The Nervous Nineties

Cricketers, on the verge of scoring a century, are often described as being in the nervous nineties. And cricket records show that many a batsman succumbs to the nervous stress of the occasion and fail to reach the coveted score. Nervousness may also be symptomatic of energy and action. It is in that sense that this chapter is headed. Mr Peter Michalski was appointed principal in 1989 and served the school for the following nine years. These years were characterised by growth in school numbers, in the physical plant, in curriculum development, and in the programs offered in the primary school. The last decade of the twentieth century were the nervous nineties, but with a great outcome! When Michalski assumed leadership at Mt. Gravatt Adventist Primary School, the student enrolment was a healthy 240 scholars. Over the next nine years it increased to over 330. There was, therefore, a need to provide learning areas for this increase in school numbers. One of Michalski’s first tasks, therefore, was to develop a building master plan, with accompanying strategic guidelines, to ensure that the growth of the physical plant was cohesive and effective in meeting the needs of the primary school. Key elements of this master plan were provisions for a Student Learning Centre, new Administrative office, an Early Childhood Centre, a car park, and a tennis court. This dream was fulfilled when the Library-Resource Centre was constructed. The official opening took place on the evening of 15 December 1994. Guests and visitors were introduced to a modern facility encompassing a general library, but with a computer room, an open learning area, an outdoor reading area, and a sunken indoor class reading area. A special feature, however, was the ‘reading castle’. Designed by the Librarian, Mrs Cathy Oxley, and intended to reflect a Medieval Castle, this structure was located within the library. Somewhat like an in-door ‘Cubby House’ the Castle had several levels and was liberally littered with comfortable cushions. What better way to stimulate an interest in reading! Not surprisingly, parents and students were advised through the school’s Newsletter that the theme for the opening night was ‘Medieval’. Students were urged, and parents invited, to dress in medieval costume. To assist in this task several drawings were provided: a monk (long brown tunic and skull cap), a knight (leggings/tights, tunic tied around the waist, short cloak, and felt hat), and a lady (long dress and/or cloak, fabric tied around the head, and a hat). Students who were not into fancy dress were advised that formal school uniform was the other option. Some option!

Official opening of the Administration Office and Early Childhood Centre. Photo on left: Mr Frank Carroll - MLA, Member for Mansfield, Mrs Carolyn Barnett, Director - Preschool Day Care Centre, Mr Peter Michalski, Principal and children from the Centre. Photo on right: Mr Frank Carroll - MLA, Member for Mansfield, Mr Chester Stanley, President - Sth Qld Conference of the Seventh-day Adventist Church, Mr Peter Michalski - Principal and children from the school.

An extension to the Library-Resource Centre included a staff lounge, an area for teacher’ resources, a preparation area, staff toilets, and a meeting room. This was all on the upper level. Under this, as a lower level, was developed a new administrative office and reception area, several small meeting rooms, and the Early Childhood Centre, complete with its own secure outdoor recreation area.

Reference was previously made to the school’s Newsletter. Communication between the school and parents was a strong feature of Michalski’s administration. Issued almost weekly, these one or two-page newsletters kept parents informed on school affairs, such as a report on H&S committee decisions, and also included lists of students who that week had received a Principal’s Award. These awards might be given for excellence in mathematics or science, or some other subject, or for any effort deemed worthy of mention by the class teacher. From the students’ perspective it was nice to receive affirmation. Schools are for children and, as Michalski perceived, not only had student numbers increased but that the needs of these students had expanded. Some of his energies were therefore directed to the implementation of programs that met these expanding needs. One of these areas had to do with addressing the special needs of students for whom English was not the language spoken at home. Using the skills and special interests of Mrs Sue Harker and Mrs Di Till, the teaching of English as a Second Language (ESL) was commenced. Fortunately, Michalski was able to tap into the community interest in ESL and Commonwealth funding through the Association of Independent Schools of Queensland (AISQ) so that the financial impact upon his school was minimal. There was a degree of reciprocity in this. The primary school participated with AISQ in the development of appropriate ESL curricula and teaching-learning materials.

Let’s call this teacher Mrs L. On this evening Mrs L. had been working back and decided to visit the local Deli to purchase an evening snack. Taking a $50 note from her purse she set off. On the way back she devoured her purchase and left the wrappers on her lap. Upon return to the school and before she exited the car, Mrs L. gathered up the wrappers and squeezed them tight into a wad. On the way back to her classroom she deposited the wad in one of the rubbish bins that festooned the school.

Back in the classroom she remembered her change—notes and coins. “What did I do with them?” she asked. Reflecting on her actions, she vaguely remembered having the change in her hand when she got back in her car. What then? It dawned that she had placed the change on her lap, but what had been on her lap was now in a bin. But which one? Quickly recruiting a couple of other teachers, the team of searchers began the task of sorting through the contents of every bin located on the way from her car to the classroom. And each bin contained the usual messy detritus associated with a school—partially eaten sandwiches, discarded fruit, paper scraps, etc. Furthermore, there seemed to be more bins than the searchers had recalled, but eventually the twisted wrappers from the Deli came to light and when unfolded revealed the lost change. Wasn’t it Jesus who told the story of the lost coin and the joy felt when it was rediscovered? Mrs L. smiled as she reflected how her experience had been a re-enactment of a biblical parable. The sleuth who passed this tale on did not, however, say whether Mrs L. called a party in celebration.

It will be recalled that an earlier principal, Mr Wal Dawson, had harboured ambitions to assist students with special learning needs. He was, however, before his time and his dream was unfulfilled. Two decades later, and with greater student numbers and more flexibility in the utilisation of teaching staff, Michalski was able to establish a Special Needs Unit taught initially by Mrs Jenny Spyve and then by Mrs Joanne Parmenter and later by Mrs Denice Hemsley. Special needs students spent part of their time in the general classroom, but then withdrew to the Special Unit for work in such skill areas as mathematics and communication. Again, this program received significant funding through AISQ. Special needs students are found at both ends of the student spectrum. Some students are gifted and talented in their learning, either across the curriculum or in one or more curriculum areas. Utilising the interest and skills of Denise Morton and Maryanne Till, a Gifted and Talented program was commenced. Music continued to be an important feature of the school. In addition to group music making such as vocal choir, recorder group, and string ensemble, students were also able to take individual tuition on instruments such as the violin and piano. Ms Christina Zamfir commenced her studies in both piano and violin at this time and carried them on through high school and on to the Queensland Conservatorium of Music. She is now a music teacher and serves her church well as a musician. Not all those who enjoyed music went on to make music their vocational, but most enjoyed to the fullest their participation in such Christian musicals as ‘Its Cool in the Furnace’, ‘Down by the Creek Bank’, and ‘Miracle After Miracle’. These school concerts drew appreciative audiences. An early review of the school’s curriculum and teaching practices resulted in significant improvement in student performances in such national annual events as the University of New South Wales Mathematics and English competitions. When the primary school first entered the competition its overall results put it in the bottom one-third nationally. Within five years, however, the school was being placed in the top one-third. Encouraged by these results, the school dared to enter the Tournament of Minds and came second in the region. With a principal and some teaching staff of innovative mind-set, the Mt. Gravatt Adventist Primary School was selected as a trial school in the implementation of specifically designed Adventist curricula. The Curriculum Development Unit at the Church’s headquarters in Sydney was developing an integrative approach to learning. Mt. Gravatt helped to develop some integrative units of work through their trial implementation.

Students of the primary school in those years may well remember the successes of the school garden. Initiated by Mr Elwyn Cherry, and supported by the principal, patches of garden produced large quantities of sweet corn, pumpkins, zucchinis, and cucumbers. Most of this produce found its way home to the delight of parents. The fowl yard not only taught the art of maintaining happy chickens, but also the rudiments of organic egg production. Again, the produce found its way to home breakfast tables. As Mr Phillip Lomman had earlier emphasised, learning can also be fun.

Perhaps one of the major legacies of the Michalski years was the establishment of the Early Childhood Centre. Increasingly, with both parents working, there was a need for the provision of day care for children in those five years before they commenced formal schooling. As noted previously, the space under the new library was specifically designed to provide for this age group. Initially this new program required financial assistance from the school, but within two years was self-funding.

For several years Michalski had been attempting to carry out a study program but was frustrated by the pull of other more demanding claims on his time and energy. The end of 1997 was therefore a propitious time for him to relinquish BAC Primary and to pursue his studies more fully. To fill the leadership role on an interim basis, the Conference transferred Mr Gary Greenland from the Pine Rivers school (later Northpine Christian College). With the impending amalgamation of the schools on the BAC site, Greenland fully understood that his tenure would be brief and that his role was essentially one of holding the primary school together in a year with some uncertainties. This situation gave little scope for innovative measures and for Greenland to develop his own dream for the school. He did, however, focus staff attention on the importance of the key skill areas. He ensured that numeracy and literacy were taught in the freshest time of the day and was delighted at the high number of students who excelled in both literacy and numeracy competitions. The number of high awards far exceeded what would reasonably be expected from a school the size of BAC Primary.

Primary students in the school’s vege patch.