Issue 12 - summer 2014
Cannon Hill Anglican College magazine
practice with soul
growing character also inside: swifter, higher, stronger get real! alumni news
music on the mind
Pax et Bonum
Practice with soul
Contents Music on the mind
4 -5
The ways of childhood
6-7
Get real!
8-9
Diakonos noticeboard
10-11
Growing character
12-13
Firm foundations
14-15
Gongs galore
16-17
Swifter, higher, stronger
18-19
Natural beauty
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Cover image - (L to R): Top Gun wannabes Lachlan Harrison, Ben Gartside and Justin Hiu (and Max Geddes in the foreground) pose in front of an F-14 Tomcat Fighter jet, on board the USS Midway - see page 5 for details. Photograph by Elizabeth Pratt. Pax et Bonum supplements the fortnightly newsletter in maintaining links with parents, grandparents, friends and supporters of the College. The magazine keeps the CHAC community informed of current activities and achievements, and highlights Faculty and College initiatives throughout the year. Thank you to all staff, parents and students for your contributions. Anne Andrew Editor
Editorial Contact Details Communications Office Telephone: 07 3896 0439 Email: publications@chac.qld.edu.au Cannon Hill Anglican College Pty Ltd ACN 010 733 249 ABN 46 010 733 249 Cnr Junction and Krupp Roads, Cannon Hill QLD 4170 Postal: PO Box 3366, Tingalpa DC QLD 4173 Telephone: 07 3896 0444 Fax: 07 3896 0448 Email: college@chac.qld.edu.au CRICOS PROVIDER NO. 00646F 2
The College’s 2015 to 2017 Strategic Plan extends our focus on Anglican mission as a distinctive component of the College’s offering, to reinforce our motto - With Courage and Compassion - and to develop student dispositions toward leading, serving, giving, sharing and gratitude. Ensuing projects will be championed by College Chaplain and Director of Mission, The Reverend Canon Sarah Leisemann, who was recently commissioned by the Archbishop of Brisbane, The Most Reverend Dr Phillip Aspinall, as an Honorary Canon of St John’s Cathedral.
The last few months have been an exciting and reaffirming time as we have undertaken consultation, interviews and research to inform and mould the Strategic Plan for the next three years of the College’s journey. It is always with a sense of anticipation that we look to the future. Where do we need to be to keep us at the leading edge of educational practice? How do we plan to get there, and what external factors might impact on our journey? Our collective ambition has been distilled into the following statement: CHAC is a centre of excellence in learning, informed by our Anglican values, enriching and developing young people to achieve their personal best in all life’s dimensions, benefitting the global community. Mark Vincent, who led us through the strategic planning process, reminded us that Martin Luther King is not remembered for saying “I have a Gant chart”. He had a dream. A vision. While it is good to reaffirm the things that hold true, and to recognise that there is always room for improvement, we too dare to dream the big ideas, to have courageous thoughts.
And, above all, to maintain our focus on providing a distinctively innovative, successful and sustainable Anglican co-education The key components of our Strategic Plan for 2015 to 2017, through which we seek ‘to build shared value in and beyond our community’, are formed around a central idea: ‘to teach students how to learn well, to grow intellectual capacity, to build character and to nurture dispositions toward leading, serving, sharing, giving and gratitude’. As we prepare for the year ahead, I look forward to sharing with you the projects which will deliver the outcomes of our new Strategic Plan. As we reflect on the year that was in 2014, I am delighted to express my gratitude to all who worked with such focus to achieve their ‘personal best for community success’. Pax et Bonum. Robyn Bell Principal
Issue 12 - Summer 2014
Supercalifragilisticexpialidocious What does it take to catapult a potentially normal musical performance into a totally captivating moment in time that is nothing short of magical? Mary Poppins, perhaps? Or a highly passionate Primary Performance Arts teacher in the form of Rowena Riek - who in fact channelled the famous nanny for this year’s inaugural Book Week Parade! So complete was the look that we wondered what treasures were concealed in her carpet bag. Perhaps one of them was the Ocean Drum that was used on Foundation Day, by Rebecca Davis and Caleb Sutton, for the Primary Choir’s performance of Ferry Me Across the Water. The seashore sounds of softly lapping waves induced by the gentle rolling of pellets inside the drum must have had more than a few in the audience feeling sand between their toes and the warmth of sunshine on their cheeks. So where does this inspiration come from? ‘I was really impressed to see CHAC’s innovative and visionary approach of investing in a Performance Art teacher for Prep to Year 6 students,’ said Rowena. ‘It is so essential. A colleague once said to me, every child is good at something and by offering a broad ranging curriculum, the chances are greater of finding a child’s individual spark. As educators, we have a responsibility to offer and encourage that spark until, who knows, it may grow into something much bigger and brighter. Wouldn’t it be a shame if schools missed such talent, simply because the opportunities were not there? I therefore take very seriously lessons for dance, music and drama; it is not just fluff, I expect the same standard of academic rigour as would apply to other subjects. These students may not go on to a career in these areas, but they develop an appreciation for them and for their own aesthetic.
Rebecca Davis and Caleb Sutton play the Ocean Drum.
‘From the earliest of ages, children have an innate capacity for the Arts. They draw. They sing. They dance. And without ever being taught to do it. But, as they get older, they are - according to Sir Ken Robinson - “being educated out of their creativity”. [Ken’s TED Talk on nurturing rather than undermining creativity - How Schools Kill Creativity - has received over 29 million views.] ‘Through active participation in the Performing Arts, students also develop desirable character traits such as respecting differing opinions (for example, accepting the constructive criticism of a peer), resilience, collaboration and cooperation, and learning to negotiate in group-work situations. They also work well in both single and mixedgender groups (surely a transferable skill for life) and I was recently really inspired when a group of Years 5 and 6 boys grasped the opportunity to create and perform their own dance! Moments like these are very satisfying.’ The children clearly feel very comfortable with their teacher but Rowena insists she is ‘just doing my job’. But the trust and engagement of the children are proof of a little something extra. We certainly look forward to discovering what other tricks Rowena has in her bag. Carpet bag, that is.
Role-play encourages students to develop their creativity and imagination, as they suspend belief and accept their teacher and themselves as different characters. In this scenario, Year 1 students Euan Pascoe (left) and Jack Liddelow pretend to be characters coming to the rescue of the children’s book character, the Lighthouse Keeper - Mr Grinling - who has lost his front door key!
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Music on the mind Over 40% of CHAC students, from Prep to Year 12, are engaged in private music tuition and 29 College ensembles. Based on research conducted by the Royal Conservatory of Music, Canada, in an overview of current neuroscience research, there are numerous benefits to music education. It should therefore come as no surprise that our ever-increasing reputation for academic excellence mirrors the high levels of student engagement in the study and performance of music.
• Music education is a powerful tool for attaining children’s full intellectual, social, and creative potential. • Music students tend to be more engaged and motivated in their studies, and more likely to win academic awards. • Music study leads to lasting changes in children’s brains, increasing their capacity to perform tasks that require sustained attention and careful listening and reading. • Music education speeds the development of speech and reading skills and trains children to focus their attention for sustained periods. • Music gives children a means to express themselves, to unleash their creativity, and to be inspired by their own boundless capacity for personal growth. • Participation in music is inherently rewarding, making children more likely to devote the time and practice necessary to develop strong cognitive and social abilities.
• Participating in musical activities stimulates a whole network of brain areas, each interacting with the others to contribute to enjoyment and understanding of the music. • Participating in musical activities is a brain workout that leads to improved structure and function through a process called neuroplasticity – the brain’s ability to reorganise itself by forming new neural connections. • Music training seems to be a very active form of mental training that increases children’s cognitive capacities, enabling them to perform better in many other aspects of their life. • Research shows that participating in music study benefits both brain structure and brain function. Just like well-exercised muscles protect the bones and joints, reduce blood pressure and increase energy levels, music education produces bigger, better-functioning brains. The report was published in 2014 by The Royal Conservatory of Music, Toronto, Canada. To read the full document, visit the Resources page of the Royal Conservatorium of Music’s website.
TED Talk According to Anita Collins, when you listen to music, multiple areas of your brain become engaged and active. But when you actually play an instrument, that activity becomes more like a full-body brain workout. For an entertaining and easily-digestible TED Talk to illustrate her point, visit ed.ted.com to locate the 4.45-minute illustrated explanation.
‘If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of music.’ Albert Einstein (1879 to 1955) Theoretical Physicist
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Issue 12 - Summer 2014
California dreamin’ CHAC students wowed America when they toured the West Coast in July. Whether performing for an allosaurus in the San Diego Natural History Museum, on board the USS Midway, or for Mickey Mouse himself, at Disneyland, the hardworking tourists left a trail of melody from San Diego to Los Angeles.
Music Captains Kate Dowrie and Nicholas Ziser agreed that the tour was the highlight of their year, if not more. ‘This year’s music tour was definitely a highlight of my musical journey at CHAC and an experience I am sure none of the tourers will forget,’ said Kate. ‘Our skills as an orchestra and choir vastly improved though the duration of the 10 days. Improvement in our technique, confidence and presentation from our first performance at the San Diego Natural History Museum to our final one at the Grand Central Marketplace was astounding. The workshop at Disneyland improved our sight-reading skills and was a tour highlight for most of us.’ Nicholas agreed. ‘This tour gave students the chance to not only develop their skills as budding musicians, but to also provide the opportunity to perform at unique locations. Along with these many performances, musicians were also given the chance to adapt to the demands of a professional recording environment and develop skills through workshops by working with highly-respected conductors. ‘Overall, the tour was a fantastic experience which will most certainly remain unforgettable for all students involved, for years to come.’ ‘To see the other side of the world,’ said Kate, ‘and to perform in many unique and special locations and participate in workshops, together with experiencing the local sights and flavours, will be a memory of my school life that I will cherish.’
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The ways of childhood It was Paul the Apostle who said ‘When I was a child, I talked like a child, I thought like a child, I reasoned like a child. When I became a man, I put the ways of childhood behind me.’ (I Corinthians 13:11). Mr Chris NastromSmith, Director of Junior Secondary, talks about the important transition phase from Primary and childhood, into adolescence, the middle years of schooling, and onto young adulthood. As our Year 7 students negotiate the transition into Junior Secondary, a significant period in a young person’s life, they will experience more personal change than at any other time of their lives. Because the rate of development and interests of students in Years 7 to 9 can vary enormously, we continue to refine, develop and implement structures, systems, policies and programs which are mindful of their unique developmental needs.
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In 2015, the introduction of Queensland’s Year 7s into Secondary presents an ideal watershed opportunity to re-examine and initiate finelyhoned ways of working with young adolescents. For example, what is developmentally appropriate? Certainly one size does not fit all. Our curriculum and pastoral care programs must be ever mindful of addressing individual needs, as well as the issues that traditionally impact on these pivotal years of learning - motivation, engagement, and changing relationship dynamics. Research suggests that it is through the creation of engaging and developmentally-appropriate learning experiences that the students are best placed to continue the development of lifelong learning attributes, not only to facilitate their transition into Senior Secondary but ultimately into contemporary post-school society. In 2015, construction of a purpose-designed Junior Secondary Precinct will commence. It will provide a facility that harnesses the
benefits of natural light and the calm and tranquillity of CHAC’s existing landscape. Learning spaces will be open and flexible, to promote the engagement and motivation previously referenced. The addition of the Junior Secondary Precinct - ‘our own space’ - will further enhance Junior Secondary students’ feelings of social inclusion. This inclusive and connected environment will support our students while they develop their personal identity, manage the physical and emotional demands of adolescence, and renegotiate their relationships with peers and teachers.
Issue 12 - Summer 2014
Director of Junior Secondary, Chris Nastrom-Smith, is passionate about working alongside adolescents as they transition from Primary into Secondary education. Chris is seen here chatting with Ashley Chapman, and other Year 8 students, as they study outside in the fresh air.
‘An Awesome Experience’ Year 8s talk about their experience of camp, which takes place just days into the first term each year and which very quickly cements friendships and a sense of community as the cohort approaches the year ahead. ‘This camp tested our ability to problem solve, challenge ourselves to the best of our abilities and work as a team. My favourite activity was the sugar glider. This is an activity where you glide around in the air whilst connected to a full body harness. It was an awesome experience and I would go back any day.’ Georgia Morris, Year 8 ‘Year 8 camp was an amazing, exhausting and challenging experience. We participated in a wide range of activities including kayaking, raft building, rock climbing and my personal favourite – the giant swing. On the giant swing, one person is put into a harness, attached to a rope, gets pulled up, lets go of a rope, and screams while swinging from side to side. I made my first friend at CHAC because of my amazing ability to sing Wrecking Ball while also screaming!’ Tom Howroyd, Year 8 ‘Kindilan Outdoor Education and Conference Centre was a great place to stay as they provided activities that many of the students would have never tried before, such as sleeping in a tent or having a go on the giant swing. The camp was two nights long and one night we were lucky enough to get the chance to sleep outside in a tent. On the night of the camp out, we had delicious butter chicken cooked by our instructors.’ Grace Jackson, Year 8 7
Pax et Bonum
Get real! The four walls of a classroom have long since given way to a veritable highway of incoming and outgoing educational experiences that leave indelible marks on the knowledge journey of students. Why not go off-site to visit the butcher, the baker, the candlestick maker? Or invite in the stockbroker, the stockman, the soccer player. Make it real. Make it authentic. Make it memorable. Providing students with engaging and enlightening experiences through excursions, reality-based assignments, and face-to-face experiences with specialists in their field, puts students firmly into the space of ‘this is it; this is how it is done’.
(L to R) Angus Dobson, Tim Chant, Jenny Middleton, Courtney Graymore and Mitchell Lovell in the gardens at Parliament House.
‘None of us slept a wink but it was worth it for on the last day we were announced the winner. We got medals, trophies and even watched a rocket launch moments after,’ said Tim. Angus, too, raved about the unforgettable experience. ‘This has been the experience of a lifetime. Even if we hadn’t won the competition, the experience alone was great.’
To infinity, and beyond! Real-world learning does not get any more authentic than sitting down to lunch with an astronaut, at the NASA Kennedy Space Centre in Florida. So was the experience for the winners of the International Space Settlement Design Competition - Angus Dobson, Mitchell Lovell, Tim Chant and Courtney Graymore. Having been part of the team which won the Australian Space Design Competition, the four Year 12 students then formed part of an international team - joining with students from across the globe which went on to win the overall competition.
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‘The competition was absolutely brilliant,’ said Mitchell. ‘We spent 48 hours frantically trying to create a proposal on how to create a station on the Moon!’ ‘My role was in Operations Engineering,’ said Courtney. ‘We had 36 sleepless hours in total to complete our proposal, which was fun but intense, and comprised of much research, drawing, calculating, negotiating and compromising.’
The students were invited to Parliament House to be congratulated by the Premier, the Hon Campbell Newman, and Queensland’s Minister for Science, Information Technology, Innovation and the Arts, the Hon Ian Walker. ‘Queensland students had the imagination and academic discipline necessary to beat the world’s best in scientific fields outside the ordinary,’ said Mr Walker. ‘Our students have pitted their problem solving, imaginations and group-task skills in the international arena and were judged the best in the world. That is a huge achievement.’
Issue 12 - Summer 2014
Soul food Foodbank, the largest hunger relief organisation in Australia, assists approximately 80,000 Queenslanders every week by acting as a pantry to the charities and community groups who feed the hungry. Years 10 and 11 CHAC students are doing their bit, in return, by creating promotional tools for the charity, to encourage participation in food drives. Year 10s applied graphic design skills to develop a series of posters, while Year 11 students of Information Technology Systems put their lessons in animation to good use
for their assessment piece - the development of a 90-second animation for Foodbank. ‘This kind of authentic or real world task is a wonderful opportunity for students,’ said Head of Faculty - Business, Penny Cummins, ‘allowing them to develop products with a genuine purpose whilst learning about the essential role of service organisations such as Foodbank. Hopefully, it will also inspire a commitment to service and provide a reminder of the various ways in which we can all contribute to the wider community.’
Nicci Skerl, from Foodbank Queensland, and Jayden Loone (from the Year 11 Information Technology Systems class) examine the posters created by Year 10 students.
All the world’s a stage In the world of authentic learning for our Drama students, producer, director and actor, Jason Klarwein, spent a week at CHAC as Artist in Residence. The Grin and Tonic Artistic Director, who has also toured the United States alongside Cate Blanchett in the Sydney Theatre Company’s production of A Streetcar Named Desire, is probably best known for his “chillingly relevant Macbeth”, in the Queensland Theatre Company’s 2014 production. ‘From my point of view,’ said Jason, of his residency, ‘it is a great thing to explain my process, to help people explore how they interact with each other in their social setting. My message is that it is okay to get up and do things and be empowered and have an opinion and understand who they are as human beings, especially at a time when they are changing so much. One thing that I constantly emphasise is ‘good risk’; take good risks, be empowered, get up, be active, don’t be afraid of other people saying “that is not cool, this isn’t good”. Jason Klarwein and Veronica Neave in Queensland Theatre Company’s production of Macbeth. Photograph by Rob Maccoll.
‘Sometimes you go into a school and the school is a bit tired. This is not a tired school. The kids are energetic and enthusiastic.’
Coordinator of Drama, Carmel Mungavin, felt the same about Jason. ‘Jason is a charismatic performer and teacher who was able to inspire and challenge our students. His energy and talent were so obvious and his ability to work with young people and encourage them to continue their involvement in Drama was a pleasure to watch.’ Returning to Shakespeare, Jason heartily confirmed its relevance for today’s students. ‘He was one of the first writers in the English language to actually understand, to actually put into the dramatic context, what is essentially the soliloquy - “I am going to make some choices about my life right now”. In Macbeth, we can see reflections of Kim Jong-Un, or Saddam Hussein. Soliloquy’s reflect on the choices that people make, in these men’s cases, for power or greed.’ In a Queensland Theatre Company blog, Jason summed up another life lesson learnt from Macbeth: ‘Don’t kill your best friend. Or a king. Bad things will happen!’ And on that note …
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Diakonos noticeboard Welcome to the Diakonos noticeboard. Diakonos, the Biblical Greek verb ‘to serve’, describes the mission of service at CHAC. Our College provides opportunities to serve our community and our environment by actively supporting and creating links with community groups and organisations to enable students to be connected and engaged with ‘real world’ activities. Five Committees are overseen by the Diakonos Coordinating Committee, led by the College Chaplain and Director of Mission: Boys’ Education Committee, Environment Committee, Girls’ Education Committee, Social Justice Committee, and the UN Women Committee.
In September, Matilda Rie k, Anna Davies, Chloe Friz zell and Gabrielle Paris attended the official laun ch of a searchable databa se of signatories to Queensland women’s suffrage petitio ’s ns from the 1890s. The pet ition was signed in 1894 by 15,000 Queensland men and women urging Parliam ent to pass an Act giving the right to vote to women in Queensland. The databa se was launched by the Speaker of Queensland’s Legislative Assembly, the Hon Ms Fiona Simpson, MP.
Big Sister Little Sister picnic The Social Justice Committee cont inued its support of Murarrie State School (MSS) by running a brica-brac and book stall at the MSS Creative and Organic Market. Proceeds from the CHAC stall were donated to MSS, to help meet the unique needs of our close neighbou r. CHAC is also a regular, hands-on supp orter of their Breakfast Program.
in the Wetlands
ts and snacks to r way to create delicious trea ‘Many girls went out of thei brownies. There ing mak an entire afternoon share, some even spending s; a Parisian escape land Wet the nd scat tered arou were many decorated rugs d outs. The time ing were just some of the stan and an English High Tea sett learn more about to er ry Big Sister and Little Sist spent together allowed eve years to come.’ for last will relationships that one another, and build strong Kate Stephenson, Year 11
Going for Growth bishop At Synod this year, the Arch every and sh Pari ry eve that asked wth school pray daily for the gro er:er. pray pray this g this usin of our Diocese, use
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Issue 12 - Summer 2014
Jump Rope for Heart
Students once again go the extra mile
for the 2014 Students raised over $4600 por t of the Heart sup Jump Rope for Heart, in nt donation to ifica sign a is Foundation. This anisation, so org nt orta imp this of the work k par t, and to congratulations to all who too stic organisation. usia enth Melinda Miles for her
’s 40 Hour Famine, which raised Students rushed to sign up for World Vision 12) has been appointed as (Year batch Great almost $7000 in Term 3. Nicola ssador for 2015. This is a reward the World Vision Queensland Youth Amba a difference in the world for Nicola’s great passion and drive to make heading the fundraising drive and she is to be congratulated for spear High Achievement Award. a with which saw the College presented
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The Environment Committee - inclu ding Douglas Bennett, Sierra Mossman, Noah Roberts and Heather Birch - is working hard to increase awareness of recy cling paper. Special bins have been placed across the camp us, in classrooms and offices, and the students take responsibility for emptying them on a regular basis. Well done to the Envir onment Committee!
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Early in October, 43 dads and sons , and two staff members, enjoyed CHAC’s Boys’ and Men’s Weekend at Yarramalong, nestled in the beau tiful scenic rim. Camp fires, wood chopping and cree k swimming were just some of the highlights. But the best outcome, by far, is always the special time that the fathers and sons have to spend together, and to just ‘be boys’!
nts Week , CHAC stude During Diakonos e th d en att to y had the opportunit rse Break fast. The Social Justice Reve simple but filling students shared a tion with them a dona breakfast, bringing s l to provide supplie of breakfast cerea te Sta rie b at Murar for the Break fast Clu r than Gupta was ou na Jo n lai ap School. Ch ss lne kfu an th his aring guest speaker, sh hearts” which our us ero en “g e th for monstrate through CHAC students de ce to his students. their humble servi
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Pax et Bonum
Growing character The holistic education offered at CHAC focusses on the intellectual, physical, social, emotional, aesthetic and spiritual growth of our students. Over the next three years, in line with one of the seven strategic priorities of the 2015 to 2017 Strategic Plan, we will focus specifically on relevant opportunities for students to grow in their intellectual capacity, build character, nurture dispositions and develop faith. Martin Luther King Jr recognised the importance of character development when he stated that ‘the function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education’. With our alumni making their mark on the world stage as they serve, give, share and lead - with a sense of gratitude - we are confident in the ability of a CHAC education to produce fine outstanding global citizens.
A whole new meaning to extended family One thing that has remained constant at CHAC, irrespective of changing landscapes, flourishing educational practices, technological advancements and growth in numbers, is CHAC’s culture. A key contributor to the continuance of this culture - the CHAC X-factor - is our pastoral care program, embodied in the vertical Homeroom structure. Recent consultation with students and staff has revealed the importance of the sense of extended family that the Homerooms create. 2015 will see the biggest intake of Secondary students in recent times, with the transition of Year 7 into Secondary education. Ensuring that these students - new to Secondary education and many
Growing character
new to CHAC - feel welcomed by their peers and embraced by the College is vital to embedding them into our culture. With the creation of new Homerooms, in response to accommodating the influx of Year 7s and Year 8s in 2015, there will be the challenge of adapting to change, but in true CHAC spirit we know that this will be outweighed by reaching out to the new students and letting them see, hear and feel what CHAC’s culture is all about. So whether they come face to face with a Peel Pirate, get carried away on the wings of Macleay Magpie, or get embraced by a Russell Raider - not to mention warm welcomes from the Stradbroke, St Helena and Moreton Houses - Secondary students will welcome and nurture their new extended family members. They will all just have to keep their eyes open for the CHAC Charger!
I Me Tone Traits Nature Qualities Attributes Personality Disposition Temperament Characteristics
Focus on self is the start of a journey of discovery that leads to leaving ‘I and Me’ behind; souvenirs are compassionate attributes and a caring disposition, frequent stops are transformation, and the destination is desirable characteristics. 12
Issue 12 - Summer 2014
Luka Clough and Alanna Prestidge chat about their Year 8 experiences of CHAC’s Homeroom and House system. ‘I like my House very much,’ said Alanna Prestidge. ‘When I started, I felt welcome. 4P is very important to me because I have learnt some important things from other grades.’ Luka finds the culture at CHAC very accepting. ‘They accept you for everything, no matter where you come from,’ he said. ‘I love my House and think that we have a great spirit that is unbreakable; we are such a close House. My Homeroom is also very important to me because it is a great opportunity to bond and get to know other people from different grades. I was nervous at first but everyone did such a great job of making me feel welcome, which links back to how great the culture at CHAC is.’ Head of House for Peel, Gordon Mathieson, enjoys his interactions with the students. ‘At times it can be challenging; however, the students are extremely focussed, great fun and respectful, which makes my role very pleasurable, with a lot of positive returns from students and families.’
Alanna and Luka in conversation with Head of House - Peel, Gordon Mathieson. In the background, Homeroom teacher Tammy McCarthy-Wilson chats with her 4P Homeroom students.
Homeroom teacher, Tammy McCarthy-Wilson, also appreciates her time with the students. ‘I get to see the students every day throughout the year, to build strong relationships with them and to see them develop from Junior Secondary through to Year 12.’ When asked how he would welcome the new Homeroom students in 2015, Luka said, ‘I will do my best to talk to and get to know all of the new students as they make their transition from Primary to Junior Secondary.’ Alanna agreed. ‘I will become good friends with the new people next year, because I can share some helpful facts with them.’
Rusty catches up with Russell House’s Year 4s Rusty, the mascot for Russell House, took time out of his busy schedule to make sure the legendary Russell House spirit is alive and well in Primary - and he wasn’t disappointed! The children swamped Rusty and they didn’t hesitate to talk about what they liked about their House. ‘Because they always win!’ said Mitchell, modestly! Indianna declared that she thought Russell was ‘awesome’, while Lucinda was more impressed that being a member of this House meant she got to dance to Footloose. Will favoured the opportunity to play sport for Russell, which prompted Tayah to declare that ‘Russell Raiders rule!’. In Lucy’s opinion, Russell - led by Head of House Kevin Hopkins - has the best Captains, which is something to which Kira aspires. ‘I really want to be a Russell House leader,’ she said. We certainly look forward to 2022, to see if Kira’s dream will come true, and to watch the progress of these students as they wend their way through CHAC, in Russell House, on their journey toward graduation.
Year 4 students (left to right) Lucinda McDonald, Tayah Uren, Clover Ward, Indianna Bartlett, Kira Pollak , Hugo Tan, Elijah Bristow, Will Lederhose, Anneka Waters and Mitchell Zarb (hidden from view) can’t wait to say hello to Rusty - the mascot for Russell House!
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Firm foundations In an age of self-indulgence and ‘first world problems’, CHAC focusses on nurturing young people of character, stamina, social conscience and vision that will go out into the world and make a difference. In September this year, the family of Gerald Chan, a Harvard-educated investor, donated $350 million to the Harvard University’s School of Public Health, the largest gift in the 378-year history of the United States of America’s richest university. Closer to home, mining billionaire Andrew “Twiggy” Forrest made one of the biggest single philanthropic donations in Australian history, when he contributed $65 million to higher education in Western Australia (WA). They became the first Australians to join The Giving Pledge – a movement founded by Bill and Melinda Gates to encourage the world’s billionaires to contribute at least half of their wealth to charity. ‘We share a fundamental belief in the value of education,’ the Forrests wrote in their pledge to the Gates project. ‘We so often say to children, “Dream your dreams way beyond your current circumstances. Now choose education to give you the freedom to achieve them.”’
For educational institutions to flourish whether schools or universities - they rely on philanthropic donations to support the development of infrastructure and opportunities that are beyond the reach of the fee-funded budget for the dayto-day running of the institution.
It works both ways According to the Oxford Dictionary, philanthropy is the desire to promote the welfare of others, expressed especially by the generous donation of money to good causes.
That is why many independent Colleges have a Foundation. CHAC’s Foundation supports the College by raising funds annually through the Corporate Golf Day, the Grand Raffle and the Melbourne Cup Lunch, the Building Fund, special appeals (such as the Chapel Appeal), and pledge programs. The latter financial-donation programs complement the day-to-day fundraising activities of our hardworking Parents and Friends’ Association.
While the College is keen to raise its own funds, our desire is to also look outward. CHAC’s reputation as a caring College with an active social conscience is well founded, as our staff and students offer practical and financial support to organisations in the areas of health, welfare, education, social justice, and more.
These funds help us to build and equip the physical College, while our committed staff build young men and women of great character, who will go on to help create the kind of local and global communities in which we all dream of living.
The concept of tithing has been preached since time immemorial and, as a Christian community with a heart for the emotionally, physically and spiritually needy, we want to increase our focus on giving.
P.S. If anyone would like to donate $350 million to CHAC, our contact details are on page two! [Ed.]
Together, with the support of the CHAC community, we can make a difference.
The CHAC Foundation raised $15,000 through the 2014 Corporate Golf Day.
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Issue 12 - Summer 2014
Prep students Zoe (left) and Rosie decide what they would do if they could donate a million dollars to a cause of their choice.
If I were a rich man … Members of the CHAC community were asked what they would support if they had a million dollars to give away. • World hunger, to reduce the gap in living conditions in Africa. I’d also give some to the homeless in Australia as I think it is important to look after our own country as well. Georgie Baker (Year 11) • The Cancer Council, because cancer is a big issue and a cure will save many lives. Lachlan Doolan (Year 9) • If someone didn’t have food or water I’d give it to them to get some food and water because if they don’t have food, they will die. Abbie Reed (Year 2)
• Heart Kids, which supports families who have kids with heart complications, as we experienced last year with our daughter aged six months. Kevin Hopkins (Head of House - Russell) • The RSPCA, to help the animals that are sick and make them better. They keep animals safe and then give them to people who want pets. Lachlan Bailey (Year 4) • The BestLife Foundation because they help kids with special needs. My brother has autism and they allow him to enjoy his friends’ company by organising a sleep-over. Tom Butcher (Year 11)
• T he Breast Cancer Foundation because a close family friend suffered from breast cancer and went through a really difficult recovery process. Elizabetta Nardo (Year 11) •A lzheimer’s Australia, as I have been personally touched with some family members suffering this debilitating condition. Cliona White (Secondary Reception) We have left the last words to our gorgeous Prep students who, at their tender age, have a different understanding of philanthropy! Zoe Bartlett declared that she would give the money to ‘my mum and dad’ while Rosie Wood answered ‘I’d give it to my friend Sophie in Melbourne’.
CHAC’s Parents and Friends’ Association (P&F) raises valuable funds through activities such as the fun-filled Trivia Night, with its themed tables. With the additional support of a magnificent $40,000 donation from the P&F, the Tuggerah Centre can now be weather-proofed, leaving the multipurpose learning area less subject to the vagaries of the weather.
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Pax et Bonum
Gongs galore In a year when we celebrated the College’s first Rhodes Scholar, and welcomed back our triumphant team from the International Space Settlement Design Competition, does it get any better? It absolutely does, because every day we celebrate all student milestones that have seen them perform to their best ability, whether they are the best in the world, Australia, Queensland, CHAC, or even just in their own back garden! Here are just a few of those achievements that made us all smile and puff out our chests with that little more pride. Lily Chippendale (Year 4), Oliver Lindsay (Year 7), and Joseph Willian (Year 11) were the top students in Queensland for their ICAS Competition entries in English, Computer Skills and Science respectively. 2010 graduate, Sam Walpole, won the Best Speaker in the Finals award at the 15th Annual International Maritime Law Arbitration Moot, held at the University of Hong Kong.
Harry Button (Year 12) won the Australian final of the MIGAS Awards, which saw him announced National MIGAS School-based Trainee of the Year.
Samuel Gray, Linden Peacock, Lachlan Seawright and Kate Stephenson (Year 11) have been selected for the 2014/2015 UQ Young Scholars program while Ashleigh Gonzalez and Charlotte Watts (Year 11) have been selected to attend the National Youth Science Forum (NYSF) in January 2015. CHAC was declared the top Volleyball school in the 2014 TAS competition. Hannah Peterken (Year 12) is a superstar in the world of figure skating, having won gold at the Australian Figure Skating Championship for seven years running. Hannah is also the Queensland State champion and will attend the World Junior Figure Skating Championships and the Budapest Cup in March 2015. 30 students took their Australian Music Examination Board exams covering Clarinet, Flute, Music Theory, Piano, Saxophone and Violins. Congratulations to Chris Eigeland (Class of 2007), who was part of the final interview process for the Queensland 2015 Rhodes Scholar. Although Chris was not the chosen candidate, to reach the final is worthy of high praise indeed.
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Prep to Year 2 Early Years’ students proudly displayed their participation ribbons at their inaugural Athletics Carnival.
Annie Grzywaczewski (Year 9) received an Award of Excellence in the Years 9 and 10 section of the QIEU Awards for Excellence in Art Design.
Issue 12 - Summer 2014
Our Year 7 debating teams won the very first debates in which they had ever taken part! Well done to these students and their Coach! Back (L to R): Lily Campbell, Laurence Cant, Ena Beganovic, Libby Crowley, Eilish Alexander (Assistant Coach). Front (L to R): Mrs Eve Hassall (Coach), Jacques Dennison, Mia Forsingdal, Sierra Mossman, Katie Munro.
Baxter Butler (Year 11) and his 6+1 Traits of Writing poster design was chosen by CHAC’s Literacy Academy as its promotional poster for the College.
Mitchell Lovell won an ADFA (Australian Defence Force Academy) education award, presented annually to the 120 most suitable Year 12 applicants. Secondary Learning Support Aide, Roxane ‘Roxie’ Fraser, hides her light under a bushel! She recently won the Sunshine Coast Marathon (for the third year in a row) and, last term, won the Brisbane Marathon. Based on these results, Roxie will represent Australia in 2015 at the Sensu International Marathon, Osaka, Japan. Photo Iain Curry / APN 17
Pax et Bonum
Swifter, higher, stronger ‘The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle.’ Baron Pierre de Coubertin
Earlier this year, Natalie Cook OAM, President of the Queensland Olympic Committee and participant in all games from 1996 to 2013, wrote to the College to invite a nomination for the 2014 Pierre de Coubertin Awards, named after the acknowledged founder of the modern Olympic Games, Baron Pierre de Coubertin. This year, the award was presented to a most deserving winner in Year 12 student, David Morgan. As part of the application process, David was required to submit a literary piece which illustrated his appreciation of the Olympic ideals and focussed on the 2014 theme of Youth and the future of Olympism in a digital world. These insightful extracts from David’s submission make for interesting reading.
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David (centre) was the Captain of the triumphant Open Boys’ Volleyball team, a cohesive team which remained undefeated as the boys grew up through Years 8 to 12. Alec Stibbard (left) and Harry Button join David in celebrating the team’s 2014 victory.
• In the 21st Century, our digital and communications revolution has opened new pathways and opportunities for people to be exposed to the spectacle that is the Olympic Games; to watch and share in the excitement as the Olympic flag and competition unfold. • Our new digital and interconnected world may breed a new type of Olympian from our youth as they are increasingly aware of the publicity and sanction of ill-behaved athletes. • For the athletes, they are under pressure as the spread of the internet across the globe and the interaction between live television and Facebook and tweets subjects them to the opinions (positive and critical) of more people than ever before.
• F or training purposes, digital biofeedback has raised the bar in personal performance measures. This digital technology allows today’s upcoming athletic youth to quickly and easily access and learn from the techniques of previous athletes. •D igital infrastructure keeps the Olympic flame alight between meetings as people all over the globe are able to access various media containing replays and highlights of exceptional triumphs and valiant defeats. • T hrough the interconnected digital nature of our world the youth of today will learn to carry themselves as Olympic athletes of the future.
David (front row, centre) vice-captained the Australian Junior Men’s Volleyball squad which competed in September in the 2014 Asian Youth Boys Volleyball Championship in Sri Lanka. Photograph courtesy of Volleyball Australia.
Issue 12 - Summer 2014
Alumni connections continue to grow The Past Students’ Association has rounded off a busy year of interaction with current and past students, and a visible presence at, and support for, major College events.
Students fly in for 10-year reunion A 20-hour flight from Addis Ababa, Ethiopia, didn’t deter Med Desta (left) from attending his 10-year reunion, with the Class of 2004. He was joined by Megan Hendy from Melbourne and Jonathan Cook from Sydney, as the graduates gathered to reminisce about ‘the best days of their lives’. The search is now on for 1995 and 2005 graduates, in preparation for their 10 and 20 year reunions in 2015. Contact details may be emailed to psa@chac.qld.edu.au.
Lending a helping hand CHAC Graduates, representing a variety of study and career paths, attended the Semester 2 Subject Selection Evening for Year 10s entering Year 11, to be on hand to share their experiences of tertiary education and the workforce. This was the PSA’s first foray into connecting with the Year 10s as the students contemplate their future pathways. Under the guidance of Jenny Middleton (Director of Curriculum and Professional Practice), Elizabeth Pratt (Director of Senior Secondary), and Anne Mitchell (Learning Pathways Counsellor), and with helpful advice from Year 12s who have trodden this path, the PSA will continue to refine the best time and place to be on hand to complement and support the work of CHAC staff as they guide students towards realising their stated goals.
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PSA Committee members Megan Wooldridge, Sarah Narloch and Yasmin Murry at the College's Volunteers Thank You Evening.
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Members of the Past Students’ Association (PSA) put a lot of thought into the striking of the inaugural PSA pin; a pin which will be presented to graduating Seniors each year as they take up Life Membership of the PSA, personalised with their year of graduation. ‘We want to congratulate graduating students and recognise this major transition period as they metamorphose from a school student into the next stage of their lives,’ said PSA President, Megan Wooldridge, ‘and to welcome them, as the new alumni, into membership of the Past Students’ Association.’
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Natural beauty In 2014, Wearable Art took on the theme of nature and the natural environment. Two CHAC student designers went one step further than the Wetlands Festival catwalk, by entering their creations into the Royal Queensland Show - the Ekka and they shone. Pitted against schools from all over Brisbane, it was to Amelia Cant (Year 10) that Lord Mayor Graham Quirk presented the 2nd place award. Amelia’s design - modelled by Kirsty Carbone represents the beautiful Australian environment of which indigenous art is a big part. Crafted from eucalyptus trees, the branches, feathers, leaves, paper bark, paint and hessian make her artwork uniquely Australian. The skirt is made from hessian and branches tied together in a lattice style, tying at the back with string. The top is made from felt, paper bark and eucalyptus leaves with branches coming up the back to make it extra tree-like. Hannah McGraw’s design - a representation of the beauty of clean, pristine wetlands and waterways was rewarded with a Highly Commended. Photograph by Justin Leegwater