William Henry Gribble
Suren Mendis Staff Spotlight
From The Principal
I am delighted to welcome you to our first edition of The Gribble. Burgmann Anglican School is rich with wonderful events, people, activities and stories. This publication seeks simply to share some of these moments.
2024 started with the opening of our new Senior Science Centre, on Valley Campus. This centre is a testament to the work of our previous principal, Mr Steven Bowers, whose passion for science and learning excellence was instrumental in ensuring that we were able to pursue this build. In this edition of The Gribble, you will not only learn more about our Science Centre, but we have also shared stories of one of science staff members, and some of our alumni who are working in the fields of science.
This edition also explores one of my favourite places in Burgmann – our Early Learning Centre. We provide a nurturing environment for children from six months of age, and you will be able to learn about an average day in the Centre. The ELC opened in 2020, and the first children who ‘graduated’ from the ELC are already in Year 2.
This is also our Year of Wisdom at Burgmann. I sincerely hope that as you read these snippets, you become a little wiser about our wonderful school.
Leonie Harwood Principal
Burgmann Anglican School
Senior Science Centre
In March 2024, we were pleased to celebrate the official grand opening of our brand new Senior Science Centre. This represents a significant milestone is our school’s commitment to innovative learning and continuous advancement.
Key features of the Senior Science Centre include modern laboratories equipped with advanced tools, and collaborative workspaces to promote teamwork and scientific inquiry.
The Centre includes dedicated areas for specialised fields such as biology, chemistry, physics, and environmental science, interactive learning zones with multimedia resources, and flexible teaching spaces adaptable to diverse instructional methodologies.
Unlike previous building projects necessitated by Burgmann’s rapid growth throughout its 25 year history, the Senior Science Centre represents the first instance of constructing a new building
solely to enhance academic programs and facilities.
Chief Operating Officer Joel Anderson says this milestone underscores Burgmann’s incredible journey from expanding to meet space demands to proactively innovating to improve our educational offerings.
‘As we continue to evolve and grow, this facility embodies our ongoing commitment to educational excellence, empowering students to explore, innovate and excel in science,’ says Joel.
The Senior Science Centre will serve as a hub for scientific discovery, innovation and collaboration.
The Rite Journey Mentorship
Navigating Challenges Together
In an age where the transition from childhood to adulthood is laden with challenges, mentorship emerges as a guiding light for young people seeking direction, support and wisdom.
The Rite Journey program, being completed by all Year 9 students, empowers each individual, offering adolescents a transformative journey towards self-discovery and personal growth.
The world is rapidly evolving economically, socially and technologically, throwing additional complexities to an already challenging transition in life, navigating the journey to adulthood. From academic pressure and peer relationships to mental health concerns and
mentorship, The Rite Journey offers hope, extending the adult influence in their lives to assist in guiding young people through the trials of adolescence with compassion and understanding.
A Path of Personal Growth
At the heart of The Rite Journey lies a commitment to fostering holistic development in young individuals. Through a structured curriculum encompassing experiential learning, self-reflection and mentorship, participants embark on a transformative journey (a Hero’s journey) of growth.
Mentors, carefully selected by both the student and their family, for their empathy, wisdom, and dedication, serve as trusted guides, offering support and encouragement as they walk alongside.
From navigating identity and relationships to building resilience and empathy, The Rite Journey with its mentoring elements equips our Year 9 students with the skills and mindset necessary to thrive in an ever-changing world.
On our mentoring evening, students with their mentor had an opportunity to share, plan and play. Students guided their mentor on a conversation walk, sharing their experiences of their first term in Senior School, their goals and ambitions.
They also took on the Stave challenge, collaborating in play together to successfully navigate the throwing of the stave in set patterns to one another.
The mentor and mentee were given time to plan their year together, set dates and times to meet each month as well as select a collaborative challenge, skill or hobby they would achieve together.
The Power of Mentorship
Central to The Rite Journey’s success is the profound impact of mentorship on young people’s lives. Research suggests mentors play a pivotal role in nurturing meaningful connections, providing a safe space for participants to explore their hopes, fears and aspirations.
‘Overall, findings support the effectiveness of mentoring for improving outcomes across behavioural, social, emotional and academic domains of young people’s development.’
(DuBois. D et al., 2011)
By offering guidance, perspective and unwavering support, mentors empower youth to overcome challenges, embrace opportunities, and chart their own course towards success. Beyond academic achievements, mentorship in The Rite Journey cultivates essential life skills, instilling confidence, resilience and a sense of purpose in each student.
A Testament to Success
As The Rite Journey continues to make a profound impact on the lives of our young people at Burgmann, its success serves as a testament to the importance of mentorship in shaping the future generation.
By investing in the potential of every participant and fostering meaningful connections between mentors and mentees, The Rite Journey exemplifies the transformative power of mentorship in unlocking human potential and building a brighter future for our young people.
References
DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence. Psychological Science in the Public Interest, 12(2), 57-91. https://doi.org/10.1177/1529100611414806
The Wisdom of Wellbeing Embracing Student
Engagement Through Positive Education
Wellbeing in children and young people is complex – it weaves the threads of emotional, physical, social and mental health. In the past twenty years, the field of positive education has emerged as a guiding light, enabling schools to cultivate a culture of holistic wellbeing.
Burgmann is at the forefront as a foundational member of the Positive Education Schools’ Association (PESA). Positive education integrates the principles of positive psychology into the educational system, creating environments that nurture students’ overall wellbeing alongside academic achievement.
This approach recognises that wellbeing is not just the absence of illness but a state of thriving across multiple dimensions of life. We use the wisdom of this research to implement practical strategies to help our community to thrive.
The key principles of positive education include:
Strength-Based Approach: Burgmann focusses on identifying and developing students’ strengths. This approach builds confidence and encourages a growth mindset. An example of this can be seen in Middle School’s strength spotting focus in Term 2, where students needed to identify strengths in others, share it and map it.
Social and Emotional Learning (SEL): SEL programs, like the Junior School Grow Your Mind program (growyourmind. life), teach students essential skills such as emotional regulation, empathy, teamwork, and problem-solving. These skills are crucial for both personal and academic success.
Resilience Experiences: Equipping our students with strategies to assist them to cope with stress, adversity and setbacks is essential. This helps them develop resilience and perseverance. Burgmann’s camps and retreat programs along with the Year 9 Rite Journey program are some of the strategies used to target this important aspect of wellbeing in our young people.
Wellbeing Metrics: Burgmann utilises the ACER Social and Emotional Wellbeing survey to annually measure our students’ wellbeing, providing valuable insights into their mental health and guiding interventions and programs in a targeted manner.
Positive School Culture: Burgmann strives to create a supportive and inclusive school environment where every student feels valued and respected, fostering a sense of belonging and community. Our co-curricular program with the pillars of Ernest, Sport and Performing Arts enables each of our students to meet people from across our community and flourish in their chosen pursuits.
The school embeds opportunities within our classrooms to assist our students to develop wellbeing skills. This includes:
Gratitude Practices: Encouraging students to keep gratitude journals or express appreciation regularly enhances positive emotions and strengthens relationships.
Mindfulness and Meditation: These practices promote emotional regulation, reduce stress, and improve focus and concentration, contributing to overall mental health.
Service Learning: Engaging in community service projects like the Middle School’s Ginninderra Award and the Senior School’s RISE (Relate with Integrity, Service with Earnest) and Legacy pathways help students find meaning and purpose, develop empathy, and build social connections.
Goal Setting and Achievement: Teaching our students to set realistic, meaningful goals each semester and providing support to achieve them boosts motivation and a sense of accomplishment.
Celebrating Successes: Recognising and celebrating individual student and collective achievements fosters a positive environment and encourages further efforts.
In our year of placing a spotlight on our school’s motto of wisdom, the wisdom of wellbeing lies in recognising that happiness and health are not destinations but journeys. Our School’s focus on positive education provides the roadmap, guiding our students and staff towards a richer, more fulfilling life. By embracing strengths, fostering supportive relationships, cultivating resilience and nurturing a positive mindset, we can unlock the full potential of our community and create a foundation for a brighter, more compassionate future for our young people.
Catherine Amesbury Deputy Principal, Student Engagement
Burgmann
What Makes
Middle School Special?
Middle School at Burgmann caters to students in Years 6, 7 and 8, offering a unique and nurturing environment for students to flourish during this crucial developmental stage.
W
ith a dedicated campus at Forde, our Middle School students benefit from a personalised learning journey as they develop essential skills such as independence and self-regulation within a creative and balanced curriculum. This approach facilitates a smoother transition from the primary years to Senior School.
At this stage in their learning journey, students engage in contemporary and research-based programs that support their learning and pastoral needs. Through explicit teaching practices, design and project, and active learning, students are encouraged to grow their creative and critical thinking skills.
Our facilities are purpose built for the needs of adolescent learners. Our students have embraced flexible learning opportunities within spaces tailor made for collaboration, from our specialist science labs to our design hub – which hosts our design, technology, arts and music rooms.
Middle School is an exciting journey for both students and their families. At the beginning of each year, Middle School families attend an information night to explore their child’s classroom and connect with their teachers. The evening includes time for families and students to set goals and construct vision boards, fostering togetherness as they map out their paths to success for the year.
This is built upon at our Sharecase events each semester, where families explore the works that students have been creating and take time to reflect on their journey so far. Our Semester 1 Sharecase was themed, ‘Unlocking Potential: Your Child’s Self-Regulation Story’ as students have been expanding their self-regulation and empowerment in Terms 1 and 2.
During this event, Years 7 and 8 students also showcase works from their Above & Beyond units. Through this program, students choose an elective unit to study for the semester. These units combine students from both year levels, broadening social connections and providing students with an opportunity to explore a variety of subjects and areas that they may be interested in.
This year in Semester 1, we have been able to offer units that delve into engineering, set design, sports commentary, dance, journalism, cooking, textiles, interior design and much more. These options are continuously evolving each year and are underpinned by skills identified in the ACER Teaching and Assessing 21st Century Skills framework as well as the Australian Curriculum General Capabilities.
My favourite thing about Middle School is the calm environment and that there are multiple styles of learning that accommodate everyone.
Diya Sen 8C
Students in Middle School also participate in service learning and co-curricular activities such as the Ginninderra Award. This is a Middle School specific program that encourages students to discover and develop their talents and strengths through servant leadership. The Award is comprised of three levels, each with specific criteria relating to leadership and community service projects that students undergo throughout the school year.
My favourite thing about Middle School is the warm and welcoming atmosphere on campus.
Avisha Samaraweera 8B
Through the Middle School structure, we are able to offer student leadership positions within this age group. Each year, we have four campus leaders and two students for each of eight portfolios. These students are representatives of our core values and work closely with school administrators to assist with special events, running activities within their portfolios and representing the student voice.
With a focus on whole child development, our Middle School is special community that provides a safe and supportive environment that embeds positive wellbeing within its culture.
Read
‘Reading is important, because if you can read, you can learn anything about everything and everything about anything.’ - Tomie de Paola
At every stage across Burgmann, reading is a focus: from the earliest years where the fundamentals are taught, to the middle years where a love is cultivated, to the older years where the power becomes understood. Did you know that reading for 6 minutes a day may reduce stress levels?
As a traditionalist, I prefer to hold a book in my hands while I become immersed in a story. Our Burgmann libraries are filled with fiction books, and our borrowing rates have actually grown since the Covid-19 pandemic. The reality of course, is that today’s generation will read in many different forms, but we continue to promote the joy of books and the importance of reading.
In the early years, we use InitiaLit as our whole class literacy program, which relies on a synthetic phonics approach alongside rich literature and vocabulary development. We systematically and explicitly teach letter-sound correspondence and how they are applied to reading and spelling.
As the early years progress, we teach students comprehension strategies and how to apply them to different text types as well as developing reading fluency, choral and paired reading. Students can develop proficiency in their skills using decodable and high interest text types suited to their learning goal.
The explicit teaching of reading comprehension continues across the school, with novel studies introduced from Year 3. Literature circles allow students to explore texts, challenge thinking and develop empathy while promoting engagement through high interest texts.
Data plays an important role in supporting the way we teach reading, allowing staff to regularly assess individual progress, to support teacher planning cycles, and to personalise interventions. While NAPLAN and PAT testing may be disruptive to learning sequences, they are important as one of a number of data collections that help teachers stay informed on progress and respond to issues. In the final test our Year 12 students are required to sit, the AST,
reading remains a critical component. This demonstrates the importance that is placed on reading across academic success.
Reading is encouraged for all our students as part of a healthy homework routine. On average, reading 20 minutes per day means that you will read 1.8 million words per year. This directly contributes to the building of vocabulary and achievement across all subjects. Children who read regularly learn between 4000 and 12,000 words ever year, simply through reading.
Parents often ask what books their child should be reading, and the best answer we can give is books that keep them reading. There is incredible breadth in genre, authors and text types, making it easier and easier to find books that a child will enjoy. We spend much time carefully selecting books that will open young people’s minds, stretch their imagination, to develop empathy for other ways of living, to understand the past, to consider different futures. Children don’t need to be accelerated to more complex and adultcontent texts – as long as they keep reading, the benefits will continue.
Burgmann further encourages reading through our wonderful Library staff. Our libraries at both Valley and
school, to allow students the chance to come in out of the cold and spend some more time with wonderful books. They can even join a book club, one of our co-curricular activities that encourage students to talk about the books they love.
This year the theme for Book Week is ‘Reading is Magic.’ Costumes, games and activities will fill the week and it will be another opportunity to celebrate and promote the wonder of books.
Books give a soul to the Universe, wings to the mind, flight to the imagination, and life to everything.
Reading is Book Week 2024
Character Dress Up Day Friday 23 August
A Day in the Life at the ELC
Our Early Learning Centre (ELC) is dedicated to nurturing children from six months old and offers tailored learning programs that align with each child’s developmental stage. Children are grouped into studios based on their age and transition together each year, remaining with their peers.
Each of our studios are led by a fully qualified Early Childhood Teacher, who guides the educational programs with intentional teaching, and spontaneous and play-based learning activities. Guided by a Reggio Emilia inspired approach, we focus on the interests of each child, enhancing learning outcomes through inquiry and active play.
Let’s take a walk through a typical day and explore the enriching experiences that our children engage in.
7.30am - Arrivals
As families start to arrive at the ELC, children are greeted warmly by our educators and taken through their goodbye routines. The centre quickly becomes abuzz with activity as children wave goodbye to their parents from the front gardens while others ready for breakfast.
Mornings are spent in the Billabong, our communal meals and play area. This is a wonderful time for independent play and for children to expand their peer network, supported by educators from each studio.
Bettong studio, which caters to our youngest children (aged between 6 months and 1 year 9 months), remains open throughout the morning to offer a quieter, more settled environment alongside the Billabong.
8.30am – Acknowledgement of Country
Every morning, children and staff gather in the Billabong to take part in an Acknowledgement of Country.
9.30am – Outdoor Play
After enjoying some morning tea, children from Curlew studio (aged between 1 year 10 months – 2 years 5 months) are already immersed in a range of outdoor activities, including sensory play in the sandpit and exploring the bamboo. Children navigate the obstacle course, negotiating their bodies through different levels of space and enhancing their physical coordination, spatial awareness, and problem-solving skills.
We are fortunate to have such a beautiful natural environment, with the outdoor space split across multiple levels and looking out over the Valley Oval. A few children watch on curiously as a class of Burgmann students play sport in the distance.
10.30am – Cooking with Quoll
Children in the Quoll studio (aged between 2 years 6 months – 3 years) have been learning about healthy living, and today they’re getting creative in the kitchen. Over the
past few weeks, families have been invited to get involved and one at a time they’ve been assisting the children with their cooking activities.
Today, children are making rainbow pizzas in the Billabong. They measure their toppings and place them on the pizzas, supported by educators and our parent volunteer. This group activity enhances their critical thinking and problemsolving abilities, while also reinforcing hygiene practices and the food rainbow.
11.00am – Creative Projects
Over in the Echidna studio (3 years – 4 years), children are exploring different art mediums. Our tailored learning programs allow flexibility as children explore and investigate the world around them. From collaborative art projects to inquiry-based science activities, the children’s learning often takes surprising and delightful tangents.
Our educators facilitate new and exciting projects as they come to a natural end over a few days or weeks. These activities are designed to develop resilience, persistence and cognitive skills, ensuring the children’s curiosity is nurtured and expanded.
12.00pm – Lunchtime
After a busy morning, the Echidna and Sugar Glider studios (3 years - 4 years) are having lunch together in the Billabong. Meals are prepared in our commercial kitchen onsite, with a rotating menu designed in collaboration with Nutrition Australia.
1.30pm – Rest
Between lunch and afternoon tea, most of our younger children are resting or engaged in low sensory activities with support from our educators. Our educators focus on building trust and establishing routines while maintaining a
flexible environment that allows children to exercise choice.
2.30pm – Loose Parts
In the Sugar Glider studio, children are working together to develop their loose parts projects during their indoor/ outdoor play time. These projects utilise open-ended materials like playdough and natural elements as children investigate, discover and experiment. This type of play not only enhances cognitive learning, but also strengthens gross and fine motor skills.
3.30pm – Connection to Country
As the day begins to draw to a close, the Echidna studio is focusing on activities that foster a Connection to Country. Together, the children participate in yarning circles, an Aboriginal tradition, sharing stories and building connections.
Afterwards, children gather to listen to the Aboriginal dreamtime story, ‘Tiddalick the Frog.’ This is an engaging way for children to further progress their early literacy skills while also developing cultural awareness.
5.00pm – Together in the Billabong
Following their late afternoon snack, all of the children come together in the Billabong to farewell their friends as families begin to arrive for pick up time. During this time children enjoy independent play, including roleplay activities and fun with playdough.
Our staff say goodbye to the last families of the evening and spend some time resetting the space for the following day, ready to welcome the children back the next morning.
Beyond the Billabong
As part of our wider Burgmann community, many ELC children will go on to join the school. We have almost 70 current students in Junior School that attended the ELC in its inaugural year, with the Class of 2034 anticipated to be the first graduates that will have attended Burgmann all the way through.
Pictured to the left are Year 2 students Grace, Alston and Venisha, who attended the Sugar Glider studio, and Soraya who started in the Echidna studio. Now in Kindergarten, Hanna was one of our youngest ELC members in 2020, beginning in the Bettong studio.
Left to right: Soraya (Year 2), Grace (Year 2), Alston (Year 2), Venisha (Year 2), Hanna (Kinder)
Suren Mendis
Staff Spotlight
SPosition
Senior School Science Teacher
Subjects Chemistry, Biology, Environmental Science
Qualifications
Bachelor of Medical Science
Graduate Diploma in Secondary Education and Teaching Master’s in Science Communication – Educational/Instructional Technology Doctor of Philosophy – Online Learning and Digital Literacy (Ongoing)
uren began his journey with Burgmann back in 2011 while undertaking his Graduate Diploma in Secondary Education and Teaching. In 2023, he was among nine Australians selected from a pool of nearly 300 applicants to receive the prestigious Education Perfect fellowship, supporting his PhD research on online learning and digital literacy.
Background
Throughout his 13 years as part of the Burgmann community, Suren has continuously sought opportunities to learn and develop in his field. However, academia hasn’t always been Suren’s strong suit.
Outside of Burgmann, Suren teaches chemistry extension classes at the Australian National University and develops content for “MeriSTEM,” an online learning resource platform.Suren is also the Deputy Director of the Australian Junior Science Olympiad and the teams he trained travelled internationally for the competition finals in 2022 and 2023, with one student winning gold and five others winning silver.
‘When I was in high school, I was shockingly bad at school,’ says Suren . ‘I actually failed chemistry and somehow five years later found myself giving chemistry lectures.’
Suren says his struggles with learning are what led him to teach as he explored different approaches to content material.
‘I needed to contextualise things in a more abstract manner and piece things together,’ he says. ‘I was thinking about how people’s minds work different and how you can take a particular concept and approach it in different ways.’
This led Suren to explore different approaches to learning as he began to understand the strategies that worked best for him.
‘I started with teaching and explaining concepts to friends and really enjoyed it.’
Suren’s high school journey was undertaken across multiple countries, including Pakistan, Sri Lanka, the United States and Australia.
‘I didn’t really know what the Australian school system was like,’ he says. ‘When I enrolled in teaching I kind of did it on a whim, so when I came to Burgmann for my first prac, I was
insanely nervous.’
‘I had some incredible mentor teachers who sort of reassured me and really galvanised that this is what I wanted to do.’
Now, Suren says he can’t imagine himself not being a teacher and plans to continue his relationship with Burgmann for many years to come.
‘This was ground zero for me,’ he says. ‘This is where I learnt in a lot of ways how to be a teacher.’
Teaching Approach
Suren’s love of learning and teaching is clear through his innovative and creative strategies, which allow him to build strong relationships with his students and connect with his classes.
‘My teaching style is individualised for each class and specific students,’ he says, ‘Some of the breakthroughs I’ve had have been through encouraging them to look beyond high school –whether it’s through connecting them with people outside of school who can show them that there’s other possibilities or also showing them that it takes time to get there.’
One of these methods is the integration of games and complex concepts which stems from a research project that Suren completed while undertaking his master’s degree in science communication at ANU.
Gamified learning can assist in breaking down complex topics and is one of the ways that Suren keeps his lessons engaging.
‘We illustrate concepts through things like card games –showing a battle between the immune system and diseases,’ he says. ‘Or a board game for building ecosystems and looking at it from different perspectives.’
‘I tend to draw a lot from pop culture and fiction as much as I can,’ he says. ‘I try to ground what we’re doing using those little anecdotes so students can associate the concepts with things they’ve already seen.’
Conferences
Suren has presented at several conferences over the past few years, including CONASTA 2023 where he discussed links between university and high school, showcasing resources and activities to help bridge the gap in learning and teaching styles.
In 2022, Suren presented at a conference of the Australian Science Teachers Association (CONASTA) about flipped learning, which ‘flips’ the traditional teaching model.
‘It’s a specific teaching approach where students are exposed to content outside of class time, such as watching short videos to get their head around certain concepts, and they come into class and do active learning exercises and activities,’ he says. ‘It’s one way to avoid teaching too much content all at once.’
Last year, Suren ran a teacher training conference at the University of Canberra about the ways that the scientific process and design thinking (DT) process relate to each other.
‘The approaches we take in science and DT aren’t that different,’ he says. ‘They can actually feed each other.’
The conference explored the ways that different subject domains are interconnected.
Later this year, Suren is presenting at the Science Head Teachers Conference in NSW about the use of databased activities in science teaching in preparation for the upcoming NSW curriculum changes.
Harry Austin, Year 12
Harry has been chosen to represent the ACT in the AllAustralian Team for Baseball. This news followed Harry’s incredible performance representing the ACT in the Australian Schools Sports Tournament.
Lynn Kim, Year 9
In March, Lynn travelled to Thailand to take part in the 2024 ATOD International Dance Competition. Throughout the competition, she showcased 28 different dances and placed in all but one - including winning 1st place, receiving honourable mentions, and earning gold medals. She also received the adjudicator’s award. Lynn says she thoroughly enjoyed her time in Thailand, especially the opportunity to make friends with other dancers from around the world.
THE THE
Charlotte WashingtonKing,
Year 5
Talented equestrian and Year 5 student Charlotte has achieved a remarkable feat competing in and completing the Scenic City Endurance Ride. Charlotte was the youngest competitor there and the first person under 13 to finish the ride.
Suncorp Super Netball Trophy Tour
We hosted the Suncorp Super Netball Trophy as part of their national tour. They made 10 stops across the country, hosting netball workshops and promoting the sport. Our students were delighted to participate and posed with the special golden trophy.
Know someone in our community who deserves to be celebrated?
Scan the QR code to visit the Burgmann Celebrations Portal page and make a nomination.
Billy Elliot: The Musical at The Q
A group of Burgmann students and staff were involved in Free-Rain’s production of Billy Elliot: The Musical at The Q. We were thrilled to see so many members of our community given the opportunity to showcase their hard work and talents.
Two of our Instrumental Music Program tutors were involved in the production, Caleb Campbell as one of the Musical Directors and Dylan Slater on guitar in the band. Burgmann students Rosie (Year 5), Laney (Year 7) and Sam (Year 12) were featured in the cast alongside Jo Zaharias, our Junior School music teacher.
THE
Emerging Voices Reconciliation Day Choir
We were delighted to host Composer OJ Rushton, the creative director of the OZY Youth Defence Choir, and local Canberra florist Hazel Davies for a choral workshop in honour of Reconciliation Day. Students from our Middle and Senior School Choirs participated in the workshop to learn and perform a song composed by OJ and Hazel, ‘The Anthem of the Desert Pea.’
They shared the significance of the desert pea flower as a flower of remembrance for First Nations Peoples and how remembering those who have lost their lives in conflict is an important part of reconciliation.
Following the workshop, 15 Burgmann students formed part of the Emerging Voices Reconciliation Day Choir on Stage 88 in Commonwealth Park as part of the official Reconciliation Day events.
Mayurica Jeevaranjan, Year 12
In Term 1, Mayurica presented a donation of $1000 to Canberra Refugee Support during the Senior School assembly on behla f of the Mission Minded club. Mayurica launched the Mission Minded club when she was in Year 10 and has continued to raise funds for charities alongside her peers. Their various initiatives include holding Burgmann thrift shop events and bake sales, collecting plastic bottles for donation and more.
Music Pods
In Term 1, we installed two state-of-the-art music pods to support the expansion of our Instrumental Music Program, which offers private singing and instrument lessons to students during school hours.
The music pods are self-contained, soundproof spaces, purpose-built for music practice, tuition and recording. They offer a focused atmosphere free from distractions and external noise, allowing both students and teachers to make the most of each lesson.
Sabrina Babic, Year 6
Sabrina performed incredibly well at the Bruce Cup tennis trials, winning all of her matches. She was awarded the School Sport ACT 12&U Tennis championships trophy and progressed to represent the ACT for the Australian Teams Championship on the Gold Coast.
Autumn Soirees
Held over two nights in the Grevillea Building Atrium, students from our Co-Curricular Music, Instrumental Music Program and classroom music programs came together to perform at the Autumn Soirees at our Forde Campus. The Soiree Series is a space in which students from all stages of their music learning journey can gain valuable performance experience.
Cricket Presentation
We concluded the cricket season with a presentation night to honour the achievements of our teams. During the event, we recognised Year 6 student Gozie as the Burgmann Cricketer of the Year. Gozie was recognised for his outstanding sportsmanship, consistently supporting his teammates and encouraging everyone to do their best.
Titration Club
Burgmann students were outstanding at the ACT Titration competition at ANU, with two of our teams finishing second and sixth out of 40. This competition requires remarkable accuracy and proficiency in the utilisation of titration and chemistry skills. Congratulations to Year 11 students Shree, Aditya and Vineth, and Year 12 students Ben, Kim and Aiden, who have progressed to the National finals.
Duke of Edinburgh Award
Our Duke of Edinburgh Award students embarked on an exhilarating journey with Coastlife Adventures in Mimosa Rocks and Bournda National Park. Their adventure began with a paddle from Kalaru Lagoon, followed by a hike to Nelson’s Lagoon. They traversed the scenic Gillard’s Beach and ultimately reached Bithry Inlet by raft.
This journey is part of the Duke of Edinburgh’s International Award, which inspires students to engage in community volunteer work and develop new skills, fostering personal growth and self-discovery. The experience not only challenged their physical endurance but also nurtured their sense of teamwork and resilience.
Weekly church services on Sundays from 4.00pm to 5.15pm are relaxed, relevant and for the whole family including a kids’ program.
We reflect our local community in north-west Gungahlin – partnering with schools, support organisations and businesses to meet spiritual, relational, emotional and physical needs. gungahlinanglican.org.au
Margaret Hendry School 100 Sutherland Crescent, Taylor ACT
Where Are They
Stories from Beyond Burgmann
Amelia Taylor (’19) achieved first class honours at the Australian National University in 2023 and in May 2024 announced that she would be producing a brand-new podcast series alongside the Australian Centre for Space Governance.
Amelia completed a Bachelor of Music (Honours) with a double major in Composition and Music Technology.
She attended Burgmann from Preschool through to Year 12 and says Burgmann influenced her love of music and sound.
‘Burgmann provided a rich environment for music development,’ says Amelia. ‘Through various cocurricular activities such as school musicals and choirs, as well as pursuing a double music program in my final year – I believe my passion for music and sound began at school.’
‘The education I received, alongside the supportive community and involvement in programs like the Duke of Ed equipped me with the resilience and foundation to pursue my own path, establish a network and develop a diverse portfolio,’ she says.
Between the completion of her undergraduate degree and
Chloe Robbins (’14) featured in Burgmann’s very first musical productions during her time at school and has gone on to become a professional Opera singer in Frankfurt, Germany.
Chloe attended Burgmann from Preschool to Year 12 and was a valued
member of our Co-Curricular Music and Instrumental Music Programs, participating in choirs and ensembles as well as receiving private singing, piano and guitar lessons.
After finishing school, Chloe completed a Bachelor of Music at the Sydney Conservatorium of Music and then moved to Germany to study a Masters of Singing in Freiburg.
Now, Chloe is a full-time performer for the Frankfurt Opera, covering roles across 24 different products each show season.
‘I live at the theatre,’ says Chloe. ‘It’s exactly what I wanted to do – what I studied for.’
Chloe credits her time at Burgmann
commencement of her honours year, Amelia interned as a foley artist and digitisation technician which she says further opened the possibility of a career in sound production.
Now, Amelia is engaged as a freelance producer and has been establishing an independent creative consultancy business.
for the path that she followed and has visited the school since graduating, including participating in our 20 Year Gala Concert in 2018 and holding a performance workshop for our music students in 2023.
‘Without the early music education that I had here, I definitely wouldn’t have pursued a musical path,’ she says. ‘I had people around me, at all stages and levels, that really pushed me in the direction that I have gone today.’
They Now?
Dr Chelisa Cardinez (’13) is a postdoctoral researcher at ANU and recently contributed to a groundbreaking research project that has received international attention in the academic community.
Using a mouse model, they discovered that a gene mutation is responsible for causing psoriasis – a chronic inflammatory skin disease.
The discovery also provides a highly anticipated explanation for why patients with psoriasis may go on to develop psoriatic arthritis.
Chelisa is a researcher at ANU’s John Curtin School of Medical Research and is focused on investigating how cancer cells escape the immune system, specifically in melanoma and small cell lung cancer.
After graduating from Burgmann, Chelisa completed a Bachelor of Medical Science with first class honours and went on to study a PhD in Immunology.
We were pleased to host Chelisa as our special guest during the opening of our Senior Science Centre where she gave an inspiring speech to our Senior School students, highlighting the importance of science in creating a brighter future.
‘We all know someone that has passed away from cancer or has this terrible disease,’ she said. ‘But I believe
Dr James Spollard (’13) was central to the development of a new navigation solution that will be the first Australian technology on the surface of the moon.
After finishing school, James completed a Bachelor of Engineering (Research & Design) at the Australian National University with an Honours in Telecommunications and Electronics Engineering.
While studying a PhD in Physics at ANU, James and his colleague founded
a company that within a year was acquired by Advanced Navigation, a Sydney-based robotics and AI company.
‘The technology that we’d invented provided a solution to a problem that’s becoming bigger and bigger,’ says James. ‘It allows you to navigate when you don’t have GPS.’
The technology is contracted by Intuitive Machines to launch on a SpaceX Falcon 9 in a few short years, anticipated to be the first Australian technology on the surface of the moon.
During his time at school, James enjoyed the healthy competition among his Burgmann peers that encouraged continuous improvement.
together that we will find a solution to cancer.’
‘It’s going to be a team effort,’ she said, ‘We’re going to need people who are artistic, people who think outside the box to come up with ideas and in some cases, challenge our current understanding.’
‘Science holds the answer to a better future and I’m so glad to be a part of that,’ said Chelisa, ‘And I hope that you will be too.’
‘What I really enjoyed about Burgmann was the supportive atmosphere and community that really allowed each individual to do their best,’ he says.
‘There’s a really great saying, “A rising tide lifts all boats” and that was really true of my year group.’
James also met his now wife Chelisa Cardinez (’13) in his Year 11 Chemistry class and the pair married in the first year of their PhDs.
James is now Lead Photonics Engineer with Advanced Navigation.
CLASS OF 2023
Arjun achieved outstanding results in his academic pursuits. Arjun was involved in the ANU Maths Day and supported the Year 10 Maths Competition, promoting the value of mathematics education and inspiring others. He also undertook two extension courses through ANU in Astrophysics and Mathematics.
He was the recipient of the Canberra Mathematical Association Mathematics Medallion, the Australian Institute of Physics Award, and Excellence Awards in Specialist Mathematics, Specialist
Shivani was an exceptional academic student with a great passion for learning. She was always a strong support for her peers, with valuable communication and leadership skills. Shivani was the 2023 Proximae Accessit and received Academic Excellence Awards in 2022 and 2023, including the Award for Independent Learning and awards for Excellence in 2023 for French and Economics. She participated in the Chemistry Olympiad, gaining a credit in the International
Methods, Physics and Psychology. As the leading academic of his cohort, he was also awarded the Beth Heyde Academic Excellence Award for the Dux. Arjun was also a valued member of Burgmann’s Basketball program and was a top four finalist for the achievement, leadership, and sportsmanship awards with School Sport ACT.
In 2024, Arjun commenced a Bachelor of Engineering (Research & Development) with a Bachelor of Science at the Australian National University.
She was involved in Burgmann’s CoCurricular program, including Debating, Mock Trials and Titrations Club. She was the inaugural Director of Journalism for the student magazine and participated in the Duke of Edinburgh Award.
In 2024, Shivani is studying a Bachelor of Law & Accounting at the Australian National University.
Sidharth displayed a passion for science and undertook an Astrophysics extension course at ANU to further his learning. He also participated in the Australian Mathematics Competition and the International Chemistry Quiz.
Alongside his school commitments, Sidharth was selected for the ACT Under 19s Cricket team and toured
internationally with Canberra Cricket Academy. He represented Burgmann at the Associated Southern Colleges Athletics Carnival and was selected to compete at the ACT Athletics competition.
In 2024, Sidharth is studying a Bachelor of Aeronautical Engineering (Hons) at the University of New South Wales in Canberra.
Chemistry Quiz.
Mitchell was a valued member of the 2023 Student Leadership team, organising and leading initiatives for Junior School students such as hosting science demonstrations during Science Week. He excelled in maths and science, completing a Chemistry extension course at ANU and earning the John Francis Morgan Award for Excellence in Chemistry. He completed the Questacon Student Training program in 2022 and inspired younger students with his passion for Science. As an all-rounder,
he received the 2023 Browning Award.
He was committed to the wider school community through his involvement in the school’s Co-Curricular program, participating in multiple events across all house carnivals and was a regular member of the Titration Club.
In 2024, he began a Bachelor of Chemical Engineering at the University of New South Wales in Sydney.
Emily demonstrated strong interpersonal skills and a commitment to academic excellence. She displayed a passion and talent for Global Studies and achieved strong academic results throughout her time at Burgmann. Emily received an Academic Excellence award and a CoCurricular Award for Music and Performing Arts in Year 11.
Committed to the wider school community, Emily was involved in Burgmann’s Co-
Samuel was a dedicated student with a passion for Robotics and Mechatronics. He completed an ANU extension course in Discovering Engineering and achieved an Excellence in Information Technology Award in Year 12.
Samuel participated in the ANU Maths Day Competition and was an active member of the ICT Explorers program at Burgmann. He was part of a team that attended PyConAU in Adelaide to present their robotics project, ‘Winston the Robot Dog.’ Samuel engaged in the Computational
Curricular program, dedicating her time each week to coaching Year 9 and 10 students in the debating program. She also participated in the Advanced Debating competition and represented Burgmann in Under 18s Netball.
In 2024, Emily is studying a Bachelor of International Security Studies and Criminology at the Australian National University.
and Algorithmic Thinking Challenge, the Young ICT Explorers and placed first in the Lockheed Martin Cyber Quest competition. Samuel competed in the Defence Cyber Security and Robotics work experience program and was accepted into the National Computer Science School, a selective summer school program for Cyber Security.
In 2024, he is studying a Bachelor of Engineering (Hons) and Bachelor of Science at the Australian National University.
Helen is a highly capable student who approached her academic studies with perseverance and a positive attitude. She was a valued member of Burgmann’s Titration Club, representing the school at the Royal Australian Chemical Institute’s Titration Competition where the team received a gold medal in the ACT Titration Stakes finals.
Helen contributed to the school
community through various charity initiatives. She volunteered at the Year 10 Maths Day, showcasing her strong leadership skills and supervising students from schools across Canberra. She had a passion for music and studied with the Australian Music College outside of school.
In 2024, she is studying a Bachelor of Biomedical Science at the University of Melbourne.
Burgmann