working with atrisk youth in 2017. I utilised most of my weekends in Northbridge on nightshift 9pm to 5am working alongside the WA Police (WAPOL) creating a safe space for underage youth, as well as transporting them home.

I recently left my role within Anglicare working for the homelessness housing sector, a great challenge within the current housing crisis. This role was very rewarding and continued to spark my passion for assisting others in need and building their capacity, connection with community and education. Throughout my six years working within outreach, supervised visits, homelessness and school settings - my heart was brought back to school setting to work directly with the students.

I attended Peter Carnley Anglican Community School in 2007 as a student and attended the school for five years. I have fond memories of the school in its first year of opening, and still have close friendships from my time at the school. When hearing they were hiring for a school counsellor, I was very happy to see a large portion of the founding staff still employed at the school, carrying with strong passion from 10+ years ago!

I thoroughly enjoy my role as School Counsellor, building students’ selfcapacity, seeing them flourish with the tools and skills needed for each individual student. I look forward to seeing what the future brings and am grateful to be a part of a wonderful team.

Holly Gordon School Counsellor

Danielle de Witt

and Mandarin teacher

George’s Anglican Grammar School

Yi Zhang

Admissions & Marketing Manager

Schools Commission International

TEACHING & Learning

Our attributes

A VISION FOR LEARNING

We aim for our learning community to be:

PURPOSEFUL building personal qualities and skills to make a meaningful contribution to their community

INCLUSIVE learning design is agile and responsive to all students

CONNECTED

learners are inspired to take an active role as global citizens

COLLABORATIVE working together to learn with and from each other

INQUISITIVE thinking creatively, constructively, critically and independently

COURAGEOUS learning is pursued with integrity, enthusiasm and perseverance

The ASC’s Vision for Learning is being introduced to teaching staff across the ASC as a unified set of values for teaching and learning in ASC schools.

In action, learners:

• respectfully share their ideas and attentively listen to the ideas of others,

• strive to achieve personal excellence,

• ask questions and extend their learning,

• proactively pursue challenges,

• work with others to find solutions to problems, and

• proactively participate in positive and productive activities, and

The Vision for Learning was formed through a consultation process with teachers and leaders across the ASC and outlines six attributes for an ASC learning community.

• are open to new and different ways of thinking and problem solving, and

• feel valued and supported to fully participate, learn and succeed,

• recognise their own unique skills, talents and needs, and

“It communicates clearly to our students, families and educators what it is that we value in our teaching and learning community,” Dr Russell said.

• take responsibility for their actions and decisions, and

• question and contribute to the world around them,

• care about and consider local and global issues, and

• encourage and celebrate the success of all.

• show agency in learning.

We aim for our learning community to be: Collaborative, Purposeful, Inquisitive, Inclusive, Courageous and Connected.

• use reasoning and rationale to explain their conclusions.

ASC Director of Teaching and Learning Penelope Russell said that the Vision for Learning was important for both teachers and students because it provides a common language.

ASPIRING LEADERS: WHAT CAN WE LEARN FROM NAPLAN DATA?

AISWA Numeracy Consultant Peter Farmer, will explain how NAPLAN data can be used to analyse the strengths and weaknesses across school, cohort and student performance so that Aspiring Leaders are better able to plan for the differentiated learning required to progress ASC students over the next part of their learning journey.

Thursday, 12 October 2023, 12.30pm-3pm

ASC Banksia Room

• champion the benefits of diversity and difference.

• persevere and demonstrate resilience in the face of difficulty.

“For our students it helps them to understand how we would like to see them grow and develop as they move through their learning journey in an ASC school.”

• understand that their voice can have an impact.

Teaching staff will now have the opportunity to engage in collaborative discussions on the Vision for Learning and how it will look in each school.

Schools will then embed the Vision for Learning throughout our teaching communities.

NEW METRICS WORKSHOP

Existing network members and schools interested in becoming a part of the Melbourne Assessment Community are invited to hear from Enterprise Professor Sandra Milligan and Director of Research-Practice Partnerships Angela Pollock. They will share insights into real and proposed changes happening in assessment and credentialling, and ways in which schools can make use of new assessments and credentials in 2024.

Monday, 16 October 2023, 1pm-3pm

ASC Banksia Room or via Zoom

ASC PURSUING EXCELLENCE SEMINAR ON MAKING THE MOST OF ATAR DATA

Mahendra Vaswani, Deputy Principal and Director of Studies, Christ Church Grammar School will share how he approaches ATAR WACE data. He will share his experience of using ATAR data to bring about change in teaching and learning practices at Christ Church Grammar School.

Wednesday, 25 October 2023, 12.45pm-3pm

ASC Banksia Room or via Zoom

HONOURING TRADITION AND EXCELLENCE

Peter Moyes Anglican Community School (PMACS) students, staff, and alumni gathered recently to commemorate Peter Moyes Day, the annual celebration honouring the founders of the School. This year’s event was made even more memorable with the presence of PMACS’ Foundation Principal, Mr Allan Shaw, whose vision and dedication laid the School’s strong foundation from the day it opened its doors in 2000.

Principal Benjamin Lomas said Peter Moyes Day served as an annual reminder of the values that continue to guide the school community.

“It’s a day to honour the past, celebrate the present, and inspire the future. The presence of Mr Allan Shaw, the man who played a pivotal role in shaping the School’s identity, added a deeply personal touch to this year’s celebration, making it truly special for everyone involved,” he said. The highlight of this year’s celebrations was the unveiling of a framed photograph and dedicated plaque in the Allan Shaw Centre, the Performing Arts heart of the school. This tribute commemorated Mr Shaw’s instrumental role in shaping the School’s values and mission, reminding everyone of his legacy of educational excellence and dedication to the Arts.

The event also served as a platform to recognise the remarkable contributions of the School’s staff. Longserving members were presented with service awards by Anglican Schools Commission CEO, The Reverend Peter Laurence OAM, acknowledging their dedication and hard work in maintaining the ASC’s high standards over the past 20 years.

The Peter Moyes Day ceremony also recognised a number of students for embodying Peter Moyes’ motto of “personal excellence with compassion for others”. These awards serve to not only commend students’ accomplishments but also encourage them to persevere in their pursuits and contribute positively to the School community. While acknowledging the past, celebrations were far from being only about tradition. The afternoon was dedicated to team games and activities that exemplified the School’s dynamic spirit. From friendly competitions to collaborative projects, students and staff actively engaged in the festivities, with the students winning the Staff vs Students Principal’s Cup for the first time.

PETER MOYES ANGLICAN COMMUNITY SCHOOL

CULTIVATING CONNECTIONS

The annual Staff Conference at John Septimus Roe Anglican Community School provides a unique opportunity for school staff to engage in thought-provoking discussions and strengthen their connections with colleagues.

The 2023 conference theme, Cultivating Connections: Nurturing a Thriving School Culture, emphasised the importance of building strong connections within the school community and the ongoing effort required to nurture a positive culture. It also recognised that a thriving school culture is dynamic, requiring continuous care and development.

Business Futurist Gihan Perera delivered the keynote address, Fit For The Future: Thriving, Not Just Surviving, in a Fast-Changing World. Attendees were inspired to embrace change, noting that the ability to positively relate to others drives the skill required to embrace this change.

Mr Michael Prince and Mr Travis Fitch from Oasis People and Culture led another two days of the Conference, during which all school staff were involved in an Open Space Forum, exploring how each person could nurture and contribute to the school’s culture.

Staff embraced the Open Space Forum which resulted in the formation of 10 Action Groups. Staff volunteered their time to work in these groups and focus on different aspects of the school’s development.

“Although the 2023 Staff Conference was undeniably meaningful and purposeful for all staff members, its most significant impact will manifest through the positive and lasting changes brought about by the School’s 10 Action Groups,” Principal Jason Bartell said.

The Action Groups focus on:

Breaking the Cycle/Culture of Toxic Masculinity and Denigration within Friendship Groups (Mostly Boys)

Sustainability and Environmental Action at JSRACS

Parents as Partners

Developing a common Language of Wellbeing

PK – 12

Creating Bridges between Secondary School and Primary School

Enhancing the Primary School to Middle School Transition

Fitness for Staff

Cultivating Connections between Secondary and Primary Science

Giving Primary students more meaningful activity/movement time during the School day

Purpose of PCG/House Shirt Friday

JOHN SEPTIMUS ROE ANGLICAN COMMUNITY SCHOOL

THE WIZARD OF OZ

Frederick Irwin Anglican School performing arts students transported their audiences to the land of Oz at the Oakmont Theatre during their recent production of The Wizard of Oz.

Under the creative direction of the Head of Performing Arts, Jenny Crutchett, the students showcased their talents over six performances. The costumes, lighting and special effects created a visually stunning backdrop, making the production a truly immersive experience.

The young actors’ commitment to their roles was commendable and they were supported by a cast of dancers and chorus, alongside the band consisting of talented students from Years 7 to 12 and led by Musical Director Tim Newhouse.

Principal Tracey Gray, expressed her admiration for the production.

“This was an amazing production, and I am incredibly proud of our students and staff. They have demonstrated dedication and talent that is truly commendable. This production has showcased the very best of our school,” she said.

“The success of The Wizard of Oz was not only a testament to the exceptional talent of Frederick Irwin’s students but also a reflection of the dedication and hard work of staff and the strong sense of community within the school.”

Tracey Gray, Principal

FREDERICK IRWIN ANGLICAN SCHOOL

CELEBRATING LEARNING AREAS

Learning Area Weeks are a regular and popular feature at Swan Valley Anglican Community School. The aim of each Week is to honour and promote the knowledge, skills and understanding specific to each Learning Area.

Once a year, every Department delivers a week of creative and innovative activities. Students are presented with an array of exciting opportunities to explore curriculum beyond the classroom walls and witness the tremendous expertise, energy, enthusiasm and love for the subjects their teachers deliver.

“Each Learning Area Week paints a picture of careful, considered planning outside the normal duties of classroom teaching and enriches not only the calendar of school events, but, more importantly, the experiences of students’ daily school life,” Head of Secondary (Teaching and Learning) Celena Mecham said.

Previous activities from different Learning Areas have included:

• Investigating how lives could be improved if people had access to smart phones in the Middle Ages (Humanities Week).

• Hosting visiting authors to speak with students on the art of creative writing in preparation for the Writea-Book-in-a-Day Competition (English Week).

• Celebrating, making and eating cultural foods, such as gnocchi with tomato ragu sauce (Italian Week).

• Tempering glass in a microwave kiln for custommade jewellery (Science Week).

During Arts Week this year, students from across the school shared their Music, Musical Theatre, Dance and Stand-Up Comedy abilities at SVACS Got Talent! An added bonus was hosting the competition in the brand-new Performing Arts Theatre for the first time.

In Maths Week, the Year 8 student who won the Maths Week ‘Pi Challenge’ recited an incredible 111 decimal places of Pi by memory. An impressive achievement! The number he recited was:

3.1415926535897932384626433832795028841971693 993751058209749445923078164062862089986280348 25342117067982148086513

During Science Week, Year 10 students created edible water bottles. They dissolved sodium alginate (from brown seaweed) in water, coloured it with food dye, then added it to a solution of calcium lactate. This created a reaction with a coating forming around the water (similar to a gel bubble). Students then consumed both the gel and the water inside. They were very excited because it was the first time they had ever been allowed to eat their experiment. Unfortunately, it didn’t taste that great!

To celebrate Health and Physical Education Week, staff across the school ‘Got Physical’ and dressed up in their finest 80’s physical activity gear.

SWAN VALLEY ANGLICAN COMMUNITY SCHOOL

TRINITY ANGLICAN COLLEGE

NURTURING VOLUNTEERISM

Trinity Anglican College is nurturing volunteerism and growing knowledge in their collaboration with the NSW Rural Fire Service (RFS) Cadet Program.

During Term 2, Trinity students from Years 9, 10, and 11 participated in the cadet program which provides students with an insight into fire safety and prevention while developing practical life skills and a general appreciation of community service.

Every Wednesday, students donned their protective gear and dedicated their afternoons to learning essential firefighting skills. The program covered a wide range of activities, including water pumping from the Murray River, radio operation, hose handling, truck familiarisation, and valuable fire safety exercises.

To ensure a comprehensive learning experience, the students visited locations such as the Thurgoona Rural Fire Service Station and Mungabareena Reserve. They also obtained an understanding of how a local fire response is organised by visiting the RFS Headquarters.

Beyond acquiring firefighting skills, the program provided a platform for personal growth, with students developing effective communication and leadership abilities, forming new connections with fellow participants, and gaining new knowledge and experiences.

Many of the participating students are eagerly preparing to take part in the RFS Cadet Championships scheduled to be held in neighbouring community Holbrook later this year. A significant number of students have already planned to join their local brigades, emphasising their dedication to continuing their firefighting journey.

Rural Fire Service Cadet Program Objectives

Cultivation of NSW RFS Appreciation: The program aimed to kindle a genuine interest in the heritage and values of the NSW RFS.

Fire Safety Proficiency: Cadets were equipped with profound knowledge and preparedness strategies concerning fire safety.

Holistic Personal Growth: The program facilitated the development of leadership qualities, selfdiscipline, self-reliance, initiative and a spirit of teamwork.

Sustainable Community Service: An integral facet was encouraging cadets to carry forward their commitment to the NSW RFS or engage with various other community service organisations.

Pathway to Expertise: Cadets received training that not only laid the foundation for future firefighting roles within the NSW RFS but also provided a stepping-stone for other specialised training opportunities.

The Cadet Program is kindly supported by the Tabletop, Gerogery, Thurgoona, Jindera and Lavington RFS brigades who provide invaluable support for the cadets.