Pax et Bonum Summer 2016

Pax et Bonum Cannon Hill Anglican College magazine

Issue 16 ¡ Summer 2016

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contents 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

Kaleb Watson (left) and Marcus Flook (right) flew to the Kennedy Space Centre in Orlando, Florida, to compete in the International Space Settlement Design Competition.

‘We’re just getting started’

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art of the goal of a CHAC education is to inspire in our students a passion for life-long learning.

Indeed, our staff are encouraged to continue their own journey of discovery, ranging from short courses and seminars, to their Masters or a PhD. I was privileged to benefit from a period of sabbatical leave in Term 3 and was greatly inspired by my study at the Harvard University Business School, Boston, which focussed on building and sustaining a successful enterprise amid disruptive innovation. The global case studies we examined gave a valuable insight into successful strategy, innovation and management in business.

In this edition of Pax et Bonum, readers will be given an insight into some of the everyday, real-world learning experiences enjoyed by our students, from individual tuition by talented professional musicians and drama classes with working actors, to industry projects based on live briefs and overseas tours for students of languages.

The Enterprise Centre, due to open in 2018, will provide an exciting and creative hub in which our students will interact with the worlds of tertiary education and commerce, as they collaborate on innovative concepts and breathe life into entrepreneurial visions, designed to make a difference to local and global communities.

Bill Gates said, ‘I believe that innovation is the key to a bright future; that we’re just getting started’.

We are ready to escalate the innovation agenda at CHAC! Robyn Bell Principal

cover photo Editorial Contact Details Communications Office P 07 3896 0439 E 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 PO Box 3366, Tingalpa DC QLD 4173 P 07 3896 0444 F 07 3896 0448 E college@chac.qld.edu.au CRICOS PROVIDER NO. 00646F

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Bill Gates said, ‘I believe that innovation is the key to a bright future; that we’re just getting started.

The battle of the

exes

The triumphant Year 7 state champions in the da Vinci Decathlon (see page 9 for details).

Absent from image: Nathan Prestidge

As parents contemplate the best education for their children, the question of single gender versus co-education continues to arise. As this issue of Pax et Bonum considers real-world learning, it is timely to remind ourselves why families have chosen, and continue to choose, an education at CHAC.

In Professor Bruce Burton’s 2013 Valedictory Address on behalf of Year 12 parents, he described CHAC as ‘a school where boys and girls could meet, co-operate, learn together and form friendship groups in the same way that women and men do in the real world. Not just a co-educational school, but one offering real equality and genuine respect for the commonalties and differences of both genders, so our young people can enter the world of human relationships as real and complete adults.’

Indeed, CHAC graduate Dr Sam MacAulay (Class of 2001) said, ‘The lens through which you see the world is shaped by your experience at school and, for my part, I am grateful that women were a central part of this journey. They were not “others” from another social universe whom I would occasionally encounter at parties, sporting carnivals and so on. Instead, they were collaborators on group assignments, debating partners in the classroom, financiers when I forgot my lunch, and teammates on the sporting field. They were friends, and an indelible part of my school life. This life experience has helped me thrive in a world where women are, amongst other things, friends, colleagues, leaders, adversaries, mentors, mentees, and bosses. Looking back, I wouldn’t want it any other way.’

In 2015, Canberra Grammar School, which was founded in 1906 as the Church of England Grammar School, announced it will become a co-educational College in 2017. In a public letter to the College community, Head of School Justin Garrick said that ‘this decision has been considered repeatedly by the School Board in reflection of community feedback over many years and in light of broad changes in society and education.

‘The world will be global, technologically advanced, and rapidly changing in its educational, political, economic and social structures. It will also be “co-ed”, led in virtually all fields by talented, aspirational men and women, more than has ever been the case before. It will be a world shaped by educated people of both genders who know each other’s capacities and perspectives, who are skilled in working and thinking maturely together, and who are confident in equality and professional friendship.’

Education is not preparation life; education is life itself.

John Dewey

While CHAC boys and girls value the genderspecific social occasions and nurturing pastoral events facilitated by the Boys’ and Girls’ Education Committees, they respect equally the myriad opportunities to work collaboratively in academic, pastoral, social, sporting and leadership pursuits.

Summer 2016

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Motoring ahead A Year 11 team—comprising Vanessa Brass, Jessica Dawkins, Hannah Ford and Elizabeth Tait—was just one of 12 teams from 51 entries across Australia to make it through to the finals of the QUT BlueShift Business Case Competition.

Across four weeks, the Business students—who between them study Accounting, Business Management and Information Technology Systems— produced a report recommending strategies to RACQ on how to provide ‘a highly relevant and engaging RACQ membership proposition to young people (under 30s)’. Their brief was to develop or diversify RACQ core products and/or services for young members, and to identify possible membership benefits that young members genuinely value.

‘Our view is that RACQ’s present marketing simply does not appeal to younger generations, who are active users of social media and mobile technologies. The business clearly needs to take advantage of new technologies being engaged with by younger market segments. The main opportunity for the business is expanding its clientele to include younger market segments. So, it’s time to deliver your message using the technologies under 30s are engaging with.’

Partnership with industry offers mutually beneficial outcomes 4

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In the final, the team had just 15 minutes to convince an expert panel drawn from QUT and RACQ of the merit of their strategies, which included an integrated social media campaign and the development of an app. The purpose of the latter was to combat evidence that the drivers’ licensing process is found daunting by many young people, as well as statistics showing declining car ownership in the under 30 age group.

‘An app for soon-to-be-drivers will take advantage of the opportunity to use technology more effectively and will also help to expand RACQ’s demographic. An app filled with quizzes and games will tap into the need for the brand to be fun, simple to use and useful in the lives of young people.’

A key recommendation was to conduct a hashtag campaign.

‘A social media campaign must be implemented onto the three fastest growing social media platforms: Facebook, Instagram and Twitter.

As “49% of Australian internet users check social media sites every day” (Sensis, 2015), this has the potential to be the most effective measure of engaging young members. This shall be done by holding a competition to be announced across the social media platforms, involving the use of the hashtag #TheRACQure; a means of engaging with members, and encouraging them to discuss their favourite RACQ benefits.’

QUT Business School Director of Studies, Bill Proud, said BlueShift had given the high school students a feel for what studying a business degree would involve.

‘BlueShift gives students insight into the sort of real-world challenges leading businesses face and requires them to work as a team to devise potential solutions,’ he said. ‘This sort of partnership with industry offers mutually beneficial outcomes—it’s a valuable learning experience for high school students, and businesses receive potential solutions to challenges that they may not have considered.’

‘Participating in the competition was a first for the College,’ said Head of Business Faculty, Mrs Penny Cummins.

‘Making it to the QUT finals on our first attempt was a tribute to our students’ outstanding organisational and team work skills, as well as their creativity in devising genuinely original marketing strategies for RACQ.’

#T heRACQure

Earlier this semester, Year 10 students of Introduction to Information Technology Systems were the first high school students to test Griffith University’s prototype games designed to educate students about the effects of alcohol.

University collaboration

The program—Blurred Minds—is part of Social Marketing@Griffith’s work. Social Marketing involves applying marketing thinking, tools and techniques to solve environmental, social, health and economic problems. The Blurred Minds project is focused on changing the way we think about alcohol.

The research required the students to play the games and provide the team at Griffith University with feedback. Professor Sharyn Rundle-Thiele, Project Leader and Director

Students in the Business Faculty are regular attendees of the monthly South East Brisbane Chamber of Commerce meetings. Earlier this year, it was the turn of Isaac Farrell (left) and Benjamin Leighton.

of Social Marketing@Griffith was delighted that CHAC could assist with the development phase of the project.

have the chance to gauge students’ responses to the game and identify opportunities for improvement before the launch next year’.

‘Students were able to see firsthand an example of new product development and the process we use to create a suite of resources planned for launch next year to Secondary students.’

These same students of Introduction to Information Technology Systems will go through a similar testing process with their own games as they investigate game design and the concept of gamification, which is the use of gaming software to educate or motivate.

Postdoctoral Research Fellow Dr Timo Dietrich, who conducted the research, said, ‘This is the really rewarding part of the process when we

Students were able to see firsthand an example of new product development.

‘Our focus in IT education is as much about teaching students the importance of analysing the needs of a client and evaluating the solution as it is about developing an efficient solution, whether that be a game, website or animation,’ said Head of Business Faculty, Penny Cummins.

‘Opportunities like this provide insight for students into the importance of all aspects of project development, not just the technical side. Developing educational software or games requires project management, skills in managing client relationships and includes a range of social and ethical issues, such as intellectual property rights and piracy issues.’

Summer 2016

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In Cornelia Funke’s 2003 Inkheart, the author creates a world in which the protagonist is able to bring characters in books to life, merely by reading the text aloud. In August, our very own inkhearts— our dads—were welcomed into Primary to share a book with their children.

The atmosphere in Primary was magical as dads shared books with their children, and children shared their dads with others. Right across the precinct from learning spaces to community places, and on chairs, benches and carpets, the air was filled with a celebration of literature being brought to life from the pages of favourite books.

But, it was during Book Week that the actual characters really came to life during the everpopular Primary Book Parade. We were fortunate enough to catch some of the characters on camera, before they disappeared back into their books. We even spotted Wally!

It is obvious that a love of literacy and appreciation for the power of the written word is evident throughout the College and, indeed, that passion— as the article Word Weavers will attest—becomes a companion for life. For our alumni, as Cornelia Funke wrote, ‘Stories never really end...even if the books like to pretend they do. Stories always go on. They don’t end on the last page'.

The air was filled with a celebration of literature being brought to life from the pages of favourite books.

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You’re never too old, too wacky, too wild, to pick up a book and read to a child. Dr Seuss

Penguin Book Australia describes David Hackett as an ‘outrageously talented author and cartoonist’.

Our Primary children were thrilled to welcome David to CHAC, to work with them on developing drawing and writing skills. It looks like Lachlan Crawford (Year 1) gave David a run for this money!

weavers

Word

Two of our very own CHAC alumni have charmed the literary world with their works and we watch their progress with interest and pride.

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t is one thing to get lost in the pages of an enchanting book but quite another to weave magic with words; to bewitch a reader and hold them captive in a tale spun from imagination. Two of our very own CHAC alumni have charmed the literary world with their works and we watch their progress with interest and pride.

Published author and blogger Sophie Overett (Class of 2007) secured a Queensland Writers Fellowship in 2014, as well as a highly-coveted spot in the prestigious six-week Tin House Writing Program in Portland, to develop her novel The Rabbits. The judges said of Sophie’s work: ‘Overett’s mature eye for detail accentuates the interplay between family, friends and lovers in crafted and sensuous writing that brings to life a sweltering Brisbane summer.’

something that was really nurtured at CHAC by Ms Carroll, Mr Featherstone and Ms Stevenson. All three of them really encouraged me to write, and helped me to develop a regular practice which has continued to this day and allowed me to keep going through the ups and downs of my creative career. I’m forever grateful for that.’

Alumnus Jonathan O’ Brien has skimmed over the rooftops of Slogsville in his rapid journey to recognition. Jonathan graduated in 2013 and, in only his first year at the Queensland University of Technology (QUT), won the QUT Undergraduate Writers Prize, the first first-year to ever do so.

‘I remember getting published in Chrysalis at the end of Year 10,’ said Jonathan, ‘with what was essentially To Kill A Mockingbird fanfiction. It had been an assignment, but I guess it was also my first publication.

‘I wrote my first book over the holidays between Years 11 and 12. Looking back on that book, it was bad. It was horrendous. I remember how I forced my friends and even a couple teachers to read it and give me feedback. I think they were nicer to me than I deserved, but I know it was that community at CHAC which made me into the practitioner I am today.’

book parade ‘I’ve had a love of story since I can remember,’ said Sophie, ‘and that was

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Minds, medals and Mars This year, CHAC continues to make its mark on Queensland, Australia and, indeed, the world, as students are encouraged to challenge themselves as individuals and in teams, to take on potentially life-changing opportunities for growth through participation in local and global competitions.

Exceptional Scientists Early in June, 377 CHAC Primary and Secondary students competed in the ICAS Science Competition. Congratulations to all participants, with a special mention to those who achieved a High Distinction, placing them in the top 1% in the State: Finley Andronov (Year 2), Sarah Leonard (Year 5), Naveen Hingorani (Year 7), Annelies Alcorn (Year 8), Matthew Gleeson (Year 10), and Madeline Nurcombe (Year 12).

But wait, there’s more! Madeline went one step further and, with a score of 100%, earned a medal for being in the top 1% of not only Queensland but also Australia.

It is therefore no surprise that, for the second consecutive year, the Outstanding Senior STEM Student Award went to a CHAC student, Madeline, as part of the 2016 Peter Doherty Awards for Excellence in STEM Education

Life on Mars Thanks to their outstanding performance in the Australian Space Design Competition finals, two Secondary students—Kaleb Watson (Year 11) and Marcus Flook (Year 12)—travelled to the Kennedy Space Centre in Orlando, Florida, in late July, to participate in the International Space Settlement Design Competition.

‘In our team, we had students from Australia, Romania, the USA, Canada and China,’ said Kaleb. ‘Our task was to design and detail a terraforming base on the planet Mars sometime in the future. Our design consisted of biodomes, robots, sand surfing and many other distinguishing factors.

Unfortunately, we were not the winners of this competition but we were fortunate enough to be close runners-up.’

Marcus was equally as excited by the opportunity.

‘After spending years obsessing about Science, space and just about everything NASA, it was absolutely remarkable to be there in person, to be surrounded by rockets, launch pads and some of the world’s best engineers.

‘One of the highlights was experiencing the launch of an Atlas V rocket carrying a NROL-61 satellite; however, for me, the best part was being able to debate and discuss ideas with some of the world’s top minds from NASA and Boeing.’

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No doubt, Madeline’s previous twelve ICAS medals contributed to her Peter Doherty Award, and she can now boast a thirteenth medal to add to her collection of impressive academic awards.

‘In 2017, Madeline plans to commence a Bachelor of Mathematics at UQ,’ said Exceptional Scientists’ Program Coordinator, Gay Ellyett. ‘She tells me, to my delight, that she is now considering a dual degree so she can continue her study of Physics.

‘I am confident that I speak for the entire CHAC community when I say we are immensely proud of Madeline. She is indeed an exceptional young person who will make her mark in this world.’

Second

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Leonardo da Vinci said that ‘the knowledge of all things is possible’. Our 2016 da Vinci Decathlon participants would certainly agree!

Earlier this year, our Year 7 team—in only its first year of participation—won the Queensland Year 7 da Vinci Decathlon title for 2016, while the Year 8 team was an impressive runner-up in its year level.

The da Vinci Decathlon is an academic competition recognised nationally as one of the most challenging team competitions, in which students compete in teams of eight across 10 disciplines: Engineering, Mathematics and Chess, Code Breaking, Art and Poetry, Science, English, Philosophy, Creative Producers, Cartography and General Knowledge.

As a result of their state title win, our Year 7 team competed in the National da Vinci Decathlon in June, held at Knox Grammar School, Sydney—the birthplace of the Decathlon. The four-day event involved a further full round of competition as well as

a Great Debate and a Race Around Sydney challenge, with a little sight-seeing included.

‘In the middle session was Code Breaking, a very difficult category,’ said Year 7’s Rebecca Leonard. ‘The team placed second in Australia in this discipline, despite being faced with some very challenging codes.

‘It was a packed, exhausting and exhilarating competition which we will remember our entire lives. This experience was amazing and it helped us to learn to work as a team while facing problems and difficult challenges. We will keep these lessons with us through all the problems we face in life.’

Congratulations to Daniel Carton, Emma Gleeson, Rebecca Leonard, Aidan Loughnan, Benjamin Mollee, Nathan Prestidge, Hannah Schultz and Matthew Sloman, and to Thomas Poon who was part of the state champion team.

It was a packed, exhausting and exhilarating competition which we will remember our entire lives.

Summer 2016

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“Dear World” CHAC graduates are leaving their mark on the real world, on a global scale, and none more so than Chris Eigeland, Class of 2007, who addressed no less than the United Nations Assembly on 5 October 2016.

As the 2016 Australian Youth Representative to the United Nations, Chris took the opportunity to speak about unlocking the potential of young people around the world.

Some of the key points delivered by Chris include: • There is an opportunity in front of us to unlock the potential in young people all around the world—turning the “youth bulge” into a demographic dividend that delivers tangible economic and development progress.

• Over the past six months I have travelled over 45,000 kilometres, meeting thousands of young Australians from all walks of life. And the overwhelming message is one of confidence, but at this crucial moment this confidence is tempered by fear. In particular, fear of economic disruption and inequality.

• Globally, over 40% of the world’s youth are beneath the poverty line, whether they are employed or not. Even in OECD nations, a youth unemployment rate of

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over 15% persists. The unemployment rate is driven by faltering economies, labour market transitions, and underemployment that forces those with less experience out of contention.

• More than 80% of young Australians believe that they have a duty to change the world for the better—not just a desire, a duty. And that duty is manifesting in self-created employment, enterprises and organisations.

• The starting point always must be inclusive, relevant and quality education—a task that no longer is solely the realm of government thanks to shifting technology landscapes.

• I met a team of young Australians that built a homemade tablet computer, and they are using it to provide affordable access to basic primary education in regional areas. The education development pathway can, and should, leap frog to the latest innovations to improve relevance and accessibility.

• As much as the United Nations and national governments can do, and should do, ultimately it is on the shoulders of young people around the world.

As the 2030 Agenda for Sustainable Development states, “it lies in the hands of today’s younger generation who will pass the torch to future generations”.

Young Australians believe that they have a duty to change the world for the better.

is going to get you…

buenosaires.gob.ar/estudiourbano

T he rhythm

Kapa Kassabova, in her book Twelve Minutes of Love: A Tango Story, describes the Argentinian Tango as ‘introverted, brooding, physically controlled, mentally involved, musically complex and emotionally dark’. Stephen Cuttriss (Class of 2009) understands this sentiment all too well.

‘Tango is timeless,’ said Stephen, ‘a violent expression of the human experience and of cultural identity in a chaotic and disorientating world'.

Stephen currently lives and breathes the Argentinian Tango. A Bachelor of Music with 1st class honours— following an Honours year spent researching migrant and diaspora music in Australia—led Stephen straight into being accepted for a PhD, at the tender age of twenty-two.

‘I am currently two years into my PhD in Ethnomusicology (the study of culture and music) at Griffith University,’ said Stephen. ‘The focus of my research is Argentinian Tango in 21st century Buenos Aires (the music—not the dance). I am looking at how a resurgent music culture can be used as a political and economic tool, and source of local and global identity in post-crisis Argentina.’

Stephen has been living in Buenos Aires, Argentina for the last year, conducting fieldwork.

‘I have learnt the bandoneón (the quintessential tango instrument), worked and studied with tango masters, played some amazing concerts, recorded CDs, and become a Spanish speaker (a very specific type of Spanish called Castellano)! It’s been an amazing experience. I am currently in the process of publishing a few academic articles, planning conferences around the world and writing my thesis.’

Stephen will head back to Australia to do some Summer concerts with the Mendoza Tango Quartet.

The quartet includes two of CHAC’s talented tutors: Chloe Ann Williamson, who tutors lower strings, and Rebecca Karlen who tutors upper strings. Sarah Spalding, Year 5, and Abigail Mackay, Year 4, are part of the Primary Strings Immersion Program, taught in small groups by Rebecca and Chloe.

Music Captain Ruby Lee (Year 12) said of Chloe, ‘She is an incredibly enthusiastic, talented and energetic person. Every lesson she continues to inspire me and just blow me away with her sheer talent and amazing personality. The fact that she cares so much about teaching us while still going out and doing these things is just so uplifting. She brings her enthusiasm to every single lesson and, no matter how bad you’re playing the piece, she still remains positive and encouraging. Her passion for music and especially double bass just rubs off on you.’

Our students are indeed privileged and blessed to learn from such experienced, working professionals.

‘The bandoneón is not only an instrument. The bandoneón is the intangible, raw passion of tango encapsulated in an inanimate object. It’s the lungs that fill and empty in cadence with its dancers.'

Jacqueline Berkery

Summer 2016

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Diakonos – the Biblical Greek verb ‘to serve’ – describes the mission of service at CHAC.

Diakonos Noticeboard

Real

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-world issues Surely there can be no better outcome to a real-world education than learning to care and share, with a servant heart. Whether it be looking after the needs of those within our own city or further afield, fostering our relationships with one another, or respecting the environment, our Diakonos committees have been busy ‘sharing the love’.

r e g n u h t u o g n i p Stam

rted by sts was esco ea b f o d —to er h u, Mr Fraser A strange —thank yo es ede. ip p p am ag b St l g stirrin e inaugura th r fo s ld n kémo s, a the sports fie lethora of Po p a , es very-lost aff ir g en a clearlyA herd of ev d an s, w ral co warts) left for Hog turkey, seve ed rn tu e orld ’v ld ou funds for W unicorn (sh lory, to raise g r e fo th n d ru le lined up to As they tack gly our Famine. were obligin Vision’s 40 H o competit rs ver $7600 was , h tc re st e hom tors. O n by specta er—well cooled dow global hung g n ti h fig s d ar w raised to . done, CHAC

Winter warmer s

CHAC’s fr ee-dress d ay in Winte excuse to r was a pe dig rfect woollies fo out the favourite winter r Funky Ju mpers Da donation y. The gold s collecte do coin were con tributed to n the day—$2,322 — wards An Queensla glicare So nd’s Hom uthern ele provides accommo ssness Project, wh ich d a single wo tion and su me pport to young pe n, women with ch il ople that are home dren and becoming less or at homeless risk at .

trees Creekey!

streets

r nds on deck—or rathe In August, it was all ha g llin wi of up a gro all hands in water—as e volunteers took to itte mm Co nt me on vir En to move rubbish and our creek with gusto, area in preparation generally clean up the es, in order to for planting native tre nks. The afternoon ba ek regenerate the cre a well-earned was topped off with advice from Brisbane barbeque. Following later for Wildlife, students d City Council and Lan the e sid ng ngifolia alo planted Lomandra Lo ek we are to have the cre ate tun for w creek. Ho our of rt pa uca Wetlands as and protected Melale school environment.

boys& men

Boys will be boys

ds 80 boys and da An impressive October Yarramalong in camped out at e-out me carefree tim and enjoyed so p fires and d, lighting cam chopping woo 2016 Boys’ e creek, for the swimming in th kend. and Men’s Wee

Homeless house calls For the annual Social Justice Breakfast in October the guest speaker was the Reverend Dr Ann Solari, who is a deacon at St John’s Cathedral and a GP to the homeless on the streets of Brisbane, where she wheels around her ‘surgery’ in a suitcase.

‘My core belief is that everybody matters,’ Ann said. ‘I am called to be a deacon and to take Christ and faith out of [the cathedral] into the community, to where it is needed.’

Guests were invited to bring along toiletries, which were distributed to the Women’s Hostel and the Mission to Seafarers.

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Many is the person who has dreamt of being able to step back in time, to walk unseen among the people of a different era to see how they lived.

Well, the Year 1s may have been far from ‘unseen’, but they stepped into the pages of early Australian history when they visited the Beenleigh Historical Village and Museum.

Time travel

The promise of ‘fun, immersive demonstrations and interactive, hands-on experiences’ certainly rang true, especially when the old school hand-bell summoned the children to the one-teacher school—the original Loganholme School House. The school, built in 1873, was just one of many wonderful experiences for the excited children.

‘Being able to take part in real world activities such as washing and attending school, in an authentic environment, not only enthused the students but allowed them to engage in multi-sensory learning and develop higher order understanding,’ said Year 1 teacher, Carolyn Troughton.

‘Had we simply read a book or discussed these times, the level of engagement and learning would not have met that which our excursion allowed.’

Chalking up experience Aiden Scherf shared his thoughts about his morning at a school of a different kind.

‘We were in the old school and we had to write our name with our right and left hands and it was pretty difficult. I was really good with my right hand. We were writing with chalk with like a white tip on the end. We were drawing on our chalk board that had a frame around it. I got to hold the cane. I didn’t like it because if I got hit by a cane then it would mean I was bad, because I don’t like being bad. My favourite thing was when I got to hold the cane. It was pretty fun.’

Wash day blues Maddie Buhagiar enjoyed her time in the laundry.

‘I was washing the cloths. I put the cloth in a big tub full of water and had to use the tongs to get the cloth out of there. You had to squeeze it and then you put it in the big container to get the water out—the thing where you just squeezed all the water out. You had to turn the wheel and then you hanged it up on one of those clothes things.

You pinned it with a dolly peg. The person underneath got a bit wet because of the water! My favourite thing by far was twisting the roundy thing that squeezes the water out. Mummy puts the washing in the washing machine and then presses the button, then relaxes.

Then she puts it in the dryer, then relaxes.’

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Fun for all ages!

Sapphire Griffin (front row, second from the left) enjoyed the community feeling on the day.

‘I liked how they let us have a turn of the chopping. I enjoyed how mums could have a turn. The kids and the teachers and the grown-ups could have a turn. I liked how the grown-ups came.

We were in the shed where you cut the wood. We were doing some cutting and learning how to chop wood in the olden days.

Prêt–à-firey Grace Cullen took to the catwalk to model a fireman’s outfit.

‘I was wearing the fire suit with the fire hat to show everyone how it looked.

The firemen wear it to protect them. It was too big! I enjoyed it because I was the first one to wear it. We got to sit on the fire engine. It was fun because it was an olden-day one.’

‘How much wood would a woodchuck chuck?’

It was a hard day’s work for Sanaa Seethyah.

‘We were chopping wood. We were in a shed learning how to cut wood. They cut wood with saws because it was a better way to cut wood. It took two people because it was a two-people saw. We had to pull the saw. The people were nice because they let us have a turn.’

Fire! Fire!

Lachlan Crawford (right) enjoyed dressing up to fight fires.

‘I was fighting the fire. I was at the front and then I had to move to the back.

I was holding the fire hose which was kind of heavy. We were spraying the fire and the person and something else. I enjoyed fighting the fire. It wasn’t a real fire. It was like a little spinny one. We liked to get dressed up in the costumes. My favourite thing was all the costumes and stuff. I was running here and there and I was getting wet ‘cos Mrs Troughton was pointing the hose sideways so we could get wet.’

Summer 2016

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stations

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n 2017, construction will commence on the Enterprise Centre—a focused hub for innovative, entrepreneurial projects.

Innovation

‘We want to think outside the square for this important learning space,’ said Gary O’Brien, Deputy Principal. ‘Innovation, vision, and creativity have informed the environment for the Enterprise Centre and we are excited at the potential for outcomes that exceed our dreams. Indeed, Ellen Johnson Sirleaf said, “If your dreams don’t scare you, they’re not big enough”. We want to be afraid, very afraid!

‘With much attention being given to the STEM agenda, CHAC is determined to engage in a STEAM agenda (Science, Technology, Engineering, Arts and Mathematics) ensuring that the Arts remain a critical component of an holistic education that treats as equally important the intellectual, social, physical, emotional, aesthetic and spiritual development of our students. Leonardo da Vinci must have enjoyed the ultimate holistic education for he was a musician and writer, engineer and mathematician, painter and sculptor, geologist and botanist, a cartographer and even an anatomist.’

In the October 2016 issue of Harvard Business Review,

Jeffrey Joerres, in conversation with the Editor Amy Bernstein, said, ‘But [companies] also have to be ready to compete in a fast-changing environment, one that’s really hard to predict. We know that the skills needed in the future will be durable and broad—like problem solving and the ability to work on fluid teams—but they’re hard to put your finger on.’

‘While we can’t necessarily define the changes that are forecast,’ said Gary, ’we can equip our students to deal physically, emotionally, spiritually and mentally with the challenges of a fluid environment.'

Matthew Connolly, College Captain 2012, noted, ‘The Enterprise Centre must happen. There are too many new forces in education and careers in the 21st century for students not to be exposed to entrepreneurship, design thinking, lean/agile methodologies, commercialisation etc.’.

John’s story, on these pages, is an inspirational illustration of entwining a socially-responsible agenda with innovative and entrepreneurial thinking.

Gary and John wonder what da Vinci would have made of CHAC’s plans for the Enterprise Centre.

We certainly aspire to see wondrous, innovative and creative projects being devised and implemented in the centre, in 2018.

John Hatfield (Year 11) is a student on a mission. Already the winner of two national technology innovation awards, John does not have time to rest on laurels or bask in glory. In typical CHAC style, his thoughts have turned to helping others but, first, let’s set the scene.

John, together with friends Jake Magro and Ryan Olsen from Whitsunday Anglican School, is the recipient of a Senior Students iAward for the most outstanding ICT project undertaken by students in Years 10 to 12. The team won the iAward for Cyc1e, an initiative aimed at improving the health of both the environment and the human race, through providing

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incentive to get citizens out of cars and onto bikes, to reduce carbon emissions and improve lifestyle. The iAward recognised the potential for Cyc1e to have a positive impact on the community – at home, in the office and on a global scale.

Even before winning the national iAwards Senior Student category, John had met with Deputy Principal, Gary O’Brien, to discuss his concept for an Innovation Club at CHAC, through which he would like to mentor and help students with ideas and guide them through competitions.

John is the embodiment of the truth that such initiative is not dependent on the building

of the Enterprise Centre; innovative, forwardthinking, collaborative projects are already part and parcel of life at CHAC; however, where the centre will come into its own is through the provision of a dedicated and creative space, designed to enhance the engagement of students with industry and tertiary institutions, and to provide a tangible hub for innovative, inventive and inspirational projects in the disciplines of Science, Technology, Engineering, Arts and Mathematics—the STEAM Agenda.

It was a great thrill to see replicas of da Vinci’s drawings’, said Gary O’Brien of his visit to the Museo Leonardo da Vinci in Rome, Italy.

Codex Atlanticus (Design for a flying machine) by Leonardo da Vinci.

Year 9s takeFlight In 2017, Year 9 students may select the crosscurricular subject of Flight in order to engage in a series of innovative and challenging learning activities that meld Science and Visual Arts.

Students will research and experiment with a wide array of flying inventions and will draw inspiration from great artists, scientists and inventors, including Leonardo da Vinci.

In learning how to be creative thinkers, students will use a series of art and design activities, using visual language to communicate their intentions. Risk taking and resilience abilities will be developed as students trial their designs and learn valuable skills through creative, collaborative, multi-disciplinary complex problem-solving activities such as the Australian Space Design Competition, Opti-MINDS and The da Vinci Decathlon.

‘If you look at history, innovation doesn’t come from just giving people incentives; it comes from creating environments where their ideas can connect.’

Steven Johnson Summer 2016

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Cultural immersion

It would be impossible to immerse one’s self more in a real-world education in languages than by visiting the relevant country. Lucy Eisentrager (Year 11), William Johnson (Year 10), and Maya Clough and Sam Harbison (Year 12) shared their thoughts on the value of their respective trips to France and Japan. They began by chatting about some of their highlights.

real-world

‘One highlight was the food at Hiroshima where I had okonomiyaki,’ said Lucy. ‘It is a savoury pancake and it was amazing. It was cooked on a hotplate in front of us.

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‘I also enjoyed the Ghibli Museum, Mitaka, which showcases the work of the animation studio, the Ghibli Studio that made movies such as My Neighbour Totoro. There was even an exhibit of a life-size Catbus that you could sit in.’

Sam’s highlights included the French tour group being in Bordeaux for the final night of a wine festival.

‘The fireworks and cannons were amazing. That, and Les Carrières de Lumières—Quarries of Lights. They projected Chagall artwork onto the walls and ceiling and you were surrounded by sound as you walked around inside the old stone quarry.’

‘It was absolutely breathtaking,’ Maya added. ‘The group was very quiet for about an hour after the visit. The immensity of being surrounded by artworks and sound was mind-blowing. It was such an experience.’

‘The caves of Lascaux near Dordogne, where we saw ancient cave paintings, were also really interesting,’ said Sam. ‘And Pont du Gard,’ said Maya. ‘We went swimming and clambered on the rocks, before walking across the aqueduct. It was such a fun time and a really special memory, being all together in such a beautiful place.

‘We were in Paris for the semi-final of football’s UEFA Euro 2016 and watched in the cafes as France took on, and defeated, Germany. It was amazing being in that atmosphere and we celebrated like the locals! Even the taxis all beeped their horns when France scored.’

The tourers were asked how they felt their experiences enhanced their language education.

‘Definitely by feeling more and more comfortable in the day to day encounters, like speaking to people in shops,’ said Maya.

‘I chatted with a lady on the flight from Paris to Nice,’ explained Sam. ‘We chatted about French politics. She was very right wing, unlike me, and I had to be careful to ensure I could back up my personal ideologies in French!’

‘Everyone improved so much,’ said Maya, ‘like our accents and listening abilities.’

‘I felt more confident in the language, said William. ‘I am also thankful for my host family for teaching me so much Japanese.’

‘I felt more confident in the language, said William. ‘I am also thankful for my host family for teaching me so much Japanese.’

‘I found myself using more Japanese everyday expressions and my listening skills skyrocketed,’ said Lucy. ‘We learn formal Japanese at school but the locals spoke in a plain form, so I picked up a few new things.

‘I enjoyed getting to grips with the cultural side of Japan, like taking off shoes before entering a house and even at school. The students have four pairs of shoes: outdoor and indoor shoes, and outdoor and indoor sports shoes. We visited a hot spring—an onsen—which is like a public bath, which was strange at first but we soon got used to it.’

‘All the boys did karaoke in the onsen baths,’ said William. ‘My favourite moment was Ben Fergus rocking on the recorder!’

‘In Japan, you are not allowed to sit on the ground,’ said William, noting another cultural difference. ‘This was a challenge for many of us as there was a lot of walking involved on tour. Everyone’s legs ached after the first few days. There was very little time to board public transport and doors to trains would shut after a minute. Unfortunately for myself and my friend, we had the doors close on us and we had to catch the next train to meet up our group.’

Commenting on cuisine, Sam noted ‘the French did not cater well for vegetarians or vegans’.

‘Neither did the Japanese!’ said Lucy. ‘At one restaurant, the waiter didn’t speak any English and the menus were all in Japanese. It was funny trying to communicate a request for just vegetables: “Yasai yasai, yasai” we kept saying, over and over again.’

‘I thoroughly enjoyed every second in Japan,’ said William. ‘The people, the culture, and the food were amazing!’

Summer 2016

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Snippets

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Aleisha McLaren WORKSHOP Sewing basket, wire, beads.

‘In creating this response to the binary states, or perceived binaries of masculinity and femininity, I aimed to highlight the way these binaries are both limiting elements of the continued perpetration of gender inequality, harmful to both men and women.’

Ella Campbell INCARNATE Mixed media.

‘Incarnate is a series of sculptures exploring binary states dealing with the concept of emotion and its varying representation to both public and private audiences, concentrating on the externalisation of our private thoughts which are often hidden from public perception.’

Olivia Wright A TREE OF TREES Book pages and aluminium wire.

‘In my artwork, I have exemplified the binary opposition of natural vs manmade by creating a tree made from book pages which were produced by the culling of trees.’

Matilda Riek THE TUNNEL Paper, metal, acrylic.

‘The paper embodies [the] simultaneous strength and fragility of our faith, being both a solid structure and promising a better destination, but also, easily destroyed and transparent.’

Sala Whale GLASS CEILING Mixed media – installation.

‘This work depicts the binary state of men and women and the inequality that still occurs in some sections of society. The glass ceiling represents that hard masculine side of corporate life, but when women break through this they can still succeeded and maintain their femininity as represented by the knitting wool.’