Pax et Bonum Winter 2016 by Cannon Hill Anglican College

Pax et Bonum Cannon Hill Anglican College magazine

Issue 15 Âˇ Winter 2016

Map makers 3

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

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

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Thanks to the creative enabling of our future-focussed plan by a supportive and visionary staff, we’re witnessing strategy in action through a variety of industrious projects, designed to take our College forward. Alumnus Dr Sam MacAulay, in his address to the 2016 Corporate Networking Evening, spoke about the organisation of innovation (see page 4). He emphasised the need for the management of innovation to be flexible, in order to adapt to change and advances in technology that shift the landscape. In the same way, our Strategic Plan is fluid; we can hone its direction as we inevitably embrace or pioneer future trends in teaching and learning practices, or respond to external influences such as the impending changes to the certification of Senior Education in Queensland. The long-term view for students graduating in up to 13 years’ time is beyond the scope of prediction, thanks to the rapidity of change in new technologies and evolution in the careers market. Nevertheless, it is not beyond the scope of our imagination. Our plans, teaching and learning practices, and even our new buildings, are designed to embrace change, absorb evolving student needs and facilitate innovation. The crux of any Strategic Plan is to ensure the best possible outcomes for our students, by providing exceptional opportunities to nurture courageous and compassionate young men and women capable of meeting the demands of an ever-changing global community. Thank you for being a part of this exciting journey. Robyn Bell Principal

Guido van Helten (CHAC Class 0f 2004) transformed a pillar underneath the South Brisbane rail line, as part of the G20 cultural project, called The Pillar Project. See page 19 for further news on Guido.

CRICOS PROVIDER NO. 00646F

Cannon Hill Anglican College is now well into its second year of the 2015 to 2017 Strategic Plan and, in this issue of Pax et Bonum, the CHAC team is delighted to share stories about many of the substantial objectives being achieved in classrooms and across the campus.

Route and destination must be discovered along the way, if you wish to travel to new lands. The key to success lay in the creative activity of making new maps. Ralph D Stacey

Best and Brightest

Congratulations to Robyn Bell for being listed in The Courier-Mail’s QWeekend (December 2015, p. 14) as one of ‘Queensland’s 50 Best and Brightest’, which listed ‘the state’s highest achievers, rising stars and bold entrepreneurs’.

Initiative and a sense of

adventure

One of the key strategic priorities of CHAC’s three-year Strategic Plan is to ‘encourage initiative and a sense of adventure in our staff and Council’. If the proof is in the pudding, then our staff are pastry chefs of the highest calibre!

Knee-deep in nature, on a Biology field trip.

Director of Curriculum and Professional Practice, Jenny Middleton, instigated the CHAC Professional Learning Communities Program. ‘This program encourages groups of teachers to focus on specific areas of interest, to thoroughly research them, and to provide recommendations and guidelines for any required implementation,’ said Jenny. ‘Our goal is differentiated staff professional development for continued student success.’ The teams gathered in the Lecture Theatre one dull, grey, rainy afternoon to provide an update on their progress, and the atmosphere was anything but bleak. The energy in the room was like a plasma globe, with ideas and inspiration being sparked left, right and centre. CHAC students are fortunate, indeed, to be in the hands of such dynamic, inspirational and passionate teachers who are the epitome of CHAC’s Next Practice educational philosophy.

Mental athletics at the Code Club

Encourage initiative and a sense of adventure in CHAC’s staff and Council. Here is a just a taste of the energy that was in the room: Coding in the Curriculum A Code Club is already up and running; an extra-curricular Robotics program will run in Semester 2, and the team is also investigating Max MSP as a link to coding and music. External Exams In line with proposals for changes to the Queensland Senior Assessment system, this team is researching the theory underpinning the validity of external exams, how students achieve well in external exams, and how to devise and adapt appropriate assessment tasks and preparation methods.

Fieldwork in Geography ‘Team Geography’ is examining fieldwork techniques, skills and responsiveness that enhance and engage students in the learning process, and assess the validity of fieldwork as a component of assessment.

Feedback The team is focussed on examining ways in which to assist students in practising and deepening their understanding of new knowledge, and forming historical knowledge through critical inquiry.

Growth Mindset This group is about guiding and developing an understanding of a growth mindset, encouraging teachers to determine their own mindset and consider its effects in the classroom, and trialling the Growth Mindset ideas and strategies in Term 2.

Primary Extension Group Discussions in this team consider how to identify multiple intelligences and design tasks that align with student preferred learning styles, including the capacity for extension.

Home Learning This group aims to develop innovative and creative home learning policies for Primary students, reflective of in-class learning. Integrating Year 7 Maths and Science Topics in this team explore how subject integration can increase student interest and engagement; enhance student learning by transferring and applying knowledge across disciplines, and develop students’ independence in learning, and critical thinking and reasoning skills.

And this is just a taster! The dynamic and evolving nature of education is truly inspirational and it is thrilling to see these teams passionate about leading staff to the forefront of their pedagogical practice, and beyond.

Winter 2016

M A a E h T e S a l d l u F

As part of CHAC’s desire to build shared value in and beyond our community, the College invited alumnus Dr Sam MacAulay (CHAC Class of 2001) to address the guests at the Foundation’s fifth annual Corporate Networking Evening. Sam is the Thiess Fellow at the University of Queensland and Sustainable Minerals Institute, and he spoke on his internationally-recognised area of expertise – the management and organisation of innovation.

Corporate networkers gathered in the College’s Lecture Theatre for Sam’s presentation on the management and organisation of innovation.

The management and organisation of innovation is critical Guests networked following Dr Sam MacAulay’s presentation at CHAC’s 2016 Corporate Networking Evening.

Welcome

to the ideas boom

‘This is the opportunity of the 21st century. This is a century of ideas,’ said The Hon Malcolm Turnbull MP, Prime Minister of Australia. ‘This is the time when Australia’s growth, when our living standards, when our incomes, will be determined by the human capital, the intellectual capital, that all of us have. By unleashing our innovation, unleashing our imagination, being prepared to embrace change – we usher in the ideas boom.’

drivers referenced in the advertisement, we have taken the liberty of replacing ‘businesses’ and ‘people’ with ‘students’. The National Innovation and Science Agenda includes initiatives that encourage ideas and create opportunities, including:

The impetus for building an innovation hub for students is reflected in the initiatives being advertised by the Australian Government, in their Welcome to the ideas boom campaign. In the following four key

- helping prepare ideas for market with grants and specialist advice

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- making it easier for innovative students to find investors and access funding - bringing research and students together to make ideas work

- making it easier for students to take a risk and give their ideas a go.

One of Sam’s key messages was that innovation is not the same as invention. Innovation is the application of invention; it is about the creation and capture of value. An innovative idea on its own will not turn into profit – the management and organisation of the innovation is critical. Flexibility is also essential in order to keep pace with, for example, technological advances. A long-term project cannot be held back by the innovative processes initiated in the first year; it needs to evolve as new innovative ideas and resources emerge. Innovation requires direction and management, and the investment of human and financial resources. Sam’s informed and entertaining presentation was well received by the appreciative audience. The practical advice prompted one company to instigate immediate changes. Brad Bulow, Business Development Manager at Downer EDI, said, ‘It [the evening] was very positive and stimulating. I brought my boss and a work colleague along. We downloaded our thoughts the next day in the office. As an outcome we are now putting in place an innovation process at our workplace. I will be heading it up for our division and see it as essential in maintaining energy and growth in the workplace.’

Advancing CHAC’s innovation agenda

obyn Bell reminded guests at the Corporate Networking Evening that CHAC’s Next Practice (see page 8) is part of our Vision to provide distinctively innovative, successful and sustainable Anglican co-education, and introduced concept plans for the College’s proposed Enterprise Centre. ‘We want to bring the world to the students through incursions, collaborative projects with trade, industry and tertiary education. Our strategic focus on the development of external relationships and partnerships will provide ongoing, collaborative project and start-up opportunities and mentoring. It is about incursion, investment, creativity and imagination. ‘The proposed Enterprise Centre is

designed to foster entrepreneurship and to be that bridge between Secondary school, tertiary education and the local and global economies,’ said Robyn. ‘It is intended to be a place of creativity and innovation, with students experiencing the challenges and pressures of working in diverse teams, often put together to solve a problem or build a start-up.’ Such a centre is at the forefront of addressing the challenges facing current and future students to craft their own businesses and careers; to develop their own competitive advantage and brand. It will be both multi and cross-disciplinary, connecting Science, Technology, Engineering, Arts and Mathematics (STEAM) and innovation agendas through various technologies.

New Science laboratories (centre) and the Enterprise Centre (left) will replace S Block, and connect to the College’s state-of-the-art Science Centre.

‘The Capital’ Brisbane’s Clever Business District Lord Mayor Graham Quirk has announced a $5 million innovation hub for Brisbane – The Capital – which will create hundreds of new jobs of the future and help grow Brisbane’s booming startup community. ‘Innovation is an industry that is critical to our future economic growth and will continue to be a major stimulant of job creation for our city,’ Cr Quirk said. ‘The Capital will provide office space in the CBD [Central Business District] for startups and for industry to meet and connect along with academics, students and small business operators, to nurture and expand ideas, and to enable meaningful collaborations with the brightest minds in the knowledge economy.’

Engage externally with stakeholders, interested allies and potential partners. Winter 2016

The real Madagascar – no King Julian here!

Thank you to all those staff who have so generously donated items of clothing, stationery and/or toys to families and children in Madagascar. You made many hearts glad. Imagine – children who are grateful for a pencil and thrilled with a T-shirt. Isn’t the school bus cute! Darya Gunn, Languages Coordinator: French

Nurturing

CHAC has a big heart – of this there can be no doubt. Every day, somewhere on or off campus, students and staff are going the extra mile, demonstrating the College’s caring culture through serving, giving, sharing, leading and gratitude.

dispositions Nurturing Marching to a different beat

In February, the Boys’ Education Committee hosted the 2016 sell-out Boys for Success Breakfast. The guest speaker, Matt McGuire, graduated in 2010 and is a talented drummer. Since graduating, he has played shows to thousands of people with various artists and his YouTube channel has generated 16,000,000 views. Matt’s career choice and experiences at his young age provided an interesting view of success, challenging the mainstream model of success in education. Matt is a loveable character and he opened the eyes of this year’s guests, sharing how he became a well-known modern musician through the use of technology platforms.

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ANZAC remembrance Primary student leaders attended the Student ANZAC Service in the City, to lay flowers at the Eternal Flame in ANZAC Square. A special Assembly was held at the College, followed by the solemn laying of wreaths at the College’s ANZAC memorial plaque, including some beautiful wreaths made by the Early Years children.

A toast to the Social Justice Committee It is wonderful to observe the ongoing support of Murarrie State School (MSS) by the Social Justice Committee, as its members continue to regularly support the breakfast program, ensuring the children at MSS have a brainfuelling start to their day.

A cleaner Oz

For the Schools Clean Up Day in March, members of the Environment Committee took to the CHAC campus with rubbish bags and litter-pickers, in support of the national Clean Up Australia Day. They joined over 682,000 volunteers around the country cleaning up over 7,000 locations. ‘Clean Up Australia Day is made possible by support from all sectors of the community – government, councils, corporates, local business and most of all our volunteers who work tirelessly to hunt out and remove rubbish from our parks, beaches, waterways and road-sides,’ said Ian Kiernan AO, Chairman and Founder of Clean Up Australia. An estimated 80% of the rubbish collected each year could have been recycled if it had been disposed of thoughtfully.

Winter 2016

Next Practice in

action

Next Practice is a future-focussed approach to teaching and learning enabled by new technologies. It is characterised by engagement in relevant, authentic learning experiences which integrate the learning environment with the real world of global citizenship. But how does Next Practice work in, well, practice? How does the process contribute to the intention to grow intellectual capacity – cognitive, emotional and social?

A Next Practice learning spaces

s perfectly set out as it seems, the photograph of the Year 7 class in action was not staged. The photographer happened upon this class and was impressed by the multi-disciplinary activities taking place. The scene is indicative of a break-out zone in the Junior Secondary Centre, in which students engage in individual or collaborative learning, relaxed or boardroom-style set-ups, digital or handwritten writing, referencing digital or paper-based materials, and mind-mapping on the writeable glass walls. In the second scene, a Year 7 class makes the most of the fresh air as the glass wall folds right back, while a couple of groups work in break-out zones on the wide balcony, enjoying the trendy café-style furniture. The Junior Secondary Centre and the Primary Precinct were blessed and dedicated on 15 April 2016 – Foundation Day – by the Most Reverend Dr Phillip Aspinall, Archbishop of Brisbane, and opened officially by the Hon Kate Jones MP, Minister for Education and Minister for Tourism and Major Events. They were joined in cutting the cake by 20-year Service Award recipients Alan McCullough and Carmel Mungavin, and the College Captains. The Minister commended the College on its commitment to future-focussed education and the provision of Next Practice learning spaces, which have been readily embraced by our Years 7 to 9 students.

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FLIPPED FLIPPED classrooms

It was back to school for me [Ed] as I settled into a classroom – a shiny, modern Biology laboratory to be exact – to experience a flipped classroom in action. All around me, Year 12 students sat down quietly, opened their laptops and began engaging with worksheets handed out by the teacher, Paul Jennison, for the day’s Biology lesson. I say ‘lesson’ – the students had already watched a PowerPoint and/or video presentation on the material, as their homework. The students will explain why, in their own words.

(L to R) Amelia Cant, Freya Hansen and Anna Davies engage with their worksheets during the Biology flipped classroom.

‘You can work at your own pace,’ he said. ‘You can learn in a style that is specific to you and that works best for you. I watch the video and can then research independently some of the key points raised. I prefer this style of learning and enjoy coming into a flipped classroom rather than one where the teacher speaks and we all sit listening. I find I can use the classroom time efficiently. I am actively learning so it is hard to not pay attention! I think this form is teaching is more beneficial for me.’ James Arthur agreed. ‘Flipped classrooms give us more independence in our learning, I am very slow to process information so I can go back and watch the lessons over and over until I understand a concept.’ ‘It gives us more quality time in the classroom, as well,’ said Adam Henderson. ‘We come to school in a better position to learn. We can work on

the concepts at home as many times as we like then, when we come to do the worksheets in the classroom, we do better work.’ Anna Davies agreed. ‘If we did the worksheets at home, we wouldn’t be able to ask the teacher a question when we got stuck.’ Robert Miles finds it easier to work at his own pace and to revisit the presentations when studying for exams. ‘I prefer flipped classrooms. I can learn the content outside of school and then spend time working in the classroom, asking meaningful questions about the content.’ This brief insight into a flipped classroom was inspirational, especially as the Year 12s were so positive about their increased independence in learning, as they move toward tertiary study.

‘Mr Jennison pre-records the lesson, which we watch at home. We then focus on worksheets in the classroom,’ said Freya Hansen. ‘It is a much more efficient use of time,’ said Amelia Cant. ‘Instead of taking up a lesson with presentations, we can get a better understanding of the topic in the classroom by “doing”, instead of just listening to the teacher. By listening to the PowerPoint at home, we have time to think through the concept and to focus on specific questions or aspects that we don’t understand.’ Roger Miyumo (seen in the background of the images) likes the freedom aspect of flipped classrooms.

I find I can use the classroom time efficiently Paul Jennison answers questions raised by (L to R) James Arthur, Adam Henderson and Robert Miles.

Escalate

the momentum of CHAC’s Next Practice philosophy and principles. Winter 2016

Pathways

A well-known television program – the Up Series – charted the life of a group of children every seven years since they were seven years old, ‘Seven Up’ being the first in the series. The latest instalment of this longitudinal study was aired in 2013, when the participants were aged 56.

On a smaller scale, we asked the Year 4 students of 2012 what they would like to be when they grow up. Now, four years on, we have asked the same question of these students who are now in Junior Secondary, in Year 8. On the whole, career choices have changed, except for the stalwart and passionate devotees of certain pathways to their future. In a surprising twist for these students, we invited industry representatives to a photo shoot and to speak with the students about their potential career choices.

Samuel Dick Year 4 – Author Year 8 – Physiotherapist met Sarah Reedman (Class of 2009) DET and UQ PhD candidate

Samantha Cooper Year 4 – Underwater Photographer Year 8 – Physiotherapist met Sarah Reedman (Class of 2009) DET and UQ PhD candidate

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Archie Baker Year 4 – Lions AFL Player Year 8 – Lions AFL Playerr met Tom Cutler Brisbane Lions

Alexandra Floyd Year 4 – Olympic Swimmer Year 8 – Occupational Therapist met Myia Shepherd (Class of 1998) UQ

Timothy Christie Year 4 – Aerospace Engineer Year 8 – Surgeon met Regan Dent Mater Hospital

Jiaan Brisbane-Howell Year 4 – Artist Year 8 – Nurse or surgeon met Regan Dent Mater Hospital

Hannah Hammill Year 4 – Comedian Year 8 – Sports Physician met Sally Baumann (Class of 2006) Inspire Health Services

Navneet Singh Year 4 – Artist Year 8 – Entrepreneur met Mark James GJI

Millie BrisbaneHowell Year 4 – Vet Year 8 – Artist met Lizzie Riek (Class of 2013) Student of Fine Arts

Joshua Troughton Year 4 – Palaeontologist Year 8 – Website Designer met Michael Barnard GJI

Refine the shape of the school to anticipate the future. ‘We are cognisant of the need to equip students for a future we cannot yet conceive of – a rapidly changing world, in which the jobs and careers necessary for the future are not yet able to be fully envisaged,’ said Robyn Bell, ‘and where the skills of teamwork, collaboration, problem solving, critical, creative and innovative thinking will be paramount to future success.’ Robyn Bell, Principal

Kayla Evans Year 4 – Singer Year 8 – Music Composer met Sam Andrews (Class of 2009) Student of Music

Breanna Andrews Year 4 – Vet Year 8 – Graphic Designer met Georgia Wilson The Drawing Room

Emily Smith Year 4 – Palaeontologist Year 8 – Author met Meg Vann Author

Cameron Money Year 4 Video Game Designer Year 8 Sports Car Designer met Max Glasson (Class of 2015) Student of Industrial Design

Carlton Smith Year 4 – Zookeeper Year 8 – Construction met Stephen O’Brien John Holland

Leon Van Wyk Year 4 – Engineer Year 8 – Mechanical Engineer met Darren Ralston Visy

Benjamin Harms Year 4 – Ornithologist Year 8 – Biomedical Science met Mike Gartside UQ

Helena Heath Year 4 – Vet Year 8 – Zoologist met David Milton CSIRO

Justin Crocker Year 4 – Hockey Player Year 8 – Marine Biologist met Julian Uribe-Palomino CSIRO

Winter 2016

mission

from God!’

Part of the holistic education of our students is the development of their faith through scripture, traditions, reasoning and experience. The journey toward the poignant commemorations and joyful celebrations of Easter provided some meaningful and memorable moments. But what of the rest of the year? The Primary and Secondary Spiritual Leaders met to share some thoughts on their roles and the place of spirituality in the College.

The mission of the Church is the mission of God, and our Spiritual Leaders are a part of carrying out that mission right here at Cannon Hill Anglican College.

‘We are each on our own spiritual journey,’ said Canon Sarah, ‘whether at a church, at CHAC, or within ourselves.’ That is why Darius LeibchenMeades thought it was important that the Spiritual Leaders were a real cross-section of the cohort. ‘We’re are like everyone else – just normal. All my friends have different views.’ ‘It is interesting,’ said Anna Kirkman. ‘Friends say to me they

the College’s mission. It becomes second nature. That’s just the way CHAC is.’ ‘At CHAC, you are not defined as being sporty or musical, or spiritual,’ said Freya Hansen. ‘Students do not break into groups according to things like that, but mix together really well.’

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Lincoln Rayson agreed. ‘And just like St Francis and St Clare, each leader can be different; some are chilled like St Clare and others are evangelists like St Francis.’ ‘I am like both,’ said Alexandra Baird. ‘Sometimes I can be out there like St Francis, at others I go more quietly, like St Clare.’ ‘Mission is not a top down exercise, said Canon Sarah, at the conclusion of the discussion. ‘After all, God sent Jesus to walk amongst us, in the midst of His people. The role of our student Spiritual Leaders has changed in recent years, to a more highprofile and engaged role.’ ‘Yes,’ James Elliott exclaimed, ‘now we are the cool kids!’

Alexandra Baird agreed. ‘CHAC really is a community,’ she said. ‘At lunchtime, you can see teachers giving up their break to help students, or older students helping the younger ones.’

‘I think students engage in Ash Wednesday because it is explained so well to us,’ said Anna Kirkman. ‘We are eager to demonstrate our respect for the teachers and the school, especially our wonderful Life and Faith teachers.’ Gabrielle Paris and Hannah Parenti agreed that participation in the Ash Wednesday service is about ‘respect for the way that we do things’.

Lincoln Rayson carried the ashes for the Secondary Ash Wednesday Service and was asked to mark the sign of the cross of Canon Sarah’s forehead. He explained how daunting it was but was quickly assured by Canon Sarah that ‘you are as much a blessing to me as I am to you’.

w ed e ark m dS r is is e Bar t n i p l t Cai ba ‘I put the ashes on Reverend Sarah, in the Primary Assembly,’ said Tayah nn ma e Uren. ‘I was scared that I would forget the words!’ s i (Left) R h Le everend Canon Sara

ba s

don’t like religious people. I tell them I am religious but they say “Well yes, but you are different”. The Spiritual Leaders help to normalise spirituality. We are part of the student cohort.’

t the Ash Wednesday services, students received the traditional mark of the cross on their foreheads, in ash, to mark the commencement of 40 days of Lent. Students could also opt to receive the mark of the cross on their hands, or to simply receive a blessing instead. As always, there was a phenomenally high level of participation.

ith the sig no tia n S f the cro ss, on tee Ash Wed le ( nesday. Yea r 2).

Ash W edn e

‘Everyone plays their part,’ said Liam Walpole. ‘Different people do different things but all students get involved in

Part of the joy of having the Chapel of St Francis and St Clare is having a sacred place in which to perform the special ceremonies of the Anglican Church, such as for Liam Walpole, who was welcomed into communion and confirmation in the Chapel. Four children were baptised at the 2016 Easter Family Service and 14 children, from Years 2 to 6, were welcomed into communion in the Anglican Church.

MISSION

‘We’re on a

An incredible journey

Sonnets for bonnets Joy abounded in Primary, for the Prep to Year 2 Easter Bonnet Parade. Eggs, chicks, flowers and feathers bobbed atop Early Years’ heads as they paraded their colourful creations in front of their family and peers. On a different tack, Matthew Ralston had his own Early Years story, laughing at how the Preppies get confused when he announces that he will read from the book of Matthew! Tayah Uren and Matthew both wanted to be Spiritual Leaders since they were in Year 4, and both were inspired by Natalie and Tom’s leadership in 2015. ‘I heard the prayers and reflections that Tom and Natalie wrote,’ said Tayah, ‘and I wanted to write just like them. This was the only leadership position that I wanted to do.’ ‘We alternate writing the prayer and reflection each week’ said Matthew. ‘We watch the news and find topics, like the disaster in Fiji. We also study natural disasters in Geography and Science, and will write a report about them in English, so it all works together. ‘I wanted to be a Spiritual Leader ever since half way through Year 4. I just wanted to do it. It is for a good purpose. I started reading the Bible in Year 4 and got my first Bible in Year 6.’

I could write a sonnet about your Easter bonnet!

Focus on Anglican Mission as a distinctive component of the College’s offering.

Be still and know that I am God As Lent commenced, staff were invited to use the Chapel before the start of the busy school day, to quietly reflect and contemplate…to just be…to simply listen. Silence and stillness mean a great deal to the students, as well, as James Elliott explained.

Staff and students find peace in the stillness of the Chapel of St Francis and St Clare.

‘At the beginning of meditation sessions in Life and Faith, you can see that people are busting to talk but, by the end of the session, everyone is still and quiet and no-one wants to move.’ ‘It is good to have the head space to go and relax, to enter a more positive mind space before an exam.’ said Freya Hansen. ‘It can mean the difference between doing okay and doing well.’ Even in Primary, students are encouraged to spend time being calm, as Tayah explained. ‘Last year, at the end of the day, Ms Faraker would get us to lay down and close our eyes, and think happy thoughts.’

Winter 2016

Fostering

culture

Whether it is in the playground or on sporting fields, in the classroom or on excursions, CHAC’s culture is personified by the actions of our students.

Bridge Builders™ Erin, Jonny, Clover and Jack build shared value in and among their community, in Primary, and help to foster the College’s culture.

bridges

Building bridges A

cross all year levels at CHAC, students work alongside their peers to mentor and motivate each other, to build shared value in and among our community. One such effective peer-to-peer program is Bridge Builders™ – a program created by Jocelyne Chirnside of Empowering Life Skills, who has worked with students and staff in Primary to help make the program an essential part of the curriculum and pastoral care program. This year, 26 Year 6 volunteers have been chosen to support their younger counterparts in Prep to Year 2, during their playtimes. The aim of the program is to create a supportive network for Early Years students, to help them resolve conflict within the playground. ‘Each of us has different values, beliefs, interests and experiences,’ said Pastoral Care Leader and Year 4 teacher, Stephanie

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McQuillan. ‘At times, these differences cause obstacles. Often, the most disruptive and stressful experiences children face are conflicts with others. By teaching students how to successfully rebuild and repair relationships after encountering conflict, helps to build self-confidence as well as instil an important life skill.’

decide which area best describes the required action. Once the Preppies recognise our faces, they actually come to us for help.’ Jonny Dick and Jack Reed are Bridge Buddies™, a role which focusses more on individual students struggling with their social skills.

Year 6 Bridge Builders™, Erin Sadiq and Clover Ward, were enthusiastic about sharing the nature of their support roles in the Early Years playground.

‘We shadow them,’ said Jonny, ‘and, when they are not doing what they should and look like they are about to get into conflict, we intervene and take them to one side for a little while. We also compliment them when they are doing the right thing.’

‘In the beginning, we helped with a few issues each playtime,’ said Erin. ‘As the children learn how to solve problems, the issues become less and less. We don’t solve the problems for them; we teach them skills to deal with different situations.’

‘We work in pairs,’ said Jack. ‘We each have a buddy so we do not work alone. It is great to watch the Preppies improve and to see their behaviour change because we are guiding them and helping them to deal with difficult situations.’

‘We wear High Vis vests and lanyards, so we can be spotted easily,’ said Clover. ‘We have a clipboard and can show the children the different areas on the bridge and help them

‘I know when Jonny is about to say something so I don’t step in,’ said Jack. ‘I wait and then say what I wanted to say. We have a good working partnership.’

Foster the College’s culture as a point of difference. L

ast year, an impressive number of Primary and Secondary students participated in all three trimesters of sport as well as the TAS or JTAS Carnivals for Cross Country, Swimming and Athletics. To find out a little more about the contribution of sport to CHAC’s culture, the Director of Sport – Mark Spindler – and the Year 12 students who are competing in their 14th trimester of sport, met to chat about their thoughts. The overwhelming theme of the conversation was that CHAC is now a force to be reckoned with in The Associated Schools

(TAS) competition, and that a large part of this success is due to the culture of CHAC pervading every nook of the College, including the sports courts and playing fields. ‘We are seen as the nice guys,’ said Macey Schamburg. ‘Even when we are down on the scoreboard, we don’t give up. We support one another and don’t let down our teammates, with poor sportsmanship or by not trying until the very end of the game, no matter what the score.’ ‘It is our culture,’ said Isaak Farrell, ‘to not give up; to keep on trying. Team mates hold each other accountable for behaviour and determination.’ ‘This is particularly true in TAS Cross Country,’ said Olivia van der Drift. ‘We are known as the school with determination; the school that doesn’t walk. We give it everything.’ ‘We have pride in our uniform,’ said Sarah-Louise Carlile. ‘When I put on my 1sts sport uniform, I feel so proud, as do my teammates. We are ready to give

our very best. And on days when that is not enough, we still keep on trying.’ ‘We have been complimented by opposing teams, on both our teams’ tenacity – even in situations when they are behind on the scoreboard,’ said Mark Spindler, ‘as well as their respectfulness toward other players. This is a great character trait to see in our players; that they never give up. They do not drop their heads; they compete right to the final whistle, even if they are clearly not going to win the game.’ The culture of friendship was also a strong message from the Year 12 interviewees. Whether it was commending friends within the team or bonding with those from other year levels who play the same sport, the teams were described as ‘families’. ‘Sport helped me to build friendships,’ said Jesse Huppert, ‘to get to know new people.’ Olivia summed up the chat beautifully – ‘When I started at CHAC in Year 8, I was quiet and lacked in self-belief. Playing sport and being part of different teams has helped me to grow in confidence. We each develop in different ways as we help each other to grow. It is about camaraderie and “family”, and being supportive.’

Sport Winter 2016

Learning for

growth

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his

see d.

Prep gardeners Sadie Hambling (top), Tobias Tennant and Elise Muller check on the progress of their beans.

Integral to CHAC’s forward momentum is the focus on ‘teaching for learning; learning for growth’. This is supported by the central idea of the Strategic Plan – to teach how to learn well and teach to grow intellectual capacity, to build character, to nurture dispositions and to develop faith.

res doc umented the prog

f so

Full of I

beans

t has been a busy time in Prep A, as the children set up their garden (known scientifically as an investigation station) to explore what it is that seeds need in order to grow into strong, healthy plants.

One keen gardener was Mikah Wedemeyer, who shared some of the more salient points about the environment and plants. ‘I planted a seed. I dug it in with a paddle pop stick. It got a bit mouldy but it still growed [sic] and then we put straws in because the bean was getting higher. ‘It didn’t grow very much and then it growed [sic]. They grow a bit slowly. It was exciting to see the shoot. It needs water, sun and soil.’

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is b

eanst alk!

pax et bonum

The integrated learning opportunities included planting the seeds (Science), writing about their plants (English) and roleplay, as the children pretend to be gardeners. The budding horticulturalists are also conducting four experiments at their investigation station, to see what happens to the seeds that are deprived of sun, soil, light or water.

Lent leaves In the lead up to Lent, the Year 7 Life and Faith teachers worked with students to create these colourful and meaningful Lent trees, with each leaf representing a commitment by its creator to self-improvement. Many of the leaves created by the students reflect the College’s desire to nurture dispositions toward serving, giving, sharing, leading and gratitude.

A tree of trees

s part of her Year 12 portfolio of work, Olivia Wright used book pages and aluminium wire to create her sculpture A tree of trees. In her artist’s statement, Olivia said:

In 2007 to 2008, Australians used 4,250,000 tonnes of paper and of that we sent 1.9 million tonnes straight to land-fill. It takes 24 trees to make a tonne of paper, meaning in a single year Australia culled approximately 102,000,000 trees. In my artwork, I have exemplified the binary opposition of natural vs man-made by creating a tree made from book pages which were produced by the culling of trees. Assembling an object from the material it was killed to produce creates a strong connotation; it is more than merely a tree made from paper. The book that the pages are sourced from is called The Boys Own Book of Outdoor Games and Pastimes and was created to merely provide humans with enjoyment. This further influences the strength of this piece by exhibiting a human’s capability to sacrifice nature for their own indulgence.

Provide relevant opportunities for students to grow their intellectual capacity, build character, nurture dispositions and develop faith.

Finger on the pulses Science Club participants have put the Science Centre greenhouse to good use, as they conduct an investigation into growing chickpeas. The project is in aid of the 2016 Hermitage Plant Science Competition – My Pulse Rules – run by the Queensland Government, Department of Agriculture and Fisheries. In this the International Year of the Pulses, students are investigating the Biology of pulses and why it is valuable for farmers to use pulses in cropping systems. As part of their competition entry, the students

Finger on the pulses

will: design a poster; keep a journal to record their observations, experiences and reflections; and write a scientific essay. The aims of the competition include: stimulating an interest in science and agriculture in young people; promoting Agricultural Science as a rewarding, long-term career choice; learning about realworld plant Science research projects conducted at the Hermitage Research Facility; and encouraging children to think about issues affecting the environment around them.

Winter 2016

Build

character

It is always a delight to hear news of our past students and to meet them at various College or past student events. In recent weeks, we are particularly delighted to have engaged with several foundation students that began at the College in its first year – 1989.

One for the archives

In May, we were delighted to welcome back Foundation student, Lincoln Tutt (Class of 1993). Lincoln was the fourth student to enrol in the College, ahead of its opening in 1989, and returned to present his Cannon Hill College (CHC) blazer to the archives. Lincoln, seen here with Assistant Principal, Dave Pavish, graduated in 1993, one year prior to CHC becoming Cannon Hill Anglican College.

L to R: Prue Evans, Samantha Loxton and Elyse Goyen reminisce over old school photographs, at the 10-year reunion for the Class of 2006.

Ten years on

Lincoln was joined by Rainer Ellem (right) and Chris McGilvery, who left in 1993 and 1991 respectively.

pax et bonum

Thirty-seven 2006 past students gathered in March to celebrate the tenth anniversary of their graduation. Elyse Goyen – Class of 2006 – worked with the Past Students’ Association to organise the event, before jetting off to the United States of America to commence work on a state-sidebased project for her integrated marketing communications agency, ‘the felix & slink group’. Elyse was a finalist in the Telstra Business Women’s Awards for 2015, in the Young Business Woman of the Year category.

Photograph by Guido van Helten

The work of Class of 2004 graduate, Guido van Helten, was featured in The Weekend Australian Magazine (May 21-22 edition). Guido is an internationally-renowned street artist whose commissioned murals adorn buildings from the side of apartment blocks in Rome and Minsk, to the highly-publicised silos in Brim, Victoria. Guido graduated from Southern Cross University in 2008, with a Degree in Visual Arts and has become famous for his ‘developed appreciation of architectural elements, cultural influence and research-based appropriation of historic or archival imagery’. At the time of going to press, Guido has commenced a project in Laguardia, Spain, working in Bodega Solar de Samaniego.

Photograph by Michael Bowie

Global Citizen

Jordan Anderson (Class of 2009) is going places with his fashion label Elvrik, according to Evie McDonough (Class of 2009). In her article for Indulge Magazine, Evie – who graduated with a Bachelor of Journalism and Arts from the University of Queensland – wrote ‘Designer Jordan Anderson has seen a gap in the contemporary menswear market, and is dominating it with a striking and uncompromising collection’. Evie noted that Jordan’s graduation collection – Global Citizen – impressed Petta Chua from Vogue, who said ‘Jordan struck the perfect balance between experimental and palatable’. QUT Alumni recently reported that ‘QUT alumnus Jordan Anderson has won the International Emerging Designer Award at iD Dunedin Fashion Week for his sportswear collection complete with innovative fabric technology and heat transfer techniques’.

Winter 2016

Wetlands Festival

2016

A perfect Autumn day greeted thousands of smiling visitors to CHACâ€™s 2016 Wetlands Festival on Sunday, 29 May. The College thanks the many volunteers who convened the event and coordinated stalls and activities, and all donors and sponsors, without whom such fun-filled and successful events are not possible.