Christian Brothers College Newsletter
Senior Campus 214 Wakefield Street, Adelaide SA 5000 P 08 8400 4200 F 08 8400 4299 Junior Campus 324 Wakefield Street, Adelaide SA 5000 P 08 8400 4222 F 08 8400 4220 CBC Community 178 East Terrace, Children’s Centre Adelaide SA 5000 P 08 8223 5469 F 08 8223 7803
A Birth-12 Catholic College for boys in the Edmund Rice Tradition
Email firstname.lastname@example.org Website www.cbc.sa.edu.au
Term 1, Week 11
Friday 11 April, 2014
The Easter Bunny visits the Junior School.
From The Principal Dear Parents, Friends and Caregivers,
Happy Easter Last week the Receptions were excited by the birth of their first chick aptly named Christian! Since then, 8 other chicks were born causing great excitement. Watching the faces of our children absolutely awestruck at the mystery of the birth provided a wonderful opportunity to reflect on the meaning of Easter. At the Junior Campus liturgy on Monday our Reception students shared with staff, parents and grandparents how Easter reminds us to be the best we can be. The Easter challenge is to be ‘born again’ into a life of love and courage.
Old Collegians News
EREA Student Exchange
Recently our Deputy Shaun Clarke, Student Leaders, College Archivist Michael Moran and I hosted 13 of our Old Collegians who are now priests or Brothers in the Archdiocese of Adelaide. Our guests toured the archive museum and newly completed CBC Trade Training Centre.
In the first week on next term four of our Year 10 students will be travelling to St Patrick’s College, Shorncliff – Brisbane. This is part of an EREA exchange with other schools around Australia. Our students will be billeted during the week and the St Patrick’s students will be here in August and will also be billeted by our students. The students attending are:
This week we were saddened by the news of the death of Old Collegian Fr Bill Modystack. May he rest in God’s gentle care.
Student News Congratulations to all coaches and competitors who participated in the State Rowing Championships held on Saturday. Jack Good won a state title in the 1km single scull event and many of our teams made the finals. Congratulations to George Wong who has been selected in the Secondary Schools Sport SA Tennis Championships in Perth WA from the 3rd to 11th May 2014. If you have news of success about your child which you would like included in the Principal’s section of Insight please feel free to email me.
Justice and Solidarity
We are committed to justice and peace for all, grounded in a spirituality of action and reflection that calls us to stand in solidarity with those who are marginalised and the Earth itself.
Faith Excellence Community Compassion
• Adrian Niscioli • Aden Zafino • Justin Krieg • Lachlan Brock Thank you to Mr Matthew Crisanti who organised the exchange with St Patrick’s College.
College Resumes Please note that Term 2 begins for all students on Tuesday 29 April 2014. Students are requested to be in full in winter uniform. Please feel free to contact teachers via the diary if you experience any difficulty in ensuring your child is appropriately dressed. Students have had a term’s notice in regards to inappropriate hairstyles. Any student with inappropriate hair (ie: short sided or patterned cuts etc.) will be counselled and ma y be precluded from College attendance.
Student Welcome The College welcomes the following new students in Term 2
Br Michael’s Corner Getting on with Life Blaming someone or something for our present problems or difficulties is all too common. “My father abandoned me at a young age therefore I cannot trust men.” “My mother didn’t show me any affection therefore I cannot develop a relationship with a woman.” Such neat explanations are suspect. It is a cop-out to say bad experiences of the past cause my present problems. How often blaming something in the past keeps a person stuck and feeling like a victim. Does anyone really believe that those who live good lives and behave with character and courage had perfect parents and ideal social conditions! Does anyone really believe that doing drugs, laziness, being violent at home, dole bludgeoning and vandalism are caused by past bad experiences? In life we do have choices even when our past has not been good. Everyone must overcome difficulties and face trials - which simply are part of life. We should not blame or judge the victim but there is a big difference between blaming the victim and getting across the fact that it is possible to pick up the pieces, face the future with courage and hope, and move on. Self-esteem, self-respect, healthy relationships, maturity and motivation do not just happen in our lives but are the result of thinking positively and making the decision to do the right thing and get on with life. The time we waste on blaming others for our circumstances is time we could be using to move on. Christ came that ‘they may have life and have it to the full” (John 10;10) Br Michael Flaherty
Reception Olivier Ryan and Mitchell von Minden, Year 1 Anthony Mauriello Year 2 Hunter Ryan Year 3 Charlie Campagnolo and Lachlan von Minden Year 5 Samuel Gardner
Message to Parents An increasing number of parents are ringing the Front Office prior to the end of the day asking for their child to be released 5-10 minutes early. Due to the difficulty in accessing your child at such short notice permission will no longer be granted for such requests. Please do not contact the office in this regard unless it is a genuine emergency.
A Letter From The Public The residents, staff and I were impressed with the high standards of courtesy and interaction between Ivan Bucalo and Harry Inglewood with the residents of The Churchill Retreat. They were a pleasure to have and the residents stated a request to them to come back and visit them. A great recommendation to your school.
Indigenous Education News CBC currently enrols seventeen Indigenous students. Over the past few weeks week our Indigenous students attended a “Tour Opportunities” program to link them in partnership with local industries and assist in career pathways. Over the past two weeks members of the Indigenous Students Coordination Team have interviewed Indigenous students on the Senior Campus to establish an Individual Learning Plan (ILP) for each student. The team also works closely with the leadership team and our College counsellors to ensure students reach their IEP goals. Next term we will also be commencing a tutoring program for all Indigenous students (Year 7-12) that supports their personal ILP. All of the Indigenous students (Year 8-12) will be attending a leadership camp in Week 4 of next term that is organised through the Catholic Education Office.
Uniform Shop Holiday Trading hours 2014 April Trading Hours Tuesday 22 April 8.30am - 5pm Wednesday 23 April 8.30am - 5pm Thursday 24 April 8.30am - 5pm Monday 28 April 8.30am - 5pm (Pupil Free Day) Normal trading hours resume: Wednesday 30 April
Winter Uniforms All new students to the college are required to make an appointment with the Uniform Shop ASAP.
Mr Gaitaneris, Ms Lucero and Mr Del Col also depart next week for a teachers exchange to China and Mrs Zwolski and I will also be in China as part of a Catholic Education SA Educational Leaders delegation. Please keep us all in your prayers for a safe trip.
News from our support of the work of the Christian Brothers in the Philippines I recently received the following letter from Brother Rod Elyard in the Philippines. CBC has for a number of years financially supported local rural teachers in training so that they can teach in Christian Brother schools in the Philippines. Dear Noel, Five of the six students supported by CBC have graduated from College, all as Secondary teachers. The two from San Ramon Su-ay Mike Palermo and Zailyn Fuentes have been quite closely linked with some of our activities, helping coaching children to learn to read, assisting with Edmund Rice ‘Picnics’ - a one day affair modelled on the Camps. Best wishes in all your undertakings this year.
An Easter Blessing (adapted from the words of Helen Steiner Rice) With OUR EYES we see the beauty of Easter as the earth awakens once more... With OUR EARS we hear the birds sing sweetly to tell us Spring again is here... With OUR HANDS we reach out to touch the fragile, voiceless or marginalised But only with OUR HEARTS can we feel the MIRACLE of GOD’S LOVE And only in that sacred time of Eucharist when we love our neighbour, our planet and ourselves we make our ‘pilgrimage to God’ and inherit the Easter Gift of God’s incomprehensible love for us.
CBC Asian Literacy On Wednesday Mr Clarke and Miss Riccio departed to China with the following students:
Mr Noel Mifsud Principal
Ethan Li, Khoa Tran, Brian Ma, Brandon Shunmugam, Jordan Korb, Phillip Kim, Padraic Clarke, Kyle French, Dylan Tindall and Zane Bennett.
Support the College by purchasing the 2014 Entertainment Book. To order online, visit www.entertainmentbook.com.au/orderbooks/1600y38 or contact the Finance Office on 8400 4207 for information.
consequent degradation of performance on tasks that involve either short or long term memory. Studies have shown this reliance on memory by having a step based process that focuses on the context and interpretation rather than the holistic change.
From The Deputy Principal Building Cognitive Resilience: The Key to Academic Success Cognitive resilience is a term that has been used by psychologists to describe an individual’s characteristics such as hardiness, stress vulnerability, coping style, protective factors, and self-efficacy (Bandura, 2001 and Seligman). In general, cognitive resilience describes the capacity to overcome the negative effects of setbacks and associated stress on cognitive function or performance. As such, cognitive resilience can be understood to manifest as a continuum of functionality or behavioural outcome. On one end of the continuum, cognitive processes are overwhelmed by stress and consequently might be ineffective. On the other end of the continuum, there are few or no negative effects of stress on cognitive performance. For most of our students they are probably generally between the two extremes. However, we know at times we can be overwhelmed with demands that can place stress beyond us which has a negative impact on our ability to cognitively perform. Cognitive resilience studies has historically focused on specific contexts in which some individuals succumb to stress while others are better able to withstand or overcome it. Recent studies have now focused on how stress affects the primary cognitive processes of attention, memory, and judgment/ decision making. It is believed that cognition itself can influence or moderate adverse effects of stress on other types of behaviour. There are two traditional models of psychological stress. A stimulus-based model treats stress as a function of external influence (e.g., demanding workload, heat/ cold, time constraint) and in contrast, a response-based model holds that stress is a composite of response patterns (behavioural, cognitive, and affective) that result from exposure to a given stressor. More recently, a third approach has emerged to conceptualise stress more broadly as an interaction between the individual and their environment. Transactional models of stress emphasise the role of the individual in appraising a situation and shaping responses to it. We know that an increase in stress can improve performance to an optimal level. Any stress beyond this has a detrimental effect on performance. Research has found that when we deal with stress, we tend to tunnel our attention which can be harmful to performance. For example, when peripheral cues are irrelevant to an important primary task, it may be helpful to ignore them. However, if peripheral cues are ignored when they might otherwise bear relevance to an important task, performance on that task may suffer. Likewise, on learning a new task or skill set we need to use our memory, an individual usually must think through each step of the task in a deliberate manner and explicitly encode new information into memory. As learning proceeds, task performance requires less deliberation, less step-by-step attention and less conscious information processing. With practice and repetition, task-related responses eventually become more automatic in the sense that they require little or no conscious control. With greater stress this places pressure on our working memory and a shift of attention to the here-and-now, and thus can introduce potential
In general, when individuals are under stress, they become less flexible to use alternative judgment and decision making strategies (Broder, 2000; 2003; Dougherty & Hunter, 2003). They found stressed subjects also tend to persist with a particular problemsolving method or strategy even after it fails to be useful. Research also indicates that strategy shifting and economising workload (by reduction or task simplification) can be effective means to mitigate the potentially negative effects of stress on cognitive task performance. To overcome the impact of stress we all need to build our cognitive resilience to maintain and improve our economic performance. It has been suggested develop: • Cognitive Appraisal – evaluate the stress and through experience of stress develop positive levels of protection from stress. • Disposition and Coping – being optimistic about tasks that have positive benefits to their well-being, including better overall health and less susceptibility to depression • Predictability and Control – when a situation or stressor is perceived as within one’s control, it tends to provoke less subjective stress • Experience and Expertise – setting high standards and clearly developing the skills they need for a task • The Presence of Others – this tends to exert a facilitative effect on the performance of simple or well-learned tasks while it tends to impair performance on complex, novel, or poorly learned tasks • Training for Extreme Stress States – need to be aware when an individual “panics” and have strategies that mitigate the negative effects. Resilience is a term generally used to refer to the ability to overcome stress and maintain an effective level of appropriate behaviour or performance when confronted by obstacles, setbacks, distractions, hostile conditions or aversive stimuli. Stress has an impact on our attention, memory, and judgment and decision making. To the extent that resilience can be learned, supported, or facilitated, strategies to improve cognitive resilience may offer potentially significant benefits for well-being and performance in our academic endeavour. We need to continually work to reduce our stress levels. Behavioural researchers have identified several variables which appear consistently to mitigate negative effects of stress on cognition. These include specific individual traits or tendencies (positive appraisal, optimism, expertise) as well as task or situational attributes (predictability and control, the presence of others). It is important as College community we continually monitor our stress levels and build resilience to tackle the challenges in our life and study.
Mr Shaun Clarke Deputy Principal
2014 School calendar Term 2, Week 1 Mon 28 April Student Free Day CBC Year 10 Students visit St Patricks College - Qld Tues 29 April Term 2 Commences CBC Year 10 Students visit St Patricks College – Qld Wed 30 April Community Mass (8:00am SC) Bourke Year 12 Aquatics CBC Year 10 Students visit St Patricks College - Qld Thurs 1 May Year 12 Aquatics ACMA Cybersafety student workshop Asia Literate Advisory Group Cybersafety Parent Information Evening CBC Year 10 Students visit St Patricks College – Qld Year 9 Dancing (SAC) 9.20-10.20am Fri 2 May
Year 12 Aquatics CBC Year 10 Students visit St Patricks College – Qld
Mon 5 May
Liturgy – 8:35am (JC) Edmund Rice Mass – St Francis Xavier Cathedral at 9.30am P&F Meeting
Tues 6 May
Year 9 Dancing (CBC) 1.30 – 2.30pm
Wed 7 May
Community Mass (8:00am SC) Hurley Mother’s Day Stall (JC) Year 11 Outdoor Ed – Bushwalking Sacramental Introduction 6:30pm CBC ER Chapel
Thurs 8 May Autumn Concert 6.00 – 7.15pm Mother’s Day Stall (JC) Year 11 Outdoor Ed - Bushwalking Year 7 Elevate Fri 9 May
Year 8 & Year 9 Immunisation Mother’s Day Liturgy & Morning Tea (JC) Year 11 Outdoor Ed – Bushwalking JC Assembly Br Smith’s Anniversary Liturgy
9 - 11 May
Generation of Jazz (Mt. Gambier)
Sun 11 May
Week 3 Mon 12 May Liturgy – 8:35am (JC) Police Concert Band – 10:00 am (Junior Campus) Year 10 Unis SA Session Tues 13 May NAPLAN Testing Blood Donations Year 12 UniSA Session Wed 14 May Community Mass (8:00am SC) Marks Blood Donations NAPLAN Testing Year 12 Retreat (House based) Thurs 15 May Blood Donations NAPLAN Testing Year 12 Retreat (House based) Parent/Teacher Interviews (SC) from 3.00pm Fri 16 May
Blood Donations Year 10 Career’s Expo NAPLAN Catch Up
Full Term Planner is available at www.cbc.sa.edu.au
Bourke Bugle Bourke Breaking News Term 1 was an eventful start for the Bourke House as we welcomed 18 new Year 7 students and 16 new Year 8s to our House, as well as a handful of students to the senior years. We elected our 2014 student leadership team, presented Year 12s with their Seniors badge, celebrated Br Bourke’s birthday, competed in intra-house Basketball, celebrated Harmony day, Year 9 and 10 retreat, and Year 10 CSL and DOE camps. What a busy and constructive term!?
Bourke House Assistants & SRC at the Senior Campus Congratulations to all of the students who were elected as part of the Bourke House student leadership team. Their dedication and enthusiasm towards our College, House and selected charity is outstanding. The team is led by Chris Clemente, House Captain, and the members for Bourke House 2014 are: Student Representative Council
Chris Clemente, House Captain
Year 7 Ethan D’Angelo BJAB Year 8 Austin Lovell BGBR Year 9 Naveen dewsith, Attampala Arachchige BKOL Year 10 Josh Hogben BEGA Year 11 Jonathon Perin BJAB
SRC (L-R): Ethan D’Angelo, Austin Lovell, Naveen dewsith Attampala Arachchige, Josh Hogben, Jonathon Perin, Ms Krystle Helps
Year 11 TG House Assistants
Year 7 Luke Conti
Year 8 William Mariuz
Year 9 Cooper O’Donnell
Year 10 Adrian Niscioli
Year 12 Fabio Marino
Year 12 Senior Badge Presentation The Year 12s were presented with their senior badges at a House Assembly during Week 5. These badges symbolise the important leadership role that these students have within the College community. They are role models that the younger students look up to and aspire to emulate. The Senior Pin (and later Tie) is awarded as acknowledgement of the leadership role the Year 12s assume in their final year. It is a privilege that each student has the right to earn as a reflection of their academic effort, their school spirit and their commitment to the College ethos. We wish the Year 12s every success for the remainder of the academic year.
Bourke Birthday Celebration Bourke House Assistants (L-R). Back Row: Christopher Clemente (House Captain), Christian D’Addario, Anton Fanesi, Adrian Fimiani, Owain Manship, Luke Johansen, Fabio Marino Front Row: Andreas Ktoris, Adrian Niscioli, William Mariuz, Luke Conti, Cooper O’Donnell, Ms Krystle Helps (Head of House)
On Friday 21 February we celebrated the anniversary of Brother Bourke’s birthday. The House gathered in the Chapel for a prayer service which included a beautiful reflection from Brother Michael Flaherty who worked with Br Bourke for many years. It was fascinating to hear firsthand stories of his life and time at CBC. The students were then treated to birthday cake, green cordial and an intraHouse basketball competition, which was fiercely fought. The final competition was played out some weeks later with BEGA taking home the bragging rights. A huge thank you to all of the students and staff that helped to make the day so special for our House, in particular Ms Withers, Ms Gaynor, Mrs Dearman and Chris Clemente (House Captain).
Year 12 Seniors
Retreats Tuesday 18 March saw the Bourke Year 10s retreat to Largs Bay Sailing Club. Mr Emmanuel Gaitaneris and I facilitated the retreat and the weather and venue were absolutely spectacular. We began the day with some team building games and it was marvellous to watch the boys problem solve and work so well as a team. The boys spent time reflecting on their time in Year 10 so far and what the journey ahead might hold. After lunch we spent time on the beach creating Mandalas and finished the day with a relaxing guided meditation and commitment prayer. Following the Year 10 retreat, the Year 9s made their way to Largs Bay for their retreat facilitated by Mr George Bryant, Mr James Laughton (Student Teacher) and myself. Focusing on the theme ‘The Socially Just Life’, we commenced the day with a guest speaker from Uniting Communities based on the program ‘Respectful Relationship’. This gave the boys an opportunity to explore what makes healthy relationship in their lives and what they can do to improve relationships. The boys spent the afternoon reflecting through activities, including a Labyrinth Walk and meditation. A highlight of the day for me was an affirmation activity. Student had the opportunity to anonymously write notes of affirmation to their fellow peers and place it in their envelope, at the conclusion of the day the boys took their envelopes home full of positive reflections from their classmates. The teachers and I were extremely proud of the Year 9 and 10 students who participated in these retreats so willingly and fully. The day gave the boys a chance to take some time out of their busy lives and reflect on what is important in their world.
Hutt St Centre The Bourke House has been raising awareness and donations for the Hutt St Centre, our House charity. Towards the end term students brought in Easter eggs and cans of food to donate to the Centre for Easter. In Term 2, the House will be conducting a ‘Sock’ drive, when students will be asked to bring in a nice, new, warm pair of socks to help out those that are finding life a little tough. All donations are warmly welcomed. We wish our entire CBC community a very happy Easter and Term 1 break, and look forward to all that Term 2 brings us. Ms Krystle Helps Head of Bourke House
Director Junior Campus, Vision and Innovation
Junior Campus Literacy Coach, Kathy Cresswell, shared with me entitled ‘The ABC’s of Reading Comprehension Strategies for Parents’. I have included it below as this article provides simple strategies to further enhance those magical moments of reading, through a simple refocusing of our thinking and natural questioning techniques.
The ABCs of Reading Comprehension Strategies for Parents
Dear Parents and Caregivers,
Why worry about comprehension?
It is hard to believe that Term 1 is drawing to a close and what a rich and vibrant celebration of learning and school life we have witnessed across the term setting the tone for the 2014 school year. Just like our Receptions, who are exploring the meaning of Easter and the concept of new life and the resurrection through the “Living Eggs”, we are exploring a new beginning at the Junior Campus and have commenced a journey together, a journey that is fuelled with anticipation of a vision focused upon the creation of a community that is authentic to its values of Faith, Excellence, Community and Compassion. Michael Leunig famous Australian cartoonist, poet and cultural commentator, in his exploration of the meaning of Easter has shared the following thinking, ‘that everyone at times is broken like Christ on the cross, carry the burden of life’s challenges, but that which is Christ like in people shall rise again to love and create’. This is represented beautifully in his cartoon below.
Reading is more than saying the words or getting from the beginning of the book to the end. To be successful readers, children need to be able to comprehend text. Research has shown there are some strategies we can share with children as we read that will help them gain more understanding. Here are some of them, complete with definitions and sample questions that could liven up your reading discussions at home…
More than simple prediction, inferring happens when readers can take what they know and what is written in the book to read between the lines. The ability to infer helps the reader get to the why of the story and draw conclusions. You can help your child use inference by asking… • Why did you think that would happen? • Why did the author write the story in that way? • Why do you think the character feels that way? • Why did the character do that?
E. Determining Importance
• What does this book remind you of?
• What kind of message is the author sending?
• Have you experienced any of the events or situations in this book?
• What are the main ideas?
• Does this book remind you of another book?
B. Visualising Readers create pictures in their minds as they read. If they aren’t able to, comprehension is lost. Perhaps background knowledge isn’t solid enough for the child to understand the text or perhaps he or she needs to reread for understanding. You could have your child make stops while reading aloud to describe the pictures in their minds. They could even draw for you what they see. You could ask them questions like… • What do you picture as you read this paragraph? • When reading this story did you make pictures in your head? • How did these pictures help you understand the story better?
In greeting the boys and their families this week it was evident that they are all looking forward to the school holidays and capturing quality time as a family. This led me to reflect upon my own family and the precious times we spend together and how important holiday time is, to selfishly focus on each other and spend time nourishing our hearts, minds and souls, doing the things we love.
One of my loves within holiday time is to read and when my children were younger, to snuggle up on the lounge and read with my children, provided wonderful moments in time to relax, find stillness and indulge in the closeness of our relationship. It also provided a magical moment of intimate sharing and learning together. With this thinking in mind I encourage you this holidays to find the time to snuggle up with your son or grandson and enjoy the intimacy of reading and learning together. In support of this sharing and learning together is a fantastic article on reading comprehension that our
Readers constantly make connections as they read; connections to their own lives, another book, or real world events. Bringing those connections out and discussing them can lead to more interaction and interest in a text as well as deepen comprehension.
A. Making Connections
• What do you know about the book’s topic?
What would have happened if… I wonder why the author… I wonder where we could look to find out more about…
Readers need to prioritise as they read. Prioritising is related to main idea and identifying themes. It is a critical skill for students as they encounter textbooks and nonfiction. Be sure your child pays attention to first and last lines of a paragraph, titles, heading, captions, fonts, illustrations, italics, and boldfaced print. Initiate discussion before reading by asking what your child knows about the topic and what he or she would like to learn.
• Can you understand how the character was feeling? Why?
In moving forward as a community we can take this thinking and link it to our own journey, knowing that what lies ahead of us and what lies behind us have no comparison to what lies collectively within us especially if it is driven through our love and courage. May I take this opportunity to publicly acknowledge and thank staff, students and parents for their energy, enthusiasm and commitment in embracing change within the Junior Campus community and remaining open to the opportunities and possibilities this presents for continuous improvement.
When readers question the text before, during, and after they read, they attend more closely to the text, clarify meaning, make predictions, and focus their attention on what’s important. It is critical for readers to understand some of the most interesting questions we have aren’t always answered in the story.
What do you think will happen? Why do you suppose…
During Reading What do you think? What do you wonder? How come… What does this word mean? How can I figure out using clues from the text?
• What is just interesting without being important? With NAPLAN scheduled in Week 3 of Term 2 the strategies above not only deepen the experience you have as you read together, but develop transferable skills that positively affect your child’s required everyday learning and support their preparation for NAPLAN testing. Research clearly shows that two thirds of the questions within the NAPLAN testing require children to be able to connect with text at a deeper level, personalising the message and being able to infer. Such skills require our children to be critical and creative thinkers and the strategies above are supportive of this development. In closing I wish you every blessing during Easter and encourage you take the holiday time to affirm and love one another, reaching out with kindness to those in need, remembering we have been placed on this earth for only a short time. Let the time we have be spent making a positive difference in the lives of others.
Mrs Caroline Clarke Director Junior Campus, Vision and Innovation
Reminder Student Free Day Monday 28 April Term 2 Starts Tuesday 29 April
Keep saving to win a family underwater adventure holiday. Plus make friends with the dolphins at Sea World. The Dollarmites have found sunken treasure in the Lost City of Savings. For your chance to win a share of exciting prizes, simply make three or more deposits at school during Term 2 and you’ll be automatically entered into the competition.
Major prize. • Five nights’ accommodation at the Sea World Resort & Water Park on the Gold Coast; • VIP Passes for two adults and three kids to Sea World, Warner Bros. Movie World and Wet’n’Wild Gold Coast; • A Dolphin Family Aqua Adventure; and • A $3,000 travel gift card to get you there.
Runner up prizes. 130 Toys”R”Us Gift Cards to the value of $250 each to spend on your favourite toys. Plus, there will be a separate draw of $1,000 cash for one school in each state/territory. To find out more, visit
Things to know before you Can: NSW Permit No. LTPS/14/01689; VIC Permit No. 14/3549; ACT Permit No. TP14/00705; SA Permit No. T14/347. Competition opens 21/04/14 and closes 4/07/14. Prizes will be drawn on 15/07/14 at Commonwealth Bank, 3/11 Harbour St, Sydney NSW 2000 from 10.00am AEST. Winners’ names will be published in the public notices section of The Australian on 18/07/14. Student Prize valued at approximately $7,539.94 includes $3,000 Flight Centre Gift Card, VIP Passes to Sea World, Warner Bros. Movie World and Wet’n’Wild Gold Coast Australia for two adults and three children, a Sea World Resort ‘Dolphin Family Adventure’ and 5 nights’ accommodation at Sea World Resort & Water Park, Gold Coast Australia. 130 Runner Up Student Prizes of a $250 Toys”R”Us Gift Card each. Eight School Prizes of $1,000 cash each. Up to 24 School Banking Co-ordinator Prizes of a $250 Commonwealth Bank Debit Card each. The Promoter is Commonwealth Bank of Australia ABN 48 123 123 124, 2/11 Harbour Street, Sydney NSW 2000. Full terms and conditions at commbank.com.au/deepseasavers
OSHC April Programme Book Now! Details on www.cbc.sa.edu.au WHAT’S ON THIS VACATION CARE? Monday 14th of April
Thursday 17th of April
Willy Wonka Day
Join us as we explore Willy Wonka’s Chocolate Factory. We will create, invent and taste our way through a range of delicious creations.
Come in and join us as we hop into a day of fun Easter activities. We will take part in a range of fun craft, cooking and active experiences based around the Easter Celebration.
Tuesday 15th of April
Harry Potter Day Today we celebrate one of the most popular children’s book characters of all time. Join us in a game of Quidditch and help us make cauldron cup cakes. Wednesday 16th of April We will be heading to the Adelaide Zoo to spend the day talking with the animals. Please remember to bring a packed lunch, drink bottle and comfortable shoes! Departing: 9:30am Return: 2:00pm
Friday 18th of April Good Friday Holiday Monday 21st of April Easter Monday Holiday
Wednesday 23rd of April
Slam dunk! We will be heading over to CBC Stadium to perfect our basketball skills. Join us for a day filled with fun and exciting basketball themed activities. Thursday 24th of April
Little Ninjas We will be exploring anti‐bullying, stranger danger and basic self‐defense through games, team building exercises, safety and self‐defense drills with the Little Ninjas team.
Tuesday 22nd of April
Pirate Island Come aboard our ship to Pirate Island. Find the pirate within as we explore a range of activities from a pirate adventure course to exciting craft based activities. Prepare for a swashbuckling adventure!
Friday 25th of April ANZAC day Public Holiday
ARCADE GAMES WILL BE AVAILABLE FROM MON 14/4‐THURS 17/4
CBC Ensembles The music ensemble program is now in full swing. If you would like your son to be involved, please speak to a music teacher. Junior Campus Ensembles include String Orchestra, Concert Band, Guitar Ensemble, Recorder Ensemble, CSMF Choir, and Junior Choir. Soon we hope to begin a Percussion Ensemble.
Senior Campus Ensembles include Vocal Ensemble, Vocal Quartet, Studio Ensemble, Percussion Ensemble and Guitar Ensemble.
Music activities provide an authentic opportunity for group work, for ensemble work will not work without respect for one another’s skills. Under the guidance of the conductor, students learn to listen to one another with a sense of tolerance, politeness, and respect, and make contributions in a safe and nonthreatening environment. They develop leadership skills as well as the ability to form empathic relationships. Musicians work on the same project at the same time with the goal of making one another sound as polished as possible. This is pure collaboration.
It’s great to be back at CBC after eighteen wonderful months on Maternity Leave! There are a lot of exciting things on the Drama calendar for this year. The Senior Drama class will be presenting their production in Week 9 of Term 2 so please look out for more information regarding tickets closer to the date. The Senior Drama class will also be going to see a State Theatre Company Production later in the year and will host a New Zealand Touring Theatre Company Production in Term 3.
When students work together, they learn by sharing and copying from one another. Copying, which is how we learn to speak and write, is the most natural method for learning skills. Students have a great ability to inspire one another because they view peer achievements as attainable. This is why attending youth music festivals, competitions, and eisteddfods have so much value. Seeing excellence energises, which gives cause for optimism and hope. Self-imposed boundaries regarding potential fall away. This May, our Vocal Ensemble will attend the ‘Generations in Jazz’ Festival in Mount Gambier.
NIDA, the prestigious National Institute of Dramatic Art, will be returning again to CBC during the Term 2 holidays to run their short course acting programs. I will soon be looking for students who are demonstrating exceptional Drama skills to offer a position on one of these courses.
Mr Michael Griffin Head of Music
Please also consider the Drama Club that will be running as one of the Winter co-curricular offerings in Term 2 and 3. The weekly rehearsals will culminate in an evening performance in Term 3 and is a great opportunity for students who may not be able to take part in Drama lessons, to continue their interest in the theatre. For further information regarding Drama Club, please contact Mrs Sarah English or myself.
The Value of Ensemble Participation
Instrumental Tutor Profile
Jillian Visser Cello Jillian began her cello playing years in Bowral, NSW where she grew up. She moved to Adelaide to undertake a Bachelor of Music at the Elder Conservatorium. For the last couple of years she has been teaching at various institutions around Adelaide, from primary school through to adult learners. Jillian frequently plays with the Adelaide Symphony Orchestra, as well as the various orchestras and smaller ensembles based at the Elder Conservatorium. Jillian currently plays in a piano trio called TriAd.
Music Department Recount of 7C SOSE In Mr Del Col’s History class we have learning about the Ancient Chinese social roles. We have learned about the Social roles such as Emperors, Artisans, Merchants and more. We learnt about artefacts such as The Ge, which is used by the Ancient Chinese soldiers, and a hoe, which is used by the farmers to keep their weeds down in their vegetable gardens. In week 9, we were able to make some artefacts. This took dedication towards these models. All of the lessons were packed of fun and laughter. We were able to view and help others with their models. We liked these lessons because we could use our hands to make something. By Luke Conti 8
I really appreciate the warm welcome back that I have had from my colleagues and students and look forward to meeting with some of you at the Parent/Teacher interviews in Term 2. Mrs Jane Thompson
year university students had “falsely posted a cruel remark against themselves, or cyberbullied themselves, during high school’’.
R – 12 Counsellor Digital Self-Harm In recent weeks, media outlets around the world have reported on the tragic case of Hannah Smith, a 14-yearold girl from Leicestershire, England, who committed suicide after receiving cruel and harassing messages - including to “drink bleach’’ and “die’’ - on the social media site Ask.fm. Critics of the site have urged parents to keep their children off it, saying that the anonymous question/ answer format leads to harassment, stalking and bullying. Sometimes teens keep these things deeply private out of secrecy and shame. At other times, they deliberately share and show these things to friends, as if to say, “See my pain. See me.’’ Now the case has taken another tragic turn. In an inquiry into the matter, Ask.fm has uncovered that 98 per cent of the abusive messages sent to Hannah came from the same IP address as her own computer. Only four of the abusive comments came from other IP addresses.
And this is not the first time that online “selfharassment’’ or “self-cyberbullying’’ has been identified and written about. In 2010, Danah Boyd, a leading social media researcher, wrote about an emerging trend she had discovered on Formspring, where teens were ‘’anonymously’’ posting vicious questions to themselves, before publicly answering them. In a similar vein, research into the pro-anorexia community - a community set up by individuals with eating disorders - has discovered that it is not uncommon for members on these forums to be aggressive against themselves, by writing abusive, hateful and vicious letters and then attributing those letters to made-up personas known as either “Ana’’ or “Mia’’ (anorexia or bulimia). So what motivates this phenomenon and why have we heard so little about it? According to Boyd, online self-harassment like that observed on Formspring or Ask.fm may represent a cry for help, a grab for attention, an opportunity to demonstrate toughness and resilience or a way of fishing for compliments from friends who jump in to defend against the abuse. Boyd also describes the behaviour as a form of “digital self-harming’’, stressing that teens who are in pain do not always lash out at others; very often they lash out at themselves. And occasionally they invite an audience to watch on. For the “digital self-harmer’’ the presence of an audience appears to serve other purposes too. Anonymously calling oneself a “loser’’ online allows them to test out other people’s attitudes: do other people see me this way too? Is my perception of myself shared universally? Second, by inflicting harm on themselves before an audience, it makes their pain visible and therefore more ‘real’. Finally, by giving others the impression that they are “under attack’’, the afflicted individual is able to communicate to others exactly what they are feeling: overwhelmed and under siege. And they can achieve this without ever having to risk saying the words: “I’m in pain, I need your help.’’
More than meets the eye: Hannah Smith. Photo: Facebook
While there are still a lot of unknowns in this case, it has now been reported that the abuse sent to Hannah appears to have come from Hannah herself. Following this latest development, many people online have expressed their utter bewilderment: what could drive a teenager to attack herself and then put it on display? Why would anyone self-sabotage in this way? And are other teenagers doing this?
What this means is that while the abusive comments might be manufactured, the feelings they speak to are very much real. Looking back at my own high school years, it is clear that aspects of this behaviour are nothing new. Teens have always had a propensity to document their negative self-talk and self-loathing in one form or another, often in journals, angst-ridden poetry and other forms of art.
Last year, researchers at the Massachusetts Aggression Reduction Centre found that up to 10 per cent of first-
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Sometimes teens keep these things deeply private out of secrecy and shame. At other times, they deliberately share and show these things to friends, as if to say, “See my pain. See me.’’ For all of us, pain is not simply something we feel, it is something we “perform’’, often with the purpose of eliciting certain responses from others. For teenagers especially, these performances can become avenues through which they bond, ask for empathy or sympathy, and experience a sense of connectedness - something that most teenagers crave desperately. While this strategy might serve a need, it is also deeply dysfunctional. Today this impulse is moving online. In recent months I have had two conversations with different mothers after they discovered that their children’s friends were self-harming, then posting photographs of their injuries online for their peers to comment on. Perhaps most disturbing of all was that one of the children shrugged it off as “nothing new’’. Experts are right to worry that by normalising or even glamorising self-harming behaviours, such overt displays might produce a contagion effect. Current research though also points to the understanding that discussion around prevention and early intervention may also have a positive contagion effect. Despite this, it’s important that researchers continue to look at why young people are externalising their self-hatred in this way and what can be done to help them. Moreover we must remember that sometimes the cruellest things a teen will ever hear are the comments they say to themselves. Nina Funnell is a freelance writer and speaker. For help or information call Lifeline on 131 114, or visit beyondblue.org.au Reprinted with permission. Ms Jane Gaynor College Counsellor
Years 7-10 Drama Production, 2014 intake starts now! This year, the CBC Drama Club is continuing for Years 7-10 students. The exciting news is that the Club may be chosen by your son instead of a winter sport. Workshops will be held Wednesday afternoons in Terms 2 and 3 from 3:30pm until 5pm with the end result being a small production on Thursday 11 September. Family and friends will have the opportunity to see your son tread the boards after having spent some quality time refining his verbal communication skills, confidence and social skills! Drama Club was a huge success in 2013 and we can’t wait to get it under way in 2014. Permission forms can be collected from myself or please email me at email@example.com. I look forward to producing something inspiring with the students! Ms Sarah English
Call or SMS Jesse today on 0424 825 378 *New members only. Not valid with any other offers. Valid only for the first 25 new members.
All camps were successful and reports from several sources commended the manners, tenacity and involvement. Thanks to all staff who attended and made the camps worthwhile.
Duke of Edinburgh Program Coordinator
Open C1 Volleyball 4 April 2014
CBC 2 defeated Blackfriars 1 After taking the KaBoom Party bus to Blackfriars the boys were suitably fired up to play. Blackfriars took out the first set 25-21, with CBC making mindless errors that affected the flow of our game. Stefan showed great dedication, throwing his body around the court to ensure every attempt was made to return the ball. Dominic’s serving was outstanding, giving the Blacks boys something to think about. The second set saw Daniel Bigolin arrive from a day at VET and immediately dominate the game. His enthusiasm and energy gave us the lift we needed. This set was tightly fought with the lead swapping and changing with every point. We were finally victorious with a 30-28 win. One of the longest sets I have ever witnessed. The third and final set was crucial to seal the win and confirm our undefeated season. The team pulled together and with accurate serving, long rallies and superb returns, although it was still anyone’s game. The boys’ communication and commitment helped them over the line winning the set 15-12. The team has shown great dedication this term and should be extremely proud of their achievements. I look forward to continuing this winning streak in Term 4. Ms Krystle Helps Coach
Duke of Edinburgh Award In Weeks 5 and 8 students participated in the following Qualifying Camps: • Bushwalking (Mr Harris and Mr Clohesy) held at Douglas Scrub and included Walks through Kuitpo Forest. • Rockclimbing (Mr McMahon and Mr Gora) camped at Stirling Golf Club and climbed in Morialta Gorge. • Golf Camp (Mr Curnow, Mr Del Col and Mr Carrieri) camped at Stirling Golf Club. • Mountain Bike Riding (Mr Lucas, McLoughlin and Mr Barbara) camped at Cudlee Creek and biked in Fox Creek MBR Park. • Sailing and Kayaking (Mr Roach, Mr Horgan, Mr Spudic, Mr Tippins and Mr Mackereth) based at Goolwa and went on expedition to the Coorong. • Surfing (Mr Hamilton, Mr Gaitenaris and Mr Curnow)
The Dukes Award or International Award for Youth is a feature and task for completion for all Year 10 – 12 Students. There are several Year 11 and 12 students who are yet to complete their Bronze Award and hence are missing the opportunity for the Award itself as well as SACE Certification and points. Recently the Year 10 cohort have engaged in the CSL and Qualifying Camp which ostensibly gives them the means to complete 50% of the Award. Combining this with their co-curricular activity and an application to a new personal skill and the Bronze should be complete. Students have access to their Online Record Book and can record their achievement at any time. If students have difficulty logging on they can contact me at school and I can assist. In May Nicholas MorganSchuurmans will receive his Gold Award at Government House -- a feat of persistence and battling against the odds. This achievement is an example to all CBC students who are yet to complete the Bronze, that it is diligence and persistence that matters. Mr Colin Curnow
Duke of Edinburgh Program Coordinator
Year 8/9 Volleyball 4 April 2014
Blackfriars 2 defeated CBC 0 Best Players: Joshua Silbor and Ramal This was a fiercely fought-out final round on Friday night. The boys can be proud in defeat having lost both games by a close 2 points. For many of the team, this season was their first experience in competition volleyball. They can be collectively proud of their efforts throughout the season. They are now wellplaced for an exciting season when we return in Term 4. I wish to thank the boys for their commitment throughout the Term 1 season. Ms Jane Gaynor Coach
Year 9 Geography Food Forest Excursion During Weeks 9 and 10, three Year 9 classes travelled to the Brookman Food Forest, close to Gawler. The Geography students have been studying Biomes and Food Security and this provided them with an ideal opportunity to experience and learn about producing food in an organic and sustainable way. It was an adventurous excursion, which included train rides, walks through semi-rural areas and a hands-on walking tour around the Brookman’s farm. On completion of the tour the students were able to taste some of the produce, such as dried figs and pears.
Interview with Vince Schipani (Year 9 Student, BJAB): 1. Why you went?
As a class we went to the food forest because at school we are studying food security and biomes. Going on this excursion this would tie into our work nicely, it gave a more hands-on feel for our learning.
2. What you learnt?
On the day I learnt that there are many building ideas that they use which are so simple but are very effective. Also I learnt that you can make your own back yard garden in a box, you are able grow many fruit and vegetable plants in it.
3. Most interesting / memorable part of the day?
It was a unique and highly valuable educational experience for all involved and an experience the students will remember for a long time.
Mr George Bryant and Mr Cail Harris Senior/Middle Geography Teachers
4. Inspiration you gained to live sustainably?
The most memorable part of the day was the train ride there and back with my mates.
I was inspired by Graham and Anne-Marie to buy more organic food and food with less food miles.
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