ASA NEWS
October 2019
President’s Message
It is a great honour to write to you as the newly installed President of Anglican Schools Australia (ASA). Having joined the ASA Management Committee in 2016 and been elected to the position of President Elect in 2017, I am privileged to serve as your President for the next two years.
Feature Articles Prayer Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Mentone STEM Tour. . . . . . . . . . . . . . . . . . . . . . . . . . 15 Destination Imagination. . . . . . . . . . . . . . . . . . . . . . . 19 Hale – Bonds of Brotherhood. . . . . . . . . . . . . . . . . 22 Find your Centre. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
School News SCHOOL APPOINTMENTS PRINCIPALS Dr Emma Burgess, Danebank, NSW (effective January 2020) Ms Megan Hastie, Shellharbour Anglican College, NSW (effective January 2020) Mr John Robinson, Investigator College, SA (effective January 2020)
CHAPLAINS The Reverend Katherine Rainger, Radford College, ACT (effective October 2019) Mrs Jenny Sonneman, Ivanhoe Girls’ Grammar School, VIC
DEPARTURES PRINCIPALS Mrs Kim Cohen, The Glennie School, QLD (effective December 2019) Mr Darren Pitt, The Springfield Anglican College, QLD Mrs Jann Robinson, St Luke’s Grammar School, NSW (effective June 2020)
Editor’s Note
Anglican Schools Australia invites principals, chaplains and teachers, as well as chairs, governors and friends of Anglican schools to submit articles for publication in ASA NEWS. We are particularly interested in publishing articles about school Religious Studies, Service Learning and Indigenous programs. We welcome submissions of feature articles of approximately 10001500 words and news articles of 400-600 words, together with a selection of high quality digital images of 300 dpi. Please email submissions to adann@asc.wa.edu.au. Submissions are published at the discretion of the Editor.
Mr Greg Wain, The Southport School, QLD (effective December 2020) Dr Julie Wilson Reynolds, St Hilda’s School, QLD
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President’s Message This is an exciting time for ASA as we look to renew our existing strategic plan next year. Our articulated core purpose is to support and serve Anglican schools in fulfilling their Christian Mission, underpinned by the identified core values of Service, Inclusivity, Integrity, Courage, Justice and Generosity of Spirit. Throughout the life of this plan, the ASA Management Committee has focused on several of our articulated key priorities, including connecting members between annual conferences, enhancing our support and networking for Chaplains, and undertaking projects and share knowledge on key issues and opportunities impacting Anglican schools. We have also focused over the past twelve months on exploring and defining what it means to be an Anglican school, with our annual conference providing an excellent platform for the sharing of the work undertaken by The Reverend Dr Daniel Heischman, Executive Director of the National Association of Episcopal Schools USA on Enhancing our Anglican Identity. The paper is intended to provide a foundation for further discussions, and I look forward to ongoing work in this very important space. The 2019 Hobart Conference, Awe and Wonder, provided opportunity for delegates to reflect on the meaning of awe and wonder in the context of encountering God, with rich experiences shared by international and national keynote presenters. Over the course of two days, we heard from diverse speakers such as John Zeckendorf, who spoke on God’s word and the world, as we ‘travelled’ his path to becoming the first Tasmanian to conquer Mt Everest; Paula Gooder, Chancellor of St Paul’s Cathedral London, who provided inspiration as she traced awe and wonder through the biblical tradition; and Olympic Gold Medallist Duncan Armstrong, who challenged delegates to unlock their potential. A highlight of the conference was the launch of the inaugural ASA Student Celebration, an opportunity for students at ASA Member Schools to produce a video to record and celebrate service to their school, local or wider community. It was wonderful to have this student voice throughout the conference. Sixteen video submissions were received, and we were thrilled with the interest generated by this
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project. The Conference Dinner provided opportunity to celebrate significant and extended commitment to Anglican schools through welcoming Mrs Barbara Godwin OAM and Mr John Fradgley to ASA Life Membership. My thanks to the Hobart conference organising committee for such an engaging and well planned and delivered conference. I wish to acknowledge the exceptional leadership of Dr Mark Sly in his two years as ASA President. Mark is a valued colleague and I am pleased to have him continue alongside me on the Management Committee in his role as Immediate Past President. I also wish to extend my congratulations to Mrs Debbie Dunwoody, Principal of Camberwell Girls Grammar School, for her election to the position of President Elect at the AGM in Hobart. Debbie is to be commended for the integral role she played, along with ASA’s Chaplains representative, The Reverend Matt Shorten, in developing the Student Service initiative launched at the conference this year. With the ‘changing of the guard’ on the Management Committee, it is time to farewell Mr Jim Laussen, ASA Immediate Past President, from the Management Committee. I express my heartfelt gratitude to Jim for his dedicated service and valuable contribution on the ASA Management Committee over the past six years – his support of the valuable work of the ASA is unwavering. In closing, I wish to acknowledge the work of ASA CEO The Reverend Peter Laurence OAM and his team. We are a stronger organisation for the passion and drive of Peter and his team, and I look forward to working even more closely with them over the next two years. I hope you enjoy reading this edition of ASA News - please do share the great work taking place in our Anglican schools with your colleagues near and far. Mrs Judith Tudball President, Anglican Schools Australia Principal, St Mary’s Anglican Girls’ School
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CEO’s Column 2019 Conference More than 300 delegates met at the Hotel Grand Chancellor in Hobart for our annual conference last month. A team of first-rate speakers inspired and challenged us in a world-class setting. Hobart and Tasmania in particular was the perfect setting to address the conference theme of Awe and Wonder.
John has also overseen the rise of enrolments to the point where a cap on student numbers was installed. He has been a great support of ASA. John’s deep commitment to the Anglican Church and his school is evident to all who work with him.
We heard from a range of speakers including adventurer John Zeckendorf, who spoke of his summit of Mount Everest and his confidence that God does what we can’t; from theologian and Canon Chancellor at St Paul’s Cathedral, London, Dr Paula Gooder, who spoke on tracing awe and wonder through the biblical tradition; and from The Reverend Dr Daniel Heischman, the Executive Director of the National Association of Episcopal Schools USA, on what is distinctive about Anglican schools.
An equally worthy recipient of this year’s honour is Mrs Barbara Godwin OAM who has worked in Anglican education as a principal, deputy principal, administrator and governor. Barbara was the Foundation Principal of St Mark’s Anglican Community School in 1985, retiring from the role in 2002. In this role, she pioneered a model of low-fee Anglican schooling that has been replicated Australia-wide, making an Anglican education available to families who may not otherwise been able to access it. Over the past 35 years in particular Barbara has been at the forefront of Anglican education with significant service to education boards and committees including AHISA, ISCA and as a member of the Management Committee of the Australian Anglican Schools Network (AASN), the predecessor to ASA.
We also learnt new and surprising facts on the wellbeing of Gen Z from Social Researcher Claire Madden, heard about place-based education from University of Tasmania Vice Chancellor Rufus Black, and learnt about unlocking our potential from Olympic champion Duncan Armstrong.
ASA Student Celebration
In 2006 Barbara joined the Board of the Anglican Schools Commission and she has been the Board Chair since 2008. In 2014 she was awarded a Medal of the Order of Australia (OAM) in the General Division for her services to education and the Anglican Church in Australia.
ASA also launched our first Student Celebration at the 2019 Conference in a move to include our students in our annual conference. Schools were invited to submit a two-minute student made video showcasing a community service or service-learning project in their school.
With a lifetime of dedication to Anglican education, the Management Committee felt there could be no two finer recipients of this year’s award. We congratulate our 2019 Life Member recipients, Mr John Fradgley and Mrs Barbara Godwin OAM.
We received video clips from schools sharing a variety of worthy service projects and our Chaplains’ Consultative Committee chose one video from each State to be shown during the conference. We thoroughly enjoyed watching them and seeing the efforts of students from around Australia. All the videos are on the ASA website.
ASA Life Membership For the first time ASA President Dr Mark Sly presented ASA’s highest award of Life Membership to two recipients: Mr John Fradgley from All Saints Anglican School in Queensland and Mrs Barbara Godwin OAM from the Anglican Schools Commission in Western Australia. John Fradgley has been the Chair of All Saints Anglican School in Queensland since 2002. He has devoted thousands of hours to All Saints and he is ever-present at his school with a strong engagement among students, parents and staff alike. In his role as Chair, John has been involved in every major project undertaken at the school, including a wetlands nature reserve, new science centre, new chapel, a boarding house for international students and an indoor sports hall which bears his name, to single out a few examples.
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Service Awards ASA also recognises members who have committed to attending ASA Conferences over the years. We presented our first 20-year service badge to Mr Philip Goldsworthy, Director Mission and Planning from the Anglican Schools Commission in WA. The following recipients received their ten-year service award in 2019: 1.
The Reverend Richard Browning, Radford College, ACT
2. The Reverend Earle Chamberlain, Georgiana Molloy Anglican School, WA 3. Mr Anthony Cummings, Shellharbour Anglican College, NSW 4. The Reverend Paul Dudley, Shore School, NSW 5. The Reverend John French, St Luke’s Grammar School, NSW 6. Mrs Fiona Godfrey, Radford College, ACT 7.
The Reverend Canon Sarah Leisemann, Cannon Hill Anglican College, QLD
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8. The Reverend Elroy Mee, Canterbury College, QLD 9. Mrs Christine Olliffe, Blue Mountains Grammar School, NSW 10. Mr Andrew Panozzo, Investigator College, SA 11. Mr Ron Webb, Wollondilly Anglican College, NSW 12. The Reverend Jonathan Whereat, The Southport School, QLD 13. Mrs Ros Christie, BCC Management (and ASA Conference Manager for many years)
Our thanks go to this year’s Conference Committee Chair Dr Rob McEwan (ASA Management Committee Member and Headmaster of The Hutchins School in Hobart) and the Conference Organising Committee in pulling together an outstanding program and events that could be enjoyed by all. We look forward to gathering in Melbourne on 7-8 August 2020 for our next conference. Every blessing. The Reverend Peter Laurence OAM CEO, Anglican Schools Australia
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LIFE MEMBERSHIP: Barbara Godwin OAM receives her award from ASA President Dr Mark Sly.
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LIFE MEMBERSHIP: John Fradgley receives his award from ASA President Dr Mark Sly.
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FIRST TWENTY: Philip Goldsworthy was the first recipient of the 20-year Service award.
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POPULAR PRESENTER: Olympian Duncan Armstrong was an inspiring presenter.
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MANAGEMENT COMMITTEE CHANGEOVER: From left, Jim Laussen, Mark Sly, new ASA President Judith Tudball, Debbie Dunwoody and Peter Laurence.
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Chaplain’s Column A Collision of Stories By The Reverend Matt Shorten
Every August I look forward to the annual Anglican Schools Australia (ASA) Conference for a number of reasons. Firstly, the organising committees work hard to bring together world class presenters around a theme that challenges us as participants to reflect on our lives and school communities. This year’s theme of Awe and Wonder was yet again an opportunity to contemplate God’s power, might and authority, and the sheer beauty of Tasmania as a part of his creation certainly helped convey the theme brilliantly. Each of the keynote speakers offered a depth of material that challenged me in my role as chaplain. The ASA conference is an event where I can learn from both experts and colleagues, and sometimes they are both – expert and colleague! The second reason I anticipate with joy the ASA conference is the time out from the everyday. Being physically dislocated from the regular school bells and rhythms of life has an effect on my wellbeing in a positive way. There is a very real sense that being in a different environment gives my mind the space it needs to be self-reflective and hopefully opportunities arise to grow. Having the ASA conference in different locations adds to this, keeping the experience fresh each year. For example, on the first night in Hobart I was standing around a fire outside the Hobart Brewing company sharing a few pints with some chaplains who I knew and others I had only just met. We all agreed that this was a fantastic way to start off our time in Hobart even if we did walk away smelling like a campfire. The third, and often most beneficial reason for my love of the ASA conference, is spending time with other chaplains. The chaplains’ day this year at the conference was a great opportunity to catch up with old friends and meet new ones. Dr Paula Gooder was a fantastic presenter whose love of Holy Scripture was incredibly infectious and inspiring. Don’t get me wrong, I love God’s word in the Bible, but Paula takes it next level with her depth of understanding and ability to unpack the nuances of the text. Her working through of some of Jesus’ parables was particularly timely as we are looking at them in our school chapels this term. The conversations with other chaplains after her talk though added to the breadth of understanding. Our conversations were rich with thoughtfulness and sharing of different experiences and understandings.
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These conversations would continue after the chaplains’ day and across the next few days of the conference. Each morning at breakfast I would have a collision of stories with at least one other chaplain, often more, as we utilised the time to learn from each other about context, style and content of our chaplaincies and schools. One cannot measure the value of these conversations except to say that they are deeply enrichening, enlivening and encouraging. To see where your own story bounces off another’s whose walk is similar enough to yours that it feels familiar and yet different enough to offer learning spaces to emerge. These conversations would pick up again in the break times of the conference over a cup of coffee and a muffin or during lunch and dinner. Food is a great agent for bringing us together! It can sometimes feel quite isolated as a chaplain, and I would imagine even more so for school principals, so the way the ASA conference brings us together is remarkable. I hope that everyone who was at the conference was able to make the most of these interactions. There were plenty of opportunities to engage with a wide variety of people in diverse contexts and with varying experience levels. There were also a lot of opportunities to eat and plenty of food each time. Those Tasmanians sure know how to cater an event. If you weren’t able to be there in Hobart as we wrestled with awe and wonder I pray that you might find yourself in Melbourne next August. If the chaplain at your school hasn’t been yet, then can I please encourage you to help them be a part of the Australian community of Anglican school chaplains at the conference. Our story can only be made richer by their presence. Next year’s theme is even more appropriate for your story to collide with others from around our country. I hope that I might be able to spend some time again with old friends, catch up with friends made this year and meet some new friends as our lives intersect for those few days together at the ASA conference.
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Prayer Spaces - A Journey Worth Taking By Vanessa Gamack, Mission and Education | Mission and Education Adviser | Anglican Schools Commission, QLD
School students today often face an increasingly stressful journey during their education. Worryingly, Headspace reports of heightened anxiety, stress and depression among our youth, with 70 per cent of youth rating their own mental health as only poor or fair. In addition, young people are leaving their faith and seeking new ways to find meaning and purpose in their lives. Against this backdrop of wellbeing and spiritual challenges for youth, Anglican schools in Southern Queensland have embraced ‘Prayer Spaces’. While Prayer Spaces, those special places that enable students to explore life’s big questions and their own spirituality, may not provide a panacea for all the problems young people face, they may provide a map to help students navigate their way through any troubling or turbulent times at school. Prayer Spaces support students because they are so much more than a physical area. A ‘Prayer Space’ can be a place to meditate, to breathe, to journal or to relax. The term ‘space’ carries with it the metaphysical dimensions of thought, inquiry, reflection, contemplation and time. In the Prayer Spaces framework, ‘space’ can unite mind, body and spirit, as students are positioned in a safe context of quiet and calm, where they can consider the ‘big questions’ of life and faith. Students have access to the ‘space’ they require to connect with their own spirituality as they embark on their own unique journey of discovery. There is currently a vision of ‘slow education’ emerging in Australia. It is a concept that has grown out of the Slow Food movement and encourages teachers to move away from fast knowledge to a slower setting where deep thought and collaboration is fostered. Associate
Professor Miriam Tanti, Acting Head of the School of Education in NSW and the ACT at the Australian Catholic University (2019, Education Matters) explains that slow education allows for examination and reflection. It fosters creativity and allows for connecting to self, others and place. Slow education involves asking life’s bigger questions to seek clarity and insight. Prayer Spaces have a natural synergy with slow education, where learning flows naturally and according to each student’s own rhythm and pace. In fact, Prayer Spaces are really like a pathway for students allowing them to wander through their ideas, beliefs, concepts and issues, connecting as needed with others on the way. It could be described as a ‘mini pilgrimage’, with students travelling from one prayer space to another, lingering, learning and listening to their hearts. For some students, this process soothes the soul. For others, it creates questions or demands reflection. Each student is free to have a unique encounter in their own time of solitude. This special journey, facilitated by Prayer Spaces, is completely invitational and often we do not know where the path shall lead. Prayer Spaces, as we use them in Anglican Schools Southern Queensland, have been inspired by the wonderful folk of Prayer
Reconciliation Prayers
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Prayer Spaces - A Journey Worth Taking (Continued) Spaces in Schools. The story of how Anglican schools have come to embrace Prayer Spaces really begins with the vision of The Reverend Susan Crothers-Robertson, who opened our eyes and hearts to this idea in 2014, when she created the first known Prayer Space in Australia at St John’s Anglican College in Brisbane when she was the College’s Chaplain. Reverend Susan acknowledges the work of the Christian organisation, 24-7 Prayer as leading the way in the development of Prayer Spaces in the UK, more than 10 years ago. Since her first connection with Prayer Spaces, she has fostered a very close connection between our schools and the Director of Prayer Spaces in Schools in the UK, Phil Togwell and continues this connection, in part, through the administration of the Prayer Spaces in Schools Australia Facebook page. If you want to know anything about Prayer Spaces, Reverend Susan is currently working on her doctorate in this area. She is passionate, experienced, energetic and shares generously with everyone who asks for her support. Since discovering the world of Prayer Spaces, Reverend Susan has found herself extolling the virtues of Prayer Spaces at a number of conferences in Melbourne and Brisbane. Listening to her passionate descriptions of the power and the potential of Prayer Spaces has inspired many of her peers to follow suit and introduce Prayer Spaces into their own schools. Prayer Spaces are non-denominational and welcome all students of all or no faiths. It is this extraordinary inclusivity and ability to meet students exactly where they are in their own faith journey that makes Prayer Spaces so effective in Anglican schools. As Anglican educators embraced Prayer Spaces to provide their students with a spiritual experience, regardless of their own faiths or beliefs, they began to recognise the transformational power of a ‘Prayer Space’ experience. In a safe and non-threatening setting, students can ponder the big questions of life without feeling any expectations, pressure to perform or judgement. Students are exposed to a way of knowing that respects
Prayer Note
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Cardboard Home Prayer Space
their own personal journeys, allowing for reflection and time to think. Students can journey through the ‘Prayer Spaces’ according to their own needs, interests and desires. Inspired by the transformational nature of ‘Prayer Spaces’, many schools have adopted this practice and made it work for their own school. Religious Education teacher at St Hilda’s School Junior School, Ingrid McIlwarith, began by developing wonderful Prayer Spaces in her classroom. Ingrid used her creative flair for design to create themed Prayer Spaces in her classroom. She would often have a group of students queueing at her door at break times, hoping to spend a little time praying, thinking or reflecting in her special Prayer Space. As Ingrid notes: “I find that a few girls really love to come in and chill and reflect.” For Ingrid’s students, Prayer Spaces provide a place of emotional support, where students can pray and find spiritual support when they are in need. The Reverend Nicki Colledge, an experienced creator of Prayer Spaces, has been known to transform the Chapel at St Margaret’s Girls’ School into a series of Prayer Spaces on many occasions, with both staff and students taking time out to write prayers for one another. The Reverend Susan Crothers-Robertson has used the school Chapel, assembly space and the great outdoors to develop a series of Prayer Spaces over the years. Each location was unique, with each evoking a sense of tranquillity and inviting students to embrace the peace and connect with their own spirituality. The Reverend Gillian Moses, from St Aidan’s Girls School in Brisbane, appreciates the way Prayer Spaces allow her students to experience contextual theology. Reverend Gillian and Reverend Susan both use Prayer Spaces to explore Reconciliation and have created some original ‘spaces’ that were contextual to Brisbane. Reverend Gillian says that Prayer Spaces allows her students to explore the stories of engagement between Europeans and the Jagera and Turrbal people, while also drawing on Judeo-Christian traditions.
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If you have not yet had the joy of developing Prayer Spaces in your school, rest assured that one does not need to be experienced or an expert to embark on the Prayer Spaces journey immediately. The website Prayer Spaces in Schools contains all the information required to prepare you to create Prayer Spaces for your schools’ community. If in doubt, we always recommend you look at the Top Ten Prayer Activities which we have used in schools and in St John’s Anglican Cathedral. We suggest that you follow the structure of having a range of activities so that students are encouraged to send their prayers upwards to God (prayers about the Big Questions of Life), to send their prayers outwards to the world around us, and finally to send their prayers inwards to self. One cannot create Prayer Spaces without developing a few favourites that always seem to resonate with a particular school’s students and teachers. We love Thankful Play Dough, which encourages students to think about their lives and all the things for which they can give thanks. Cardboard Home is a powerful and profound experience for many and develops empathy and understanding as students reflect on the many people who have no home, and possibly no food or family.
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Prayer Spaces can reflect current units of work, issues the students themselves feel strongly about or the social and emotional needs of a certain cohort of students. They provide experiential learning at its best and allow students to respond and reflect in a meaningful, relevant and timely way. In using Prayer Spaces, students can explore big issues such as peace, justice, conflict and nonviolence in a deep and profoundly personal way. If you are interested in seeing your students develop their thinking, their compassion and their own awareness, incorporating Prayer Spaces into your school program may be just the tool you need. A Prayer Space provides students with such a unique opportunity to expand their view of the world because they provide a safe space for students to think, learn, reflect, consider and maybe gain a new perspective. Prayer Spaces allow students to step off the busy roller coaster ride that is school and pause, breathe and unite their mind, body and spirit. Of course, if you have any questions about Prayer Spaces, the team in Queensland is always available for support and help. Remember, as theologian and philosopher Abraham Joshua Heschel wrote, “Faith is not clinging to a shrine but an endless pilgrimage of the heart.” May the hearts of your students be blessed by your own Prayer Spaces.
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Danebank to Welcome New Principal Danebank Anglican School for Girls, NSW
Danebank Anglican School for Girls has announced the appointment of Dr Emma Burgess as their new Principal from the start of 2020. Following a thorough selection process, nationally and internationally, it became very clear that Dr Burgess would be the best person to lead Danebank into its next phase of growth and development. Dr Burgess will succeed Mrs Maryanne Davis, who retires at the end of 2019. Mrs Davis has led the school with great wisdom, energy and clear Christian faith for ten
years, and will leave the school in a very strong position for the future. Dr Burgess comes to Danebank as a brilliant thinker, strategist and a visionary educational leader. She has held senior positions over a career in education of some 25 years, including (currently) Head of Teaching and Learning (SCEGGS Redlands), Head of Senior School (St Michael’s Collegiate School) and Deputy Principal (Guilford Young College). “Mrs Davis, together with her exceptional staff, has positioned Danebank as a leading school for girls. I am delighted and honoured to build on that remarkable legacy, to lead and to serve the School in this next phase,” Dr Burgess said.
New Chaplain for St Catherine’s St Catherine’s School, NSW
St Catherine’s is delighted to announce the appointment of The Reverend Kylie Wilson as the new Chaplain and Head of Biblical Studies from 2020. Reverend Wilson has been a key member of our school community for the past 10 years, quickly progressing to the role of Pastoral Chaplain and recently, took the role of Head of Biblical Studies, in which she has been outstanding.
Reverend Wilson’s breadth of expertise and experience has led to the combination of the chaplaincy and biblical studies departments together under her direction and guidance. “I’ve really enjoyed the past ten years teaching our students the Bible and what it says about Jesus and I’m really looking forward to the further opportunities I’ll have to love and serve the St Cath’s community,” Reverend Wilson said. We look forward to her making a significant contribution to the life of the school in this exciting new role.
New Principal Announced Investigator College, SA
Mr John Robinson has been appointed the new Principal of Investigator College from 2020. Mr Robinson has been a leader in highly regarded, coeducational schools for more than 20 years and is the current Principal of Trinity College North. He was previously Deputy Head of Scotch College and Head of its very successful Mitcham Campus, where enrolments almost doubled during his headship, and he was
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Assistant Principal of St John’s Grammar School. Mr Robinson is well known in the area of wellbeing and has presented at a number of Positive Education conferences around Australia. He has a particular passion for community engagement, making genuine connections with all stakeholders, assisting students and others to be their best selves. John has expertise in both primary and secondary teaching. John is married to Cathy, also an Independent School teacher and they have three adult children.
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First a Teacher – Remembering The Reverend Dr David Willsher Canberra Girls Grammar School, ACT
The Reverend Dr David Willsher, Chaplain at Canberra Girls Grammar School, died unexpectedly on 20 July 2019. This article has been adapted from the Eulogy for David written by David’s wife, The Reverend Jenny Willsher. David Willsher was born in Ballarat in 1956. His journey with God began at birth. His parents were devout and faithful Anglicans, and God and church were always part of David’s life. David read in church, attended Sunday School, taught Sunday School and his faith was important to him. He was involved in the Parish youth group.
Why Parish in the Diocese of Sydney, where he was also chaplain to St Luke’s Girls Grammar School. It was at this time that David began his lecturing at St John’s College Morpeth. He would continue as a part-time lecturer with St John’s, The Pacific Theological College and with Charles Sturt University School of Theology, for the rest of his life.
On completion of his Applied Chemistry degree David began his teaching career at St Martin’s in the Pines Girls School, teaching Earth Science.
After Dee Why, David ministered in New Lambton Parish in Newcastle Diocese while Jenny was at theological College. As a Priest, David was pastoral and caring; worship led by him was enthusiastic and engaging, and he was a gifted preacher. He followed Jesus’ example of using stories to communicate the Gospel and to make God’s love real and meaningful to people’s everyday life.
At the end of that year he was invited by the Assistant Bishop to attend a selection conference and ended up the following year at St John’s College Morpeth to begin his studies for ordination. David and Jenny met in 1981 and were married in December that year in Ballarat by his Bishop.
David went on to serve as a Juvenile Justice Chaplain for seven years. He loved that ministry and thrived on it – because, as we all know, David would talk to anyone about anything!
David’s ordained ministry was full and varied. Ordained in 1983, he ministered in the Parish of Portland in Ballarat Diocese – where he was also chaplain to the Mission to Seafarers; he then went to Dee
David and Jenny’s son Joshua was born in 1995, and David took extended LSL so he could be primary carer. He cherished the months that he had at home caring for Joshua. In 1997 David and Jenny began
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part-time ministry together, in Wyoming Parish, so they could share the parenting of Joshua. They were then asked by ABM and the Pacific Theological College to lecture in Fiji. David thrived in Fiji, loved lecturing, the people, the chapel singing, the food, the ecumenical and inclusive nature of the college. David continued his association with PTC after returning to Australia, going back for a few visits, including for the 50th anniversary celebrations, and he continued to mark Masters and PhD theses. On returning to Australia David finally completed the PhD he had been working on for 12 years. Why 12 years? Well, David kept getting side-tracked by life and disasters! He spent time with Joshua instead of writing – the PhD also got interrupted by the Newcastle earthquake, the Central Coast Bushfires, the coup and a cyclone in Fiji. Disaster ministry was a feature of his ministry as David was a trained and brilliant ‘Critical Incident de-briefer’. He led and coordinated the Chaplaincy and Pastoral care team following the Newcastle earthquake. Together, he and Jenny debriefed over one hundred children living in the college following the coup in Fiji. Once the thesis was completed David and Jenny led the ministry at St John’s Theological College Morpeth. When it was decided that St John’s College would be closing, they relocated to Wagga Wagga, where David helped with the Parishes
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of the Rock, Tumbarumba and also the Community of the Redeemer at Ashmont. He then became Chaplain at The where again he was teaching young at the heart of David’s life. Whether church gatherings, or at his schools – surrounded by young people.
Riverina Anglican College, people. Young people were it was family gatherings, or you would always find David
David lived life to the full, he treasured every day of the gift of his life, he has shown us how to celebrate life, but most of all he has shown us how to love. Now he would say to each of us just do it, get out there and love, truly love, just as God has loved us. Mrs Anna Owen, Principal of Canberra Girls Grammar School, said: “He was our School Chaplain – but he was first a teacher. Whether it was his in-depth wisdom about the true meaning of his favourite sci-fi films, or sharing the latest piece of information he had learnt about Mother Emily – having sought out books about her from all corners of the world – his love of teaching and education was profound.” David is missed dearly at the School, by students and colleagues alike. He was a remarkable man, his life left its mark upon everyone in the School.
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STARS AND STRIPES: Mentone Grammar students enjoying the activities at Space Camp.
What is the Chaplain Doing on the STEM Tour? By The Reverend Andrew Stewart, Chaplain | Mentone Grammar, VIC
One of the reasons parents choose to send their students to our schools is because of the many amazing opportunities that we offer. Many of these opportunities are simply built into the daily life of our school through the programs we regularly offer students. Some of these opportunities are optional additional activities for interested students. For a number of years many of our schools have been running overseas tours with a sporting, artistic, service or historical focus. A more recent addition to the range of tours being offered is the STEM tour. In 2019 Mentone Grammar offered our inaugural STEM tour to the USA to enable students to experience Space Camp in Huntsville Alabama. Two years ago, our Head of Science raised the possibility of a STEM tour and was overwhelmed by interest from students. The tour was up and running and interest from staff to accompany the group was understandably high. Not surprisingly the accompanying staff were initially drawn largely from the science learning area however, at the end of last year, with a bit of movement of staff I was asked if I would be willing to go. There was some questioning from staff about the appropriateness of the Chaplain going on the STEM tour. Apparently, my regular struggles with our school photocopiers wasn’t inspiring confidence in my ability to make a helpful contribution to such a high-tech tour. In the weeks leading up to the tour, one member of the science department (well known for his bluntness) came up to me during the
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busyness of the staff room at a morning tea break demanding to know why I was going on the STEM tour. I happily replied that I was the school expert on STEM. He responded: “How on earth do you figure that?” I said: “S.T.E.M. – Sacrament, Theology, Eucharist and Mass.” Who knows more about these things than the chaplain?’ Not picking up on my attempt at humour he retorted “that’s not what STEM stands for!”, but by now the rest of the staff room was in on the joke. Soon I was on the plane with four other staff and thirty-seven extremely excited students for the STEM adventure of a lifetime. We began in San Francisco having a good look at Silicon Valley, Intel, Google, the Computer History Museum and my highlight the National Ignition Facility (NIF). Prior to going on the tour, I have to confess to never having heard of the NIF, but it was a good example of what is amazing about going on a student tour. The NIF is part of the Lawrence Livermore National Laboratory and is the world’s largest and most powerful laser array. It is not open to the general public but they do allow school tours. We made our way through an impressive security vetting procedure that involved mirrors being run under our bus to
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What is the Chaplain Doing on the STEM Tour? (Continued) check for explosives. NIF was conceptually mind blowing. For example, when they fire the laser array it uses more power than 1000 times the power that the whole United States is using at that moment. Facts like that were casually imparted by our tour guide, one of the scientists working at the facility. After San Francisco went headed to the National Space and Rocket Centre in Huntsville Alabama for Space Camp. I had been part of the pre tour briefing but that hadn’t prepared me for experiencing this amazing place firsthand. At Space Camp students have a week-long immersive experience in the life of an astronaut. They train for and then undertake a series of missions using a range of impressive simulators. I watched as a group of students undertook a mission that involved some in mission control communicating with other students in the shuttle simulator who were in turn instructing other students doing a spacewalk to repair a broken satellite. Our students quickly appreciated the amazing learning experiences that they were being offered and well and truly made the most of them. As staff, it was wonderful to see the joy on their faces after they came back from each new experience. Space Camp is such a great learning environment it is well worth travelling halfway around the world to experience it. There were aviation simulators, a massive climbing wall, opportunities to build and then launch rockets, a huge underwater tank where students in scuba gear could get a taste of working in low gravity, to name just a few of the activities the students undertook. The National Space and Rocket Centre does much more than just host the Space Camp program - it is a museum, display centre and a space theme park. To have the run of the place as you do, attending Space Camp makes for a week of unforgettable experiences. I quickly became very used to seeing people walking around in space suits and encountering rockets and space vehicles around every corner I turned.
and the Enola Gay which dropped the atomic bomb on Hiroshima. The STEM tour included many great experiences. What better way to end a lesson on aerodynamics than by actually flying yourself. That is what happened when we went to iFly in Orlando, Florida. Students had a theory lesson followed up by watching various objects fly around the wind chamber and then they got to suit up and have a go at flying themselves. iFly gives you a chance to experience what is like to fly without having to use a parachute, and unlike Space Camp where the students did the fun stuff and the teachers watched on, at iFly the teachers also got to have a go. Our dance teacher flew with grace and poise, our science teacher flew with all the insight of someone who really understood the physics behind it and I flew like someone who was proudly living out the truth in the saying ‘if God had meant us to fly he would have given us wings’. While I certainly didn’t win any awards for aerodynamics, my flight was an unforgettable experience, and has provided video footage that has greatly amused students back at school when it gets shown. In Orlando, we visited the Kennedy Space Centre, which has a wonderful presentation on the Space Shuttle. We went into a theatrette to watch a movie on the history of the Space Shuttle program. At the conclusion of the movie the screen (which is a curtain) dramatically rises up and there before you in all its glory is the Space Shuttle Atlantis proudly on display. It was surprisingly moving and I found myself getting teary over STEM, which was a new experience for me. We then had lunch with an astronaut, Jon McBride, to hear his firsthand experiences on the shuttle before going on a tour of the Cape and the various rocket launch sites.
The STEM tour took place over the Easter holidays break which led to some interesting personal experiences for me. Holy Week happened to be while we were at Space Camp and a surreal moment came for me on Maundy Thursday when I had dinner under the thirty-five story Saturn V rocket they have on display. As I ate my dinner under this massive symbol of human power, I recalled what day it was and had cause to pause and remember Jesus humbly washing the disciples’ feet.
Looking back on the tour, I don’t think I have ever used the word ‘amazing’ so much in two and a half weeks (and in this article writing it up). Our schools regularly offer many wonderful learning experiences and sometimes you can wonder if our students simply take them for granted. With the STEM tour, our students really appreciated what an amazing experience that they had. They came back very thankful to their parents for going the extra mile to enable them attend, deeply appreciative to their school for facilitating it and with an expanded vision for the role STEM that can play in our world and their part in it. Mission well and truly accomplished.
After Space Camp we headed to Washington. There is no doubt America knows how to do a world class museum. My favourite of the many that we experienced was the Udvar-Hazey National Air and Space Museum. We saw an amazing range of aircraft including a Concorde
The Reverend Andrew Stewart has nineteen years’ experience as a school chaplain and works as a chaplain at Mentone Grammar in Melbourne. Andrew is also the chair of the Chaplains in Anglican Schools network in Victoria.
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NASA Scientist Sets the Challenge Trinity College, SA
Engineer and NASA astronaut Dr Charles J Camarda visited Trinity College recently to speak with students and teachers about his Epic Challenges Program. The initiative has run for 10 years in the United States and Finland and is now in Australia collaborating with the University of South Australia’s C3L Program. Dr Camarda is keen to bring the fun back into learning and was in Australia to engage with students in an effort to encourage them to get excited about science and engineering. University graduates are more likely than ever to start their professional careers as part of multidisciplinary teams tackling highly complex problems through large projects. Industry is demanding professionals with the skills to become productive members of these teams in these emerging working environments. Dr Camarda has 45 years of experience with NASA and 333 hours in space as a crew member of the Shuttle Mission STS-114 Return to Flight. He particularly enjoyed his time in Australia and meeting with Trinity students. “It’s all about teamwork, teaching students how to learn, teaching them how to create an environment that is safe for learning and teaching them how to fail,” he said. “It is important to fail in things and, not be scared to fail because we learn from our failings.” As part of the program students and teachers are given a problem to solve and students need to devise innovative ways to find a solution.
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W ELCO ME TO THE VI RGIN A US TRA L IA LO UN GE
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How to purchase your lounge membership 1. Anglican Schools Australia employees must join Virgin Australia’s frequent flyer loyalty program Velocity. Velocity is free to join at www.velocityfrequentflyer.com 2. Email your name and Velocity membership number to Asher Dukic at asaaccounts@asc.wa.edu.au 3. Your LMS Coordinator will submit your lounge membership nomination. 4. You will receive an email directly from Velocity with a link that you can click on to make payment. Payment needs to be made within 30 days.
Standard Lounge Terms and Conditions apply and are available at www.virginaustralia.com au en information domestic and short haul international lounge terms and conditions *Available at Virgin Australia Sydney, Melbourne, Brisbane, Gold Coast and Canberra lounges only. tMeeting rooms available in the Melbourne, Canberra, Cairns and Darwin 18 • lounges only. #Eligibility for lounge access varies according to class of travel, Velocity membership status and travel destination.
TEAMWORK: Firbank students were selected to attend the Global Finals of the Destination Imagination Competition.
Firbank students lead the way at Destination Imagination Firbank Grammar School, VIC
Firbank Grammar Brighton Junior Campus students were the only Australian Primary School selected to attend the Global Finals of the 2019 Destination Imagination Competition. In its 20th year, Destination Imagination is the world’s largest celebration of creativity with more than 8,000 competitors and 17,000 students coming together from 14 countries. The event, which took place in Kansas City, United States, uses team-based collaborations to create solutions to problems. Principal Jenny Williams said that Firbank was extremely proud of their students who at 11-12 years old were amongst the youngest in their section of the competition. There are six categories at the event including Technical, Scientific, Fine Arts, Improvisational, Engineering and Service Learning. Firbank students competed in the Technical and Service Learning Challenges. The Technical challenge required students to create an aircraft that could take off, fly, drop a payload and land. They then had to create a story to narrate the project. Firbank students built a sound activated drone for this task. “Firbank’s participation in Destination Imagination is a testament to the holistic approach that our School has to teaching. In particular, this competition uses our student’s specialised scientific and math skills to develop the solutions required,” Ms Williams said.
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“Firbank students are resilient and taught that they can conquer any challenges that they may face. Destination Imagination is a perfect demonstration of this adaptability and the way in which individual creativity and teamwork can combine to solve a problem.” In line with Firbank’s commitment to sustainability students took part in the Service Learning challenge where they were tasked with identifying a need in the community and finding a solution. Students used recycled t-shirts to create carry bags in order to replace the use of plastic. The Destination Imagination competition is 100 per cent student driven. It teaches budgeting skills with a US$150 budget for solutions to encourage students to be frugal and to recycle where possible. “I am passionate about the advocation of women in STEM and to instilling our students with a strong curiosity for the applications of science and technology,” Ms Williams said. “The Destination Imagination Competition is a fantastic way to challenge our students to strive for greatness and gives them the opportunity to speak to like-minded students from across the world.”
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BROTHERHOOD: Hale Captain of School Matthew Foster with Pre-Primary student Eric Niu.
Hale School Prefects Build Bonds of Brotherhood Hale School, WA
When we talk about the notion of service, we tend to think of community service. This is a wonderful thing and Hale School is proud that more of our students want to volunteer for Service Learning than there are opportunities available. But sometimes we overlook how we can serve others closer to home, in our existing community. As such Hale School’s Prefects this year decided they wanted to focus on a servant model of leadership within the school community. They developed a theme – ‘Be the link’ – which has directed their actions throughout the year, focused on building stronger relationships across the school. The first area they wanted to focus on was building bridges between year groups. While many boys know students in other year groups already, especially within their house factions, they saw an opportunity to connect with and mentor the younger boys. As such, the Year 12s made a conscious effort to be present in the Middle School and arranged a barbecue and activities in the Junior School. Captain of School, Matthew Foster recalled looking up to the older students when he was in his junior years. “Remembering back to the glory days of running amok in the Middle School, it was clear just how much an influence the older boys had on us,” he said. “With this in mind, we’ve made an effort to have a presence there. Some of us have moved into a locker there to get amongst the boys and enjoy hearing their plans for the Middle School and offering advice during their Councillors meetings.” The Prefects have also taken a keen interest in supporting all aspects
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of the co-curricular programme, attending student concerts, sporting events, theatre productions, art shows and so on. “We hope that by taking the lead on this and vocally supporting all aspects of the school, we can instil a sense of united school pride for everything and everyone Hale,” Matthew said. Similarly, the student leaders have been working on developing stronger links with Hale’s sister school, St Mary’s Anglican Girls’ School, and with alumni through the Old Haleians’ Association. The Prefects have worked with their peers at St Mary’s on leadership initiatives and have addressed each other’s school assemblies. They have also arranged sport days with the younger Old Haleians (known as the Young Haleians), whom they will soon join as alumni. Some of these young alumni continue engaging with the School and serving the students in a variety of ways, such as offering academic assistance, mentoring the younger boys, coaching sport, or continuing to be involved in service-learning projects – and so the notion of service continues. “As Prefects, we want to be the link between the inner workings of the school and the students,” Matthew said. “We hope that this year we can represent all the boys well, building links both within the school and throughout our community that will make Hale an even better and a more united environment where everyone feels welcome, supported and proud.”
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Find Your Centre Anglican Church Grammar School (Churchie), QLD
Stand at the crossroads and look; ask for the ancient paths, ask where the good way is, and walk in it, and you will find rest for your souls. Jeremiah 6:16 A labyrinth is an ancient symbol found in many cultures that can be drawn on walls and objects or marked on the ground to be walked on. While many people confuse labyrinths with mazes, the difference is that mazes are designed to confuse, whereas labyrinths generally have one winding path to the centre and then back out again. A maze tries to make you lose your way. A labyrinth helps you find your way. Early Christians adopted the labyrinth for meditative use in their churches. The oldest continually walked Christian labyrinth was set in the floor of the Chartres Cathedral in France in the 13th century. In Brisbane, a group of Anglicans (clergy and lay) has formed, under the patronage of Bishop Jeremy Greaves, to help facilitate labyrinth practice. The SEQ Diocesan Anglican Labyrinth Resource Group (ALRG) visited Anglican Church Grammar School (Churchie) in June to share the joy of labyrinth prayer.
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Jandal and Susan Dennings from the ALRG worked with Year 4 students and Chaplain Stephanie Cotroneo to create a giant labyrinth walk using fabric and lanterns. The boys learned about labyrinth history and the prayer walks from places around the world. For one of the labyrinth walks, participants broke up their walk into three sections. On entering the labyrinth, boys quietly asked God to help them be a better neighbour. While in the centre, they brought to mind a person to whom they could be a better neighbour. On the way out, boys asked God to show them the path ahead to becoming better friends and neighbours. Another of the walks required one boy to lead up to two others wearing blindfolds. The boys enjoyed the experience and engaged well with the process. They wrote reflections about their labyrinth experiences. Here are some of their comments: ‘I felt nervous on the walk when I was blindfolded.’ - Callum ‘You have to trust the person you are walking with.’ - Matthew ‘I got to care for someone.’ - Bobby ‘Walking the labyrinth, I felt inner peace and calm. It made me feel close to God.’ - Tyler
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East Timor – A Time of Service and Reflection St Paul’s Anglican Grammar School, VIC
A group of 10 students from St Paul’s Anglican Grammar School recently travelled to East Timor on the school’s biennial service tour to the country. The trip began in the country’s capital, Dili where the students visited the Australian Embassy and learnt about the work the Australian Government does in the country. The students then drove to the Ermera District where they visited many schools and English language centres, teaching English to children and playing sport with them. They also attended the ‘laying of the first stone ceremony’ at Ponilala Pre-Secondary School where the local priest blessed the land at the site of the new building that St Paul’s is fundraising to assist with the building of new classrooms.
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The students also had emotional visits to Balibo, near the Indonesian border, where five Australian journalists, known as the Balibo Five, died trying to broadcast the beginning of the invasion in 1975. The students were also able to reflect on the atrocities the Timorese people unfairly suffered during the late 1990s at the site of the Santa Cruz massacre. As part of this year’s tour, three students had the initiative to create sustainable period packs for the women and girls of Ponilala PreSecondary School which were delivered during the tour. Some of these students attended ‘Packing and Sewing’ days with the not-forprofit organisation, Days for Girls to help sew beautiful, washable, long-lasting pads/liners and pack the kits to deliver to the girls of Ponilala Pre-Secondary School.
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“Experiencing this culture firsthand, which is so different from our own, was eye opening and has been a lifechanging experience for all of us. We are all very appreciative of the education and privilege we receive and look forward to doing more for the people of East Timor in the future.” Carissa Hughes, Year 11
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“It was a heartwarming and eye-opening experience to witness the change for good that something as simple as reusable sanitary items, provided the young girls. It puts into perspective how something so straightforward can change the lives of others and their ability to be educated.” Caitlin Davis, Year 10 4.
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PREPARATION: Before leaving, Caitlin Davis and Zoe Binns packed feminine hygiene packs to distribute to girls at Ponilala Pre-Secondary School.
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PHOTO CALL: Rhylee Sederlan, Lucy Wakefield and Caitlin Davis making friends with a local student from Ponilala Pre-Secondary School, while other students eagerly line up for a photo too!
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ALL PREPARED: Rhylee Sederlan and Carissa Hughes preparing to distribute feminine hygiene packs to girls at Ponilala Pre-Secondary School.
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SCHOOL SITE: St Paul’s students visiting the site of the proposed new kindergarten at the village, Nunupu near Ponilala.
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NEW FRIENDS: St Paul’s students met a group of locals returning home from school outside the majestic Gleno church.
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HELPING HAND: St Paul’s students met with teacher Teresinha De Deus and some of her students at her English Language Centre in Railaco.
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PLAY TIME: Lottie Brandon playing sport with East Timorese children in Malabe.
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TEAM EFFORT: St Paul’s student Isabella Finlayson presenting Ponilala Pre-Secondary School principal, Felix De Jesus with some much-needed funds to build two additional classrooms.
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FOR YOU: Jaziah Treble and Zoe Binns giving gifts to a local child in Gleno.
10. CLASS ACTIVITIES: Jaziah Treble at Malimea Primary School helping East Timorese children put together wooden dinosaurs brought to the school by St Paul’s students and teachers. 11.
READY FOR CLASS: Zoe Binns showing English teacher Teresinha De Deus the English Language resources she had made.
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RAINBOWS: After a terrible storm overnight, St James’ Day was blessed with sunshine and rainbows.
Pilgrims Walk For Saint James St James’ Anglican School, WA
To celebrate St James’ Day this year, all students took part in a Pilgrims Walk around the school grounds. The trail is designed to represent the Camino trek taken by Saint James the Greater across ancient Europe. After a drenching overnight the clouds parted and the sun shone through for St James’ Day. It began with a Eucharist in the new gymnasium, before students took part in various activities for the remainder of the day. The main activity was the Pilgrims Walk. Saint James was famous for the Camino. The trek helps define his life and the Pilgrims Walk allowed a symbolic act to be carried out by our students to embrace the patron Saint of our school. The trail had 12 plaques that unified the Anglican story of the Camino and the Dreamtime Walk of Aboriginal Culture. Each plaque had facts and QR codes that students scanned to answer question sheets. Six plaques had the story of Saint James, in unison with the six seasons of the Aboriginal calendar, while the remaining six had the story of Jesus.
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Principal Adrian Pree said it was a rich learning experience for more than 600 students from Kindergarten to Year 10 walking the grounds and learning about Saint James, Jesus and the Dreamtime. “It is so important for our students to connect with the patron Saint of our school and understand what it means to give your life to the greater good,” he said. “Knowing about what Saint James stood for and the values that underpin our history is crucial for us as we develop our own culture.” Students also marked the day with a mass tree planting of 700 trees and a Colour Run to raise money for Make a Difference WA.
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EUCHARIST: School Captain Joel Lucas (Year 10) giving communion to Year 7 student Kate Morrissey.
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CELEBRATE: School Chaplain, The Reverend John Taylor, giving a blessing at the Eucharist.
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PAMPLONA STOP: An example of one of the 12 stops on the Pilgrims Walk, with information and QR codes for students to complete their worksheets.
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PILGRIMS WALK: The 12 stops on the Pilgrims Walk are situated around the school grounds. This stop features the town of Estella.
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SCANNING FOR INFORMATION: Year 6 students tracking down another stop and scanning the QR code to complete the walk.
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Regional Visit A Boon For International Teachers St Paul’s Anglican Grammar School, VIC
A group of 45 teachers from Saudi Arabia recently visited St Paul’s Anglican Grammar School as part of the Monash University Saudi Leadership Program. Launched in 2017, the aim of the program is to upskill visiting teachers with a range of opportunities to learn about education processes in Australia to consolidate new ideas, planning and strategies to educate their students for the 21st century. Saudi Arabia is undergoing a major education reform, moving from rote learning to 21st century learning with a focus on putting the student at the centre of teaching and learning. St Paul’s Anglican Grammar School is the only regional school included in the visit. The Saudi teachers, accompanied by Monash academics Dr Megan Adams and Lucas Johnson, were welcomed to the school
at the St Paul’s Secondary School assembly where they listened to student speeches, musical performances and viewed student video presentations of recent events. The group then attended a range of sessions and classes that included the school’s STEM Program at both the Junior and Secondary Schools, with some of the teachers attending arts, LOTE, special education and English departments. The visit concluded with a Q&A panel of St Paul’s teachers who were able to answer any questions posed by the Saudi teachers. This is the second consecutive year that St Paul’s has been involved in the Program. St Paul’s Deputy Principal, Donna Sweeney said: “Our staff and students have very much enjoyed the opportunity to explain our programs and pedagogy to our Saudi counterparts”. “Amongst educators there is a universally common language. We experience many of the same challenges and opportunities, despite our differences of culture and country. As a result, there is always a shared generosity and enthusiasm for enhancing student learning.”
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NEW SKILLS: St Paul’s student Flynn Smith showing one of the Saudi teachers robot coding techniques at the Junior School STEM Centre.
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DEMONSTRATION: Student Sarah Blyth talking about the Human Powered Vehicle program to Saudi teachers.
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CLASS VISIT: St Paul’s student Caleb Pyle with visiting Saudi teachers
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EXCHANGE OF IDEAS: St Paul’s teachers in a Q&A session with 45 visiting Saudi teachers as part of the Monash University Saudi Leadership Program: Carissa Kelly, Brad McCabe, Bruno Testa, Rowan van Raay and Donna Sweeney.
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PROBLEM SOLVERS: Alexander Hare and James Denton demonstrate problem-solving challenges at the school’s Horizon Centre to a Saudi teacher and Dr Megan Adams from Monash University.
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SHOWCASE: St Paul’s student Indianna Treble showcasing the Dash robots utilised at the Junior School STEM Centre.
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Danebank Students Live Their Motto Danebank Anglican School for Girls, NSW Danebank’s foundational teacher and first principal, Miss Edith Roseby Ball, chose the school’s motto “Ut Prosim”, meaning “That I May Serve”. Today, this motto is not only a symbol of the school’s Christian foundations and intention to serve, it truly reflects the Christian concept of care and service our students display and involve themselves in as they attend our school. Today’s Danebank community is just as passionate about not only fundraising, but raising awareness of the need to help others, and to reflect daily on the meaning of “Ut Prosim”. Through a few aid organisations, our students have the opportunity to demonstrate responsibility towards and care for others. One issue our students feel strongly about, is homelessness. In Australia, more than 105,000 people are classified as being homeless, 17,000 of whom are children. Sadly, in the past five years, there has been an almost 10 per cent increase in homelessness for people aged 12-24. Young people do not choose homelessness: violence, financial difficulties, inadequate dwellings, housing affordability and a range of other issues mean they do not receive the security and care they require. Being aware of their own privilege, our students are involved in two organisations where they regularly serve people who are homeless: Newtown Home Mission and Make a Difference for Homelessness (known as MAD for Homelessness). The Newtown Home Mission is a vital community service, helping people in need not only with food and shelter, but also to share the Bible’s teachings and God’s love. Students experience first hand the work of Pastor Sam Stamos, who runs Newtown Mission along with his team of volunteers. They help set up and take part in a church service, and get to hear from the homeless visitors of their tough times and daily struggles. Danebank became involved with MAD for Homeslessness more than eight years ago, as an element of our school’s Social Justice teachingand-learning program. MAD for Homelessness is a community-driven, grassroots initiative with a vision to “Make A Difference” (i.e. MAD) in the areas of welfare and wellbeing. Danebank students and staff head on to Sydney’s streets to hand out new clothing, toiletries and blankets to those less fortunate.
organised and championed a new and exciting event at the school: a Sleepover for Homelessness. The aim was to raise awareness and funds for MAD for Homelessness. The sleepover was organised for a Friday night in Term 2 and, on the night, the atmosphere was one of fun and excitement. Spending time together outside of school, dressed in warm clothes and fluffy bed socks, having a group sleepover with sleeping mats and blankets lining all sides of the PAC, all sounded like fun. As the night went on, the girls had time to reflect and realise just how blessed they are, that they have the freedom of choice: they chose to be a part of this event, they chose to give up their phones and iPads and the comfort and warmth of their beds for a night’s sleep on a hard surface. They realised they have so many luxuries that others don’t. Being warm, safe and protected with a solid roof over their heads was not lucky, it was a given. To be fed and have a bathroom to use was a certainty. Trying to imagine what it would feel like to be wearing just the clothes they had on and carrying all their belongings was difficult, and it challenged them to consider how would they survive living homeless. The objective of the sleepover was to raise funds for those in need, but to also bring a deeper understanding to the school community of the issues affecting the homeless and to raise awareness of the realities faced by people experiencing homelessness. Going through this, albeit a very different experience to that of a homeless person, brought new understanding to our students, and an opportunity to start a conversation with friends and family about what it would be like to sleep in the cold and rain, not feeling safe day in and day out. The girls were able to consider that the homeless quite possibly have no-one to have a conversation with. They were able to contemplate that there would not be much joy in the lives of the homeless, and potentially little or no food to satisfy their hunger. Girls who have been involved in the Newtown Home Mission, said being able to help prepare and serve meals to a community of those less fortunate, provided them with an opportunity to reach out and talk to these members of society … a simple but valuable outreach to those who are alone and lonely.
This year, a passionate group, formed from members of the senior leadership team, House officials, SRC and Ut Prosim Leaders,
Our students hoped that an awareness and appreciation of the problems faced by people without homes will lead to changed attitudes and more compassion. Jesus teaches us that everyone deserves love and care. Our faith gives us the opportunity to offer our time and to be understanding and compassionate to those less fortunate.
“We were nervous and found it difficult to sit down and chat to the community members, however once we did, we found we couldn’t stop talking as they were so kind and had many stories to tell.”
“The MAD for Homelessness appeal is confronting but rewarding … I quickly realised how lucky I was. It felt good to give back to the community by handing out the necessities that we take for granted.”
Alyssa C
Caitlin N
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HISTORY LESSON: Danebank’s first Principal Miss Edith Roseby Ball, pictured with students in the 1930s, based the school’s motto on service.
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HELPING HAND: Students at Danebank Newtown Home Mission.
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3. 1-3. HELPING OTHERS: Students at the MAD for Homelessness Sleepover. 4.
HELPING HAND: Students at Danebank Newtown Home Mission.
5. READY TO SERVE: Danebank’s Ut Prosim Leaders for 2019. 6.
GIVING Back: Students contribute to the Danebank Elderly Care Concert.
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Soup Kitchen Serves Up A Valuable Lesson St Columba Anglican School, NSW St Columba Anglican School (SCAS) strives to develop graduates that understand that while they should be valued as an individual, their willingness to serve their community now and in the future will be a key to their continued growth. Each Wednesday the School’s Year 9 students are given the opportunity to serve at the soup kitchen at their local church, St Thomas’ Anglican. This is an experience that is having a profound impact on their perspective of life. At times serving up to 85 dinners to members of the local community, the students display in their words and actions a positive, Christian ethos. But participating in the soup kitchen in any capacity is much more than serving food to the hungry; it is the coming together of people from all walks of life in an environment where they feel loved, safe and dignified. Extending the hand of kindness to those in need is not the only lasting memory SCAS students take with them from their soup kitchen service. Students are met with stories of loss, hope and the prevailing human spirit that they would not always encounter in their own life. Year 9 representative, Keira, was particularly heartened by a story of generosity she witnessed when volunteering at St Thomas’. “A lady came in to get a takeaway for another woman who usually comes along for a meal. She has started working and her lunch break doesn’t allow her enough time to walk to get a meal and come back,” Keira said. “So, the other lady walked the meal to the person who couldn’t make it. It is just really lovely to see people taking the time out of their day to do something for someone else.” Living in Port Macquarie, our students are blessed with the idyllic coastal setting the town provides, and it can be difficult to imagine a reality any different to their own experiences. Volunteering at the soup kitchen is a poignant reminder that hardship does not discriminate. Student Alice aptly described the experience as; “seeing a whole new side of Port Macquarie that going to school you don’t really see”. Hebrews 6:10 says “God is not unjust; he will not forget your work and the love you have shown him as you have helped his people and continue to help them.” As an Anglican School, we support and drive community initiatives at every opportunity to foster and promote a caring, empathetic and selfless attitude in our students and staff.
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Design Elements of Anglican Worship By Keith Romanis, Chair of Religion, Philosophy & Ethics Ballarat and Queen’s Anglican Grammar School, VIC A Religion, Philosophy and Ethics class at Ballarat Grammar has challenged students to examine the essential elements for Anglican worship and then design their own Chapel to best fit the task. The Year 7 students explored both the Chapel of St Mark that hosts their weekly Chapel services and St Matthew’s Wendouree under the guidance of the Clergy and Wardens of the Parish. They turned a critical eye to the similarities and differences between these two Anglican worship spaces looking for the essential elements for Anglican worship. Back in the classroom students looked more broadly at Anglican Churches from around the world and explored Church history to see how different architectural and liturgical ideas can be utilised by and incorporated into Anglican Worship. Each class was then challenged to imagine that the Chapel of St Mark had been swallowed by an earthquake and then asked to design a replacement. The students set about designing and building model Chapels, with one class focussed on creating a digital Chapel using the computer program Minecraft and the other classes on creating physical 3D models. These replacements would have to consider: •
What are the essential elements of Anglican Worship?
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What does a ‘School’ Chapel need to serve its community?
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What are the core values of the school that need to be reflected?
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What traditional aspects need to be retained? What new innovations can be brought in?
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How will you tell the story of the Life, Teachings, Death and Resurrection of Jesus Christ?
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How will you engage the five senses of the students and staff who use this sacred space?
Weeks of careful preparation, both at home and in the classroom, led us to invite the Clergy and Wardens of Ballarat City’s Anglican Parishes including St Matthew’s Wendouree, St Peter’s Sturt St, The Cathedral and special guest newly inducted rector of St Paul’s Bakery Hill Sr. Elisa. On presentation day, more than 160 students gathered to show off chapels constructed from every imaginable material: cakes, cardboard, Perspex, wood, paper, Lego, rocks, gems and plasticine. Students carefully explained to their guests how their Chapels fulfilled the criteria and operate as a worship space in the Anglican tradition. The visiting members of the Diocese relished the opportunity to speak to their younger counterparts. The Faculty of Religion, Philosophy and Ethics thanked the Clergy and Wardens of St Matthew’s Wendouree who hosted our students in the first phase of this engaging project.
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Creating Well Beings St John’s Grammar School, SA St John’s Grammar School launched a whole school Wellbeing Framework at the start of 2019. Developed following extensive research, including staff, student and parent focus groups, and consultation with wellbeing experts in the community, this article shares the framework that is uniquely St John’s. At St John’s Grammar School, we all aspire to Learn to Soar, and our wellbeing program provides the wings to do so. We pride ourselves on being a safe, supportive, inclusive, confident and connected learning community. And, at all times, the wellbeing of our students, staff and families is at the core of school life. “Community is at the heart of all that we do and is one of our school’s key values,” Teacher and Leader of Student Wellbeing Carlee Mitchell said. “In building that connectedness and a sense of belonging that comes from being part of a special community like St John’s, we are passionate about supporting our community to gain knowledge and take part in a range of events and activities that promote lifelong positive wellbeing.”
Mental Illness Doesn’t Discriminate Mental health issues have increased in our society at alarming rates and they don’t discriminate. Did you know that 50 per cent of lifelong mental health conditions have taken place between the ages of 11-14 and by the age of 24, 75 per cent of all mental health conditions have already occurred? “We now have national data that suggests one in seven Australian students aged 4-17 have been affected by a mental health condition in the last 12 months, and this can affect their learning, their family life; it can affect every aspect of their life. If we relate this statistic to our context – it’s at least three students in every classroom from as young as our Early Learning Centre students,” Ms Mitchell said. “We are dedicated to doing our utmost to support the young people in our care and provide them with important skills that will sustain them now, and well beyond our school gates.”
Navigating The Wellbeing Continuum “We define wellbeing as our ability to feel good and function well. It provides us with the resilience to navigate the natural highs and lows we all experience in our lives, and to bounce forward. And, in
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doing so, enables us to cognitively, emotionally, socially, spiritually, and physically thrive,” Ms Mitchell said. “Wellbeing is fluid and can be best explained by tracking it along a continuum – with positive wellbeing at one end and mental health illnesses at the other end. Preventing the onset of potential mental health challenges, or even reversing them, through the delivery of effective wellbeing programs that can support and empower our students, is an important goal of our work.” With this powerful knowledge and data collected, specific to our context, the St John’s Grammar whole school Wellbeing Framework was launched at the beginning of the school year. Developed following extensive research, including staff, student and parent focus groups, and consultation with wellbeing experts in the community, the Framework is uniquely St John’s. “As well as being unique to the School, the Framework had to spring to life from paper; it had to be actionable, sustainable and make a difference in the quality of the learning experience at St John’s Grammar,” Ms Mitchell said. “A Wellbeing Action Team was formed with the main purpose of driving the implementation of our whole school Wellbeing Framework. Student agency is highly valued and critically important, and therefore a student leadership role of Wellbeing Ambassador was also created, to represent the voice of our student population and lead the student wellbeing portfolio in our Student Leadership Committee.”
From Scaffolding To Framework The St John’s Wellbeing Framework is underpinned by six key pillars and each of these pillars captures key aspects of wellbeing while recognising the diversity of actions, relationships and learning that build and sustain wellbeing. The six wellbeing pillars are: Belonging and Relationships; Courage and Adventure; Knowledge and Learning; Mind and Body Wellness; Passion and Purpose; and Service and Spirituality. Ms Mitchell said the Wellbeing Framework is what pulls all the pieces together to provide a cohesive and comprehensive program. “The Wellbeing Framework helps guide the programs, learning and other initiatives we implement for students, staff and families. Importantly, this has led to the development of our Wings program, which features the explicit teaching of wellbeing within both the curriculum and also in our House pastoral care programs,” she said.
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“We also introduced wellbeing as a specialist area in Years 3-6 at the Junior School and have plans to extend our Wings program into the Junior Primary and ELC, developing a Wings scope and sequence that maps the explicit wellbeing learning journey for every student at St John’s.”
Creating The Circle Of Care Wellbeing is delivered in a multitude of ways at each year level. Harnessing the strengths of existing programs, such as Health and Personal Development and Pastoral Care, enables explicit teaching of wellbeing through the curriculum, in an age, stage, and developmentally appropriate way. In addition, special programs such as the Wednesday Wellbeing Series on our Secondary Campus provides a different way to share wellbeing learning. These fortnightly dedicated wellbeing sessions are delivered by a range of experienced guest speakers,
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addressing a range of important topics for our Middle School and Senior School students. This broad ranging structure for wellbeing learning ensures that students can be engaged in multiple ways across a broad range of wellbeing topics. It is also important to note that as an Anglican school, the Wings program doesn’t replace faith-based learning, but rather complements existing service and spirituality programs. Furthermore, by working in partnership with parents, and cohesively at school, a circle of care is created so the care of a student will never sit with just one particular person. “We look at our wellbeing program as an eco-system. It is brought to life through those who support and enrich it; not only our staff cohort but our parent and wider community too. It is also given life through the way in which our students, staff and families interact with it,” Ms Mitchell said.
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Dedicated wellbeing learning is delivered and continually accessible to St John’s Grammar’s community of staff, parents and caregivers through resources, training and ongoing information. “Our whole staff commenced the year with dedicated professional learning about their role in contributing to our community’s wellbeing which was led by Tracy Zilm, an experienced consultant in wellbeing in educational settings. We have continued to provide professional learning for staff throughout Semester 1 and we are certainly committed to ongoing wellbeing learning for our staff,” Ms Mitchell said. “For our parents we’ve invested time and resources into ensuring they have, at their fingertips, a wealth of knowledge to support and enhance wellbeing at home. This has manifested in a variety of resources including guest speakers, newsletter articles, events, Facebook posts as well as Parent TV, an on-demand video streaming website for parents with practical tips and strategies from trusted experts any time of the day or night.” With parents able to subscribe to ParentTV for free via the School, it is a valuable way the school can support parents in their challenging role of developing their children.
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“Parent TV offers concise, 5 minute informative and tactical videos on a huge range of topics. You can search for topics, speakers or age-related concerns and it is an excellent resource for parents,” Ms Mitchell said.
On The Horizon Looking ahead, a key priority is ensuring the Wellbeing Framework is implemented effectively across the whole school and for all members of the community. Likewise, we are now in the early stages of expanding our Wings curriculum to ensure wellbeing is explicitly taught from ELC-Year 12. Parent education, connection and engagement are important areas we would like to continue to strengthen, with more opportunities for parents and families to come together and benefit more from the St John’s experience. Finally, well teachers and staff are excellent role models for students and we want to continue to ensure St John’s is a workplace of choice, by providing support for the wellbeing of our highly skilled and dedicated team. St John’s Grammar is an amazing place to belong to.
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Daring To Think By Andrew Rogers, Philosophy & Ethics Teacher St Mark’s Anglican Community School, WA Enabling students to think is one of the most fundamental - and yet most challenging - aspect of any classroom. So much of our modern curriculum is geared towards knowledge and recall of facts, while in a technology-driven society, memory retention skills are rapidly becoming obsolete. Why spend hours rote-learning facts when Google can do it several times faster (and more reliably) than even the sharpest human brain? The ancient Athenian art of philosophy has been integral to creating a shift in pedagogy in many disciplines at St Mark’s Anglican Community School, and the students are reaping the benefits. This pedagogical approach focusses on the General Capabilities of critical and creative thinking and intercultural understanding, skills that are in so much demand in a modern workplace. Integral to the practice is the ‘Philosophy in Schools’ approach, which uses the ‘Community of Inquiry’ methodology. Students are presented with a short stimulus related to a topic, such as a news article, a thought experiment or a short story. The students collaborate to choose an inquiry question that enables in-depth analysis of the stimulus. The central phase is a Socratic circle discussion, in which students are empowered to engage in respectful and critical dialogue. The teacher’s role is that of facilitator, rather than an information giver, prompting student engagement and ensuring that all students have an opportunity to participate. With practice, the students are able to manage their own discussions, with a high degree of emotional intelligence, enabling a deeply critical inquiry to take place. In classes using this approach, the engagement of students has soared. Previously disengaged students suddenly find that their opinions matter and are challenged to develop their arguments to support (or sometimes, change) their position on a topic.
Philosophy and Ethics was introduced as an ATAR course in 2013 and more recently, as a Year 10 elective course. Student interest in philosophy has grown consistently, and in 2019, St Mark’s introduced a General Philosophy & Ethics course, allowing more students to engage with the subject. This process is not only used in the stand-alone philosophy classes, a number of teachers from different areas of the curriculum have also trained in the practice and implementation of philosophy. As a result, the Philosophical Community of Inquiry model is now used in a variety of learning areas. For example, an English class discussed key themes of literary text, such as ‘Lord of the Flies’, while another class held a geographical inquiry on sustainability. A Year 8 History class investigated the Crusades and an Economics class examined sweat shops. This is complemented with extra-curricular Philosophy-based activities at St Mark’s, including a weekly Philosophy Café and entering teams into the Perth Philosothon and Ethics Olympiad interschool events. For the last two years, St Mark’s has proudly represented Western Australia in the FAPSA Australasian Philosothon. Building on these successes, St Mark’s established a Philosopher in Residence program, where a visiting philosopher joins the School community for a week, working with students and with staff. In 2018, we were privileged to host Mr Peter Worley from the Philosophy Foundation in the UK, and this year, we hosted Dr Tim Dean, a Sydneybased freelance philosopher and award-winning writer and teacher. The ultimate aim of this approach is to equip and enable students to strive for the motto born from the Age of Enlightenment - sapere aude! Loosely translated, and attributed to both Rousseau and Kant, it invites people to ‘Dare to think for yourself’ or ‘Dare to know’. At St Mark’s, we are working towards preparing our students for when they leave the School: not leaving knowing the ‘right’ answer, but leaving as critical, creative and collaborative thinkers.
VISITING PHILOSOPHER: Dr Tim Dean visited St Mark’s Anglican Community School this year
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THINKING SKILLS: The Philosophy Conference.
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PHILOSOPHER IN RESIDENCE: Peter Worley with Junior School Students.
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DARE TO THINK: Students at the 2018 National Philosothon Competition in Adelaide.
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St Andrew’s Global Learning Program Recognised St Andrew’s Anglican College, QLD St Andrew’s Anglican College’s Global Learning Program was recognised as Best Co-curricular Program for 2019 at the Australian Educator Awards held last month. Hundreds of educators representing both the public and independent schooling sectors converged at the Awards held in Dockside Sydney. St Andrew’s Institute of Learning (SAIL) Partnerships Director Tim Barrett, was on hand to collect the Award and credited the win to the many staff and students from the College, and Partner Schools, who had opted in to be a part of this wonderful program. “Our Global Learning Program is made up of various service and experiential learning opportunities with our 12 Partner Schools from around the globe,” Mr Barrett said.
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“These programs occur both at the College and overseas and are run through the St Andrew’s Institute of Learning (SAIL).” While containing many different opportunities, the overarching aim of the Global Learning Program is to provide opportunities for students and staff to increase their cultural intelligence, build local and global connections, improve relevant skills and establish values and character that will allow them to become the change agents of tomorrow. Mr Barrett said the St Andrew’s Global Learning Program was recognised for the “variety of partnerships as well as the work done in the area of cultural intelligence (CQ), testing and training which will help prepare our students for success in the global marketplace of the future.”
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AUSTRALIAN EDUCATOR AWARDS: Tim Barrett accepts the Award for Best Co-Curricular Program
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GO CAMBODIA: 2018 College Captain Harrison Fry on the Cambodia component of the Global Opportunities Program
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A Master Class of Learning For Students Mr Joe Smith, Chaplain Georges River Grammar, NSW In my second year as Chaplain at Georges River Grammar, I have taken great pleasure in seeing the outworking of our school’s values: Community, Compassion, Sacrifice and Service. I see these values coming through in the way all staff invest in the lives of students, in the way student leaders set an example for younger students, and in the lives of so many of the families who contribute time and money into school community events and initiatives. There were two events held this year that gave students a unique insight into the difference that following Jesus makes in our lives and our world. A special guest brought out to Australia by Anglican Aid, the Sydney Anglican Diocese’s overseas welfare program, joined with us at the high school Easter Chapel this year. Angela Michael, from Pakistan, shared with us about families who are trapped in the poverty cycle of systemic, modern day slavery. Angela has established Miracle Schools, which offers free education to 650 children so they can be trained to get jobs that can break their families out of the poverty cycle. She also facilitates WaterWorks, which has built 13 water tanks in communities where slavery still takes place, providing clean, disease-free water to 20,000 people. Angela shared how her thankfulness to God motivates her to bless others in situations of suffering and students had the opportunity to consider how they too might be able to share in this passion to make a difference where there is so much need.
and inspired them to consider the eternal value of following Jesus. Our students who attended came from all across the spectrum of beliefs and opinions about Christianity, but all engaged genuinely and intelligently with the thought-provoking content. As Chaplain, I feel privileged to be able to run chapel services, teach Christian Studies classes and contribute to the pastoral care of students within our school. I trust that clear teaching of the Bible and sharing about the forgiveness and eternal life that God offers all of us through Jesus Christ has helped sow the seeds of truth that can make a difference in the life of each student. It is a response of commitment to Christ as Lord (of our lives) and Saviour (from sin and death) that will enable us to most effectively live out the biblical values of Community, Compassion, Sacrifice and Service. It is a willingness to live by God’s Holy Spirit that equips us to be most fruitful in bringing blessing to our community and society. Jesus himself is clear regarding the responsibility Christians have in our world. In Matthew 5:13: You are the salt of the earth. But if the salt loses its saltiness, how can it be made salty again? It is no longer good for anything, except to be thrown out and trampled underfoot. I shared about this Bible passage at a chapel service earlier in the year and cooked up popcorn for the students to enjoy while I spoke to them. It was clear that salt made the popcorn taste better. Christians are the salt of the earth. I hope the clear biblical teaching in our school is motivating students to take following Jesus seriously and equipping them to be the salt of the earth – that is, to be people who value-add to our world by bringing God’s mercy, love and generosity into the lives of those around them. I am thankful to God for what he has done within our school community in 2019, and I am excited about the things to come in 2020 and beyond.
The second event in August consisted of a Christian Studies excursion for 11 Year 9 and 10 students to attend the Bible Society Master Class. The Master Class was attended by more than 800 Year 9, 10 and 11 students from a range of Christian schools across Sydney. Three speakers delivered extremely helpful and relevant messages for high school students. Firstly, Dr John Dickson, who has a PhD in Ancient History, shared compelling evidence for the reliability of the Ancient documents both within and outside of the Bible that affirm the truth about the life of Jesus. Then Gold Coast-based Church Pastor Mike Hands shared about the revolutionary movement that Christianity has been throughout history. He encouraged young Christians to take seriously making a difference in our world today and as future leaders. Finally, Bible Society Australia Acting CEO Melissa Lipsett challenged the students to consider who they are following in this ‘selfie’ generation
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Storybook Garden No Longer A Dream Fraser Coast Anglican College, QLD An indoor storybook garden is now a reality at Fraser Coast Anglican College, with an area in the library transformed to create a platform for students to become experiential, hands-on learners using an imaginative space. The space has been transformed from a generic library layout into one that stimulates the senses, enabling us to bring the storybook pages to life, with a striking entry statement of stacked, oversized book sculptures that hold a scrolled sign welcoming people into the space, and into a whole new world. Reading and storytelling promotes brain development and imagination, teaches a child about language and emotions, and strengthens relationships. Bringing creativity and literature together can be a powerful tool in teaching. It allows children to explore their imaginations. Getting involved in a story re-enforces the learning, brings a subject to life and therefore captures a child’s interest. While providing opportunities for children to create magical worlds that support dramatic play, a Storybook Garden can also promote outdoor learning, exploration, and discovery while focusing on children’s literature. Central to the garden are four buttressed strangler figs which clad existing columns, with the branches extending out to form the leafy overhead canopy. Dotted through the trees is an array of Australian wildlife including a ringtail possum, quoll, black cockatoo, kookaburra, lace monitor, a family of sleeping bats and various insects. These animals have created the launching pad for the cross-curricular lessons delivered to the students, with sustainability and environment being our first major theme. The overwhelmingly positive feedback from the College community has confirmed that a 21st Century library can be a dynamic place that appeals to young and old alike. Learning in such a space enriches not only the literary experience but provides endless opportunities to develop students’ understanding of their natural and human environments. These valuable learning experiences are the foundation of raising the next generation of active citizens, those who will be helping to ensure the future of our planet is in good hands.
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Sleep Out Shows Young People Care By Kelly Keall, Community Engagement Coordinator Anglicare WA Don’t ever let someone suggest for one minute that young people are basically selfish and only care about themselves. At Anglicare WA we know firsthand how passionate young people are when it comes to making a difference and striving for a more just and fair Western Australia. That is especially clear when it comes to our School Ambassadors program and the Anglicare WA School Sleep Out. Over the last four years, the Anglicare WA School Sleep Out has grown from the inaugural event in which 30 students from five schools took part, to the 2019 event at which 280 students from 16 WA Anglican schools attended Australia’s largest School Sleep Out. This year’s event was held at Perth’s Optus Stadium on the most wintery night of the year. Many students arrived already drenched from the torrential downpour they ran through as they arrived at the Stadium. This was just the start of an experience to remember as the students were immersed in a number of activities throughout the night that exposed them to the realities and complexities of life without a fixed address. It showed them how hard it can be to get ahead without the support of family and the uncertainties and dangers of life on the streets. It certainly wasn’t an easy night for the students but they showed themselves to be up for the challenge. This year’s event raised more than $90,000 for Anglicare WA’s Street Connect service, which provides support to help turn around the lives of young people experiencing homelessness. Street Connect relies entirely on donations to survive and the Anglicare WA School Sleep Out plays a crucial part in keeping our youth workers present on the streets of the Perth CBD. This was our fourth sleep out and the involvement of our students and their schools grows year by year. It is a delight and a reminder of the firm commitment Anglican schools have to partnership with Anglicare WA in our important ministry. More information on the Schools program or Street Connect is available on the website at www.anglicarewa.org.au.
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FIRST SLEEP OUT: This intrepid band of students attended the first Sleep Out in 2016.
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TODAY: This year 280 students took part in the Sleep Out to raise money for Street Connect.
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Masters A Boost To Chaplaincy In April 2015 a group of school chaplains was approached with information on a MTh in Chaplaincy Studies run by St Michael’s College, (now St Padarn’s Institute) Cardiff University in Wales. The sales pitch highlighted that St Michael’s had been leading the way in Chaplaincy studies, with Chaplains from a variety of organisations, including the Ministry of Defence (MoD) utilising the course for their chaplains. School Chaplain, The Reverend Jean-Pierre Schroeder signed up for the course and tells of his experience.
An ominous start On my very first day at the college in September 2015, of a week-long intensive, all the students were summoned together for a meeting. There was tension in the room and worried faces. Prominent people spoke with concern and doubt about the college’s future. It was day one and they were talking about shutting the place down. Some changes in Hong Kong law jeopardised the college’s future relationship with Ming Hua Theological College, the MoD had not renewed their contract with St Michael’s, and the authority that ran St Michael’s wanted to change the direction of the college, including a new name, St Padarn’s, reducing staff numbers and even the possibly of shutting the place down after a review. Yikes! I felt like one of the disciples on the boat during the storm. Thanks be to God the storm was calmed over the next three years. The college was not shut down but rather modernised and the MoD renewed their contract with St Padarn’s till 2024. Meanwhile the British government asked the college to create a Sport Chaplaincy programme with a guarantee of sending five students each year for the next five years. All this was revealed to me on 18th July 2019, the day I graduated from Cardiff University.
The course has two streams, MTh Chaplaincy Studies and the MTh Chaplaincy Studies (Military). The former is divided into four specialisms: Education, Higher Education, Health and Generic. Generic covers other chaplaincy roles such as those in prisons. A sports chaplaincy component is being added to their already impressive program. The latter stream is for MoD chaplains only. Each cohort studies four modules together followed by two modules in your chosen area of specialty, culminating in a research dissertation. Each module had a taught component and a 4000word essay. I studied the following modules: Critical reflection on practice; Understandings of Mission in Dialogue with Chaplaincy; Facilitating Moral Thinking and Debate; Spirituality, Education and Youth Culture; The Context of Chaplaincy; and Perspectives and Skills in the Educational Context. The modules were completed over a two-year period followed by a 20,000-word dissertation. My dissertation was entitled School Chaplains – Agents of Change. Using action research, I used my school as a case study to observe how staff responded to me promoting the WA Anglican Schools Association ethos statement to them over a 10-month period. This course allowed me to reflect carefully and critically on my practice as well as learn about those I minister to at school. Here are two little stories of how this course benefited me personally. First, for the Spirituality, Education and Youth Culture module I took the questions James Fowler used in his Faith Development theory from the late 1970’s and early 1980’s and put them to a few of my students. The purpose was to determine if Fowler’s work had any relevance with 21st Century teens, from a Christian background, in the northern suburbs of Perth. I discovered that all the students were far more knowledgeable in the Christian faith than I thought and (here is what leapt out to me) they had a far greater capacity to learn and understand the scripture and Christian tradition than I could have imagined. Although the students scored lower in other areas, as expected, their capacity to grapple with the Word of God and Christian tradition was significant.
The contrast between my first day there and my last day could not have been more different and I couldn’t have been more pleased. Despite the rocky start, the program was tremendous. At the end of the graduation lunch, the director said he wanted to explore how to bring the course more effectively to Australia, developing online solutions to help us be part of the course.
The second highlight came in the Context of Chaplaincy module. In this essay I compared what the literature said the role of the school chaplain was against the experience of the students from my school. I did many focus groups with students from different year groups (by the way I suggest all school chaplains try this). I heard things I never expected to hear as well as what I hoped to hear. But a comment from one student really struck me. The question was ‘what do they think chaplains should do?’ and the student’ replied: “This (pause)…. What we are doing now. Talking.” The student went on to say that before that day I never knew their name nor had spoken to them and that there was no relationship before the focus group. Wow. What a wake up call to my ministry!
The MTh in Chaplaincy is a three-year part-time course with shorter options available to those with time limitations. First, there is a Postgraduate Certificate (three modules completed over one year), or a Postgraduate Diploma (six modules over two years) which includes six taught modules.
I have many more stories to tell of the benefits of this course and all I have learned that has directly influenced and improved my practice as a school chaplain. I would highly recommend you find out more about the course if you think you would like to improve in your role as Chaplain.
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Pitching For The Environment St Paul’s School, QLD Year 12s at St Paul’s School have been examining environmental stewardship as part of the Religious and Values Education (RaVE) subject. The unit was designed to enable students to look at environmental stewardship through an entrepreneurial lens, examining how they can make a difference and how entrepreneurial thinking fits into this goal. It provided an opportunity for students to learn a number of skills including how to engage with their surroundings, spot an opportunity or need they are passionate about, examine an opportunity in more detail, propose a suitable solution and implementation plan, and pitch persuasively to engage their audience.
The next step for some of these students is turning their ideas into a reality. Students can now elect to pursue these projects with the support and guidance of the school’s Centre for Innovators and Entrepreneurs (CIE). Through participating in the unit, I have come to realise about myself: “I am passionate about the plastic in our oceans and want to help.” ‘I’ll be able to be more sustainable and think about the effect that many things have on the environment.” “It’s the little things that get the ball rolling.”
On top of these skills, their curiosity was ignited by the many visitors who all shared different passions around the environment. Areas of interest included: paleoclimatology, renewable energy, the war on waste, fast fashion, sustainable development goals, recycled uniforms, a Christian viewpoint on sustainability, Indigenous perspectives, culture and art, and waste management. The Year 12s embraced the topic and reflected on their own values to find their environmental passion, forming teams based on common interests. Students identified issues affecting the campus, such as organic waste and plastic disposal, and potential solutions to mitigate the environmental impact we have on our local surrounds. The unit culminated in a round of final pitches, where teams presented their ideas to a panel of judges. The pitches were impressive and passionate. Opportunities including koala fencing, packaging changes, a united composting project, plastic and waste reduction, and many more were all shared with the audience.
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Passenger Care We provide a range of services for passengers who require special assistance. If the use of wheelchairs (both manual and electric) or mobility aids (canes, crutches, walkers, mobility scooters etc.) are required, please inform your travel agent at the time of booking. For your peace of mind all cabin crew are trained in first aid.
In-Flight Entertainment Singapore Airlines KrisWorld in-flight entertainment systems offer up to 1,000 entertainment options from the latest movies, television programs, music and games. With a USB port in every seat, students can even charge their own devices while on board. *Entertainment options vary by aircraft and may differ from the image on this flyer. Visit singaporeair.com to see which aircraft include these features
Explore the Award Winning Changi Airport Keep students engaged with a host of activities and a S$20 voucher* to spend at Changi Airport. Activities include: swimming facilities, movie cinemas, games rooms and even a butterfly garden. Free Singapore Tours are available to any group of 20 or more who stop for over 6 hours. *Conditions apply, see singaporeair.com
Requesting a group quote: To request a quote for your next school group, please contact your preferred travel agent. ISSUE • ForOctober further2019 information please email AU_SQGroups@singaporeair.com.sg or refer to singaporeair.com
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Cambodia Exchange Creates An Impact Bishop Druitt College, NSW For 16 years Bishop Druitt College has taken students to Cambodia as part of our rites of passage philosophy and to encourage their development and awareness of the wider world. Over the last 4 years BDC has developed a strong partnership with Krou Yeung School, a school in the Ratanakiri Province in North Eastern Cambodia. This partnership is unique and meaningful. It is making a genuine difference to the teachers and students of Krou Yeung School and is also having an incredible impact on the teachers and students of BDC. BDC has welcomed a student and teacher from Krou Yeung School each year for the past two years. In 2019 BDC welcomed teacher Sokkhoeun Meas and student Rina Kheav. Next week Sokkhoeun returns home, having spent 10 weeks in classrooms learning strategies and developing resources. Rina has been immersed in BDC student life during her time here. This year Design and Technology teacher Joel Blythe returned to the school to set up a small woodworking program, providing tools and teaching programs, as well as training a teacher to deliver basic building/workshop skills. This will be a valuable program for increasing employment opportunities that would otherwise be out of reach for most Krou Yeung School students. “After 15 years of teaching at BDC I have questioned the impact that international relief programs or fundraising has on individuals in places like Cambodia,” Design and Technology teacher Joel Blythe said. “To see the changes that the BDC community is having on this school, and in the long term for the community, is overwhelming.”
WARM WELCOME: Cambodian teacher Sokkhoeun Meas at Bishop Druitt College.
Since the start of this partnership, a past BDC student has revisited the school and set up a library. And a number of ex-students from BDC have travelled to Krou Yeung School to offer support in various ways. Last year BDC donated funds (all through student fundraising) to establish a music program for the Cambodian school.
Making a Difference Fraser Coast Anglican College, QLD Fraser Coast Anglican College Religious and Values Education (RAVE) students have been challenged to come up with ideas to ‘Make a Difference’ in the lives of other people. “Year 10 as a group decided to support Share Dignity and donate sanitary products to help homeless women. In our tutor classrooms we had colourful collections bins so students could make donations,” RAVE teacher Lana Prebbinow said. On Monday 26th August, Shayle Schirmer from ‘Share the Dignity’ visited the College to collect the sanitary items the Year 10 cohort donated for the project and to speak to the group about the Charity and challenges faced by the people they help.
the birth of Share the Dignity which is now Australia wide with two collections of sanitary products each year. As well as supporting Share the Dignity, all Year 10 students are working on their own individual Make a Difference Project as part of the college’s leadership program for Senior School. Some of the projects students are working on include Relay for Life, fundraising for Dolly’s Dream, Buying a Bale for Farmers, helping Syrian refugees, making Trauma Teddies and supporting Operation Christmas Child. Helping others is part of FCAC’s holistic approach to educating its students.
Year 10 student Jack Scanlan said that ‘Share the Dignity’ helped address a problem that is unknown in the community. “We all think of giving food, money, or our prayers for the homeless; but we don’t think of the problem women face every month,” he said. Share the Dignity started in March 2015 when Rochelle Courtenay, recognising that some homeless women had to choose between buying sanitary products or buying food, asked her friends to help her collect pads and tampons to help out local homeless women in her area of Brisbane. That first small collection led to
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IMPORTANT LESSONS – The Hutchins School students asking R U OK?
R U OK? An Important Lesson For Students By Mike Conacher, Head of Stephens House The Hutchins School, TAS The staff and students of The Hutchins School have been focussing on the important topic of mental health for over five years. The School, and more importantly the students, have made a commitment to reduce the stigma around mental health and to create a culture where talking about how you are feeling is ok.
It was a wonderful educational experience for boys from Years 7–12, learning how to look out for and actively support friends, family and colleagues in need. The important information the boys received about ‘How to ask’ is to ask, listen, encourage action and check in. The students also heard from R U OK? Chief Executive Katherine Newton and Mitch McPherson from SPEAK UP! Stay ChatTY, before having time to explore the interactive installations.
Recent initiatives have included an ongoing partnership with SPEAK UP! Stay ChatTY, a Tasmanian organisation that works to promote positive mental health and prevent suicide by normalising conversations about mental health and encouraging people to seek help when they need it. Students have been involved with fundraising initiatives for SPEAK UP! and are fortunate to be visited by founder Mitch McPherson and his team several times throughout the year to keep the conversation around mental health flowing. In April 2019, 21 students completed the Youth Mental Health First Aid Course. This course helps equip participants with the ability to provide support and assistance to any young people in need. This initiative, supported by the School Counsellors, Heads of House and the Head of Senior School, has been put in place in order to support each other’s wellbeing.
AWARENESS: R U OK? CEO Katherine Newton with Year 12 Prefect George Scott and Year 12 Mental Health Contact Officer Angus McMaster, recording a podcast in the Hutchins Audio Hub for Hutchins Podcast.
The focus of the role is mainly to be a supportive listener and someone who can point other students in the right direction for further help. It is very exciting that we have an abundance of boys who are interested in increasing their knowledge and awareness of the impacts of mental health issues, and how to support others who may be experiencing challenges. On Friday 30 August 2019 we were very fortunate to have the R U OK? Day Trust the Signs Tour visit the School. R U OK? Day is an annual day in September dedicated to reminding people to ask family, friends and colleagues the question, ‘R U OK?’ , because connecting regularly and meaningfully is one thing everyone can do to make a difference and even save lives.
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TEAMWORK: Students engaged in the R U OK? Trust the Signs Tour Visit.
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Justice, Mercy and Backpacks Coomera Anglican College, QLD Coomera Anglican College’s Primary Student Representative Council (SRC) are leading the way with justice&mercyPROJECt as they collect items for backpacks that will be distributed to St John’s Crisis Care clients. The justice&mercyPROJECt is embedded into the curriculum at the College. It looks at the concept of justice and mercy, and about identifying with people to better understand, to learn from them and how all lives have particular challenges at different times. Reverend Mary-Anne Rulfs has been driving this project at the College for a number of years and each year is impressed with the impact it has on the wider community and students from within the College. “The justice&mercyPROJECt aims to help our students identify how they can be active participants in the world from the concept of justice and mercy and make a positive difference to others lives through small yet significant acts of kindness,” Reverend Rulfs said. “Our students coordinated themselves to collect items for backpacks so that they can be provided to St John’s Crisis Care.” Primary SRC collated a number of different items through donation bins placed around the school and have been very proactive in ensuring that they are making a difference on the wider community through taking a step outside of themselves and their comfortable lives to appreciate what they have.
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“The amazing thing is that this kind of generosity transforms us into happier and more whole people,” Reverend Rulfs said. “Our students – the global citizens of the future – are learning this daily, and research tells us this is a significant contributor to their wellbeing. It’s a win-win.”
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Imagine-a-Better-World Day Coomera Anglican College, QLD Another part of the justice&mercyPROJECt at Coomera Anglican College is the imagine-a-better-world Day – or i-Day for short. This day launched a focus on service during Term 3, as we join in God’s work of reconciliation in the world, fostering more respectful relationships between all people, and with the earth that is our shared home. It emerges from Festival of Gifts, and engages gifts like imagination, inspiration, initiative and ingenuity to produce ideas that benefit individuals, our community and our world.
“I wore white for Batyr Mental Health. I think it is an important cause because it is a common issue that teenagers and many others face, and we need to raise more awareness around it to get people the support they need. I wanted to address it on i-day with other teenagers who might be facing this problem and that is why i-day is an important day to me.”
Secondary students participated in year level activities focused around particular social justice issues. During worship, Primary students reflected on how they could make a difference in our community.
Jessica Dobbie, Year 9
Teaching, learning, service and faith are the pillars of Coomera Anglican College’s educational focus. Noticing what matters most in life, and discovering joy and purpose in serving others, is an important contributor to young people’s learning and to their flourishing. During Festival of Gifts we celebrate each person’s unique gifts and encourage students to explore how they might use their gifts – who they are and what they enjoy doing – to help make our community a better place for all. Students also held a ‘Colour for a Cause’ Day where they wore different colours to represent different causes. Homelessness, climate change, equal access to education, and community support for the Elderly were some of the issues highlighted by students. A tally of the colours worn will be counted, and the charities that receive the most support will be the recipients of our donations.
“I wore blue on i-day for climate change. This issue deeply resonates with society today and myself as we need to protect our planet and tackle it so that we, and future generations, have a sustainable and happy future on our planet. I-day to me means contributing to something bigger than yourself for a day as a community and having a positive impact on the world and others in need.” Lataya Oweis, Year 9
COLOUR ON DISPLAY: Primary Students celebrated the ‘Colour for a Cause’ day where they wore a coloured T-shirt to show their support for a social justice issue they feel strongly about and to raise funds.
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Reach For The Stars Arden Anglican School, NSW Arden Anglican School is in the final stages of construction of a $21 million redevelopment of its Epping Campus, allowing the Secondary school students to be located within one building for the first time since opening the Secondary Campus in 2003.
“There is great expectation surrounding our new 21stCentury facilities and we look forward to opening our doors and sharing this new space, which is designed to maintain the vibrant, co-educational and caring Christian approach that Arden is so well known for,” he said.
Located on Essex Street in Epping, the five-storey building commenced construction in late 2018 and will be opened for the first day of School in 2020.
The new facility will include a Creative Arts Centre in the heart of the building. This 500+ seat auditorium is where students, staff, parents and community will gather, celebrate, worship and perform. In addition, there will be Science laboratories, Food Technology kitchen, Resource Centre, Technology workshops, Multimedia and Design laboratories, general classrooms, administration, student services, basement car park and a rooftop terrace for passive recreation.
Principal Graham Anderson said he was confident both the School Community as well as the surrounding residents and local business community will appreciate the new building.
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Outdoor Learning For Inclusive Play St Paul’s Anglican Grammar School, VIC St Paul’s Anglican Grammar School recently celebrated the new outdoor space at the school’s Warragul Campus Early Learning Centre (ELC) during an official Opening and Dedication of the Warragul Early Learning Centre Outdoor Learning Area. The redesigned play area allows children to explore through play in a natural environment and their learning will be enhanced with active spaces that have been carefully planned to allow activities to flow. The ELC team was actively engaged in the planning process of the outdoor environment upgrade which promotes accessible and inclusive play for all children.
OFFICIAL OPENING: The unveiling of the plaque by Ms Harriet Shing MP, Member for Eastern Victoria with ELC children.
The concept theme is an adventure through landscape, from water to wet play transition, to sand deck and then land, to rockscape and woodlands with a gathering shelter space under a tree. The provisions for water catchment, and ecosystems attracting a diversity of plant and insect species will inspire creative thinking, invite observation and provoke inquiry. Member for Eastern Victoria Harriet Shing MP addressed the official opening and the dedication was performed by The Right Reverend Dr Richard Treloar, Bishop of Gippsland.
BLESSING: The Right Reverend Dr Richard Treloar, Bishop of Gippsland makes the sign of the cross on the floor during the dedication of the Warragul Early Learning Centre Outdoor Learning Area.
CEREMONY: St Paul’s ELC children during a traditional smoking ceremony.
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Anglican Schools Australia PHONE 08 9286 0290 EMAIL asa@asc.wa.edu.au WEB www.anglicanschoolsaustralia.edu.au
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