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Pax et Bonum Cannon Hill Anglican College magazine

Issue 17 ¡ Winter 2017


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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

2014 CHAC graduate Courtney Graymore shares news of her 2016 London International Youth Science Forum and her visit to the Geneva-based Large Hadron Collider (LHC), the world’s largest and most powerful particle accelerator – a 27-kilometre ring of superconducting electromagnets that enable two highenergy particle beams to travel at close to the speed of light before they are made to collide.

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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Foundations for life

In 1988, construction commenced on the College’s first building – now known as D Block.

It is my sincere wish that all who have had the privilege of a CHAC educational experience will come to value the strong foundation it provides for life.'

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elcome to the Winter 2017 issue of Pax et Bonum, in which we consider our foundations in learning and critical thinking, creativity, culture, collaborative programs, facilities, and the very cornerstone of the CHAC community, our spirituality. Students build on their foundations for life on a daily basis, whether developing literacy and numeracy skills in Primary, negotiating adolescence in Junior Secondary, or complex problem-solving in Senior Secondary. Our task is to provide the where-with-all through future-focused programs and Next Practice teachers and to build motivational learning spaces that will facilitate learning well into an unknown and dynamic future. Astute financial management by the Council enables such ongoing refurbishment and building developments. As I write, work has commenced on the foundations of the Enterprise Centre and Stage 2 of the Science Centre, both physically, as on-site works commence, and strategically as forums inform the innovative programs that will occur in the highly creative spaces. As you browse these pages, I invite you to ponder what the foundations presented mean for your family’s academic, emotional and spiritual selves. I am privileged to build on the foundations set down by my predecessors: Rod Wells (Founder and founding Principal), Suzanne Bain and Greg Wain, and many staff and students across the 29 years of the College’s history. As I said in With Courage and Compassion – A celebration of the first 25 years, ‘It is my sincere wish that all who have had the privilege of a CHAC educational experience will come to value the strong foundation it provides for life’. Robyn Bell Principal


‘You could feel the energy in the room from everyone present. The best ideas come from collaboration so it was great to see a mix of current and past students, staff and parents of the College all brainstorming for the future. The Centre is just the first step of this journey and I can’t wait to see it come to life.’ Andrew Barnes, CEO and Co-founder Go1, Class of 2006

THE FORUM The study of Ancient History (see page 4) brings to mind the Roman Forum, a public gathering place which brought together public speaking, commerce, political announcements and philosophical debates – a perfect forerunner of the impending CHAC Enterprise Centre.

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ively discussions, brainstorming, creativity, commercial enterprise and challenging academic activities are not really that new; it is simply the evolution of challenges and development of new technologies that drive contemporary innovation. The foundations for CHAC’s modern-day forum have been laid – literally and figuratively. Physical building works are underway and two forums have been held to discuss how our students may best benefit from this hub for creative, innovative and entrepreneurial practice. Five presenters, including three past students of the College, offered different perspectives on how innovation is managed in small business start-ups and large corporations, with considerations towards creativity and ethics and, as always, with student outcomes first and foremost. So whether it was the ancient Romans meeting in a forum to debate underfloor heating systems or our twenty-first century students meeting in the Enterprise Centre to brainstorm solutions for global warming, one thing is for sure, the need for a forum is alive and well in 2017 … and at CHAC.

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Ancient personalities In Years 11 and 12, the core unit of English focuses on Shakespeare while, in Social Sciences, students may elect to study Ancient History. But why? What foundations can be laid by studying writing and events that took place centuries ago?

‘I knew from the moment we got the assignment on ancient personalities that I wanted to study a strong female from the past,’ said Ella Crowley (Year 12). ‘I chose to study Hatshepsut, Queen and Pharaoh of Ancient Egypt. ‘I found that after her father and husband died, she named herself Pharaoh; however, in order to be accepted as a ruler, she had to dress as a man. She ruled for 21 years, changing the face of Egypt’s architecture and attempting spectacular voyages to far-off lands. Even though Hatshepsut brought Egypt to new heights in terms of technologies, the vast majority of her portraits were destroyed after her death. It was as if the Egyptians didn’t want to accept that a woman had ruled their country so well. ‘If we want to know how society works today, we have to understand how we lived in the past. Speaking as a feminist, I am so grateful that our society has progressed to the point where women no longer have to dress or act as men to succeed. It took thousands of years to reach the level of equality we have, but I will forever respect and admire women in history who defied these gender barriers to become great leaders.’ Liam Seymour-Smith, Year 11, enjoys history due to the conflicts that have happened across time. ‘The reason behind me choosing Alexander the Great for my assignment is due to him completing so much in such a short time. Fuelled by his ambitions, he fought stronger and bigger armies in his pursuit of making an empire that would last throughout the ages. ‘Throughout history, we have been at war with each other and through the fires of it, names and empires have been forged and destroyed: Julius Caesar, Alexander the Great, Admiral Yi, Oda Nobunaga, Winston Churchill. But sometimes it isn't about the names that history remembers but the stories of those whose names are forgotten: the pilot that carried his dying friend across enemy territory to save him; the soldier that sacrificed himself to save 40 people he didn't know; a man who risked execution by saving those who were considered his enemy. So, when I look at history, especially during a war, I see don’t see dates or statistics; I see a story of those who fought for what they believed in and what it truly means to show comradery towards others.’ Ara Buddle, Year 11, also chose to research Alexander the Great. ‘I enjoy history as I get to learn about how people used to do things and how this affects the greater world. We can reflect on how people have ruled. Future generations can learn from the mistakes of the past; learn how the collective thinks, which affects culture and society. I like that Alexander didn’t wipe out the culture and religion of the lands he conquered. He didn’t wipe out their heritage. He understood his limitations and made peace with the lands he conquered, and engendered loyalty.’

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Studying the

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n Julius Caesar, the play’s namesake is murdered in a forum. Shakespeare – the author – predicted it would be a story told and retold, when he had Cassius question 'how many ages hence shall our lofty scene be acted o’er, in states unborn, and accents yet unknown!’ (Shakespeare’s Julius Caesar Act 1 Scene 1.) Too true, given how students around the world still study the Bard to this day, including our Year 12s, currently studying Macbeth and finding it as relevant as ever. ‘Macbeth explores themes like death, war, grief, love – still present in contemporary society,’ said Adrienne Ehmer. ‘It is really interesting seeing these same themes set in a different time.’

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Adrienne was impressed with Shakespeare’s ability to write about people and human nature. ‘A lot of English teachers say that Shakespeare was ahead of his time – how he writes and gives characters so much emotion and personality. He is definitely easier to study if you have an open mind. In Year 10, I did Romeo and Juliet. I didn’t enjoy it; it was like a different language. I have enjoyed Macbeth a lot more. Once you try and understand Shakespeare, it is a lot more fun to learn about.’ ‘Don’t read Shakespeare with the thought that you HAVE to do it for school,’ said Hudson. ‘Get into it before you have to, before you have to analyse it and cover every page with sticky notes. If you are more relaxed, you will be more open; you can work at his use of language. I love the writing and the words that he uses. Once you understand the meaning, you realise he has really interesting ways of saying things.’ The last word is left to Hudson who, when asked if the students of 2050 should study Shakespeare in an age when there may not even be tangible books, said, ‘There is always the audio book!’.

‘Yes’, said Hudson Schafer. ‘It has been a bit profound because you get to see how society was, and their values and how they translate to now. There are still themes of ambition and desire in modern television series.’ Rhianna Rundle-Thiele also finds Shakespeare really interesting. ‘While he wrote in the 17th century, Macbeth was set in the 12th century. All themes of 17th century were similar to 12th century – love, regret, ambition – and are essentially the same even to the 21st century. I’ve watched a few adaptations of Macbeth, like one set in a kitchen in which Macbeth is the chef. There are so many ways in which to reinvent the actual story.’ ‘In Term 1, we saw a Shake n Stir production of Macbeth, set within a footballing environment’ said Hudson. ‘The Captain of the team was the king and Macbeth was the Vice-Captain.'

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How many ages hence shall our lofty scene be acted o’er, in states unborn, and accents yet unknown!' Shakespeare’s Julius Caesar Act 1 Scene 1

‘It gave us insight into the other characters,' Rhianna noted. ‘It showed more of Lady Macbeth. She is my favourite as she has more power in the relationship. The story plays with gender roles.’

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Foundations of Faith

Just as a building needs a firm foundation, so too does our Christian faith need a foundation on which a rich and full life can be built. The worldwide Anglican Communion determined that the Church has five Marks of Mission, defining features of a living, Christ-centred community.

The Marks of

Mission

To tell the good news of the Kingdom of God revealed in Christ To teach and nurture believers at all their stages of faith To treasure human life and care for all in need To tend and care for the world which God created To transform the unjust ways of society and work for fairness.

A recent activity which reflected the foundations of faith at CHAC was the Primary Diakonos Day, where Upper Primary students engaged in activities which focused on helping those outside our College. ‘Students were able to pack toiletries for the needy, sew Cuddle Hearts for premmie babies, and clean up the Wetlands, to name just a few of the activities,’ said Canon Sarah. ‘This particular foundation of faith reflects Jesus’ own concern and care for those in need, and the desire to work hard to avoid selfishness and greed. The students responded with great enthusiasm and increased their awareness of community groups as they met with people who actually work at the front line of charity work.'

The CHAC Ministry Team, led by the Chaplain and Director of Mission, The Reverend Canon Sarah Leisemann, seeks to bring these Marks of Mission to life in a way that is unique to our community. A special Mission Statement was adopted by the Ministry Team this year, and spells out the specific ways in which the CHAC community lives out the foundations of faith evident in the Marks of Mission. ‘What is evident from the Ministry Team’s Mission Statement is that the key words are verbs – action words,’ said Canon Sarah. ‘This means that the foundations of faith are found in actions, not in words. While what we know about our faith is certainly important, there is more meaning to be found in how we live out our beliefs in our daily lives. Students in all year levels are provided with opportunities to try out their beliefs and values, whether in community or group activities, or in personal reflection activities. ‘Most recently, students engaged in Prayer Spaces in the Chapel. This initiative is part of a world-wide movement in Anglican schools to provide student-led, individual experiences of prayer and reflection. CHAC’s Prayer Spaces had a Lenten theme, encouraging students to think about ideas around forgiveness and personal growth. Stations in the Prayer Spaces invited students to reflect on ways in which they have grown, personally and spiritually, and ways in which they are able to forgive themselves and others, and move forward positively into the future. ‘Students responded very well to these spaces. One student wrote in the Visitors’ Book, “It helped me focus on the things that matter more and concentrate on peace”. A teacher responded, “What an incredibly unique and enriching experience for us all … Every station was so different but all equally important.”’

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MISSION TEAM MISSION STATEMENT

The Christian Mission of CHAC is the Mission of Christ: to proclaim the good news of the Kingdom of God. The CHAC Ministry team will live and teach the Christian faith with boldness, creativity and faithfulness, and facilitate meaningful opportunities for members of our community to: • learn about faith, religion and spirituality • grow and deepen their personal faith and spiritual understanding • engage in reflection, prayer and worship with joy, integrity and respect • respond to need in and beyond our community through service to others • value and safeguard the natural world and work to sustain and renew it • work together with respect, unity and trust.

Caring for creation Each year, the Archbishop of Brisbane, The Most Reverend Dr Phillip Aspinall, issues a theme to Anglican Schools in the diocese to encourage faith in action in service to the local community and the world. The 2017 theme is to strive to safeguard the integrity of the environment. In a video message to Anglican schools, the Archbishop called on students to ‘cooperate with God to safeguard the integrity of creation and to sustain and renew life on earth’. He also said, ‘[h]uman actions are affecting the health of the earth in a way that is simply not sustainable. We mustn’t lose hope. Creative minds and willing spirits make a big difference. Help safeguard creation and renew life on earth … take some time to reconnect with creation wherever you are. Take time to notice life and nature around you in all its diversity and strangeness … sense the beauty of it all and wonder at how it all links together … you can’t help but be filled with a sense of awe and joy and hope … reconnecting with creation can give us a glimpse of the Creator and motivate us to make our contribution.’

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The art of problem solving Drawing is a key foundation of critical thinking, creative problem solving and communication. Learning to really see and record the details of the world takes time and careful observation.

hen students acquire the ability to record details, they become empowered,’ said Visual Arts teacher, Jo-Anne Hine, ‘because they can represent their ideas and thoughts as they want others to see them. The clear communication of intended meaning is a key to success in a wide range of careers. ‘To teach our students to draw what they see (rather than what they know to be there), we lead them through a series of drawing and observing exercises in their visual diary. The exercises teach them how to slow down and allow the right side of their brain to dominate their thinking processes. One of the ways we do this is to use the non-dominant hand, which is challenging but very successful.’

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Reflecting on the importance of their Visual Diaries, a group of Year 8 students – Emma Gleeson, Zachary Leis, Alyssa Phillips and Tom Poon – shared their thoughts. ‘Having a visual diary is important when solving artistic problems because it allows you to reflect on possible mistakes or things you could improve on, as well as providing a space to approach new ideas visually instead of mentally,’ said Emma. ‘While making my clay head, I had trouble with the nose and eyes, so I constantly referred back to my face sketches in my visual diary so that I got the shape and position right.’ Zachary agreed. ‘The importance of a visual diary when solving artistic problems is that you can go back and sketch a quick drawing

of the object that you want to portray. Instead of fixing the problem in your mind and not seeing a virtual representation of it, you can draw the object and work out the problem using a pencil and paper.’ ‘They enable you to visually represent the activity and help you think around the problem, showing you details that you didn’t previously notice,’ said Tom. ‘It is important to observe the world as, by doing so, you see all the minor things that are important to our lives.’ Visual Arts teacher Colleen Boyle explained some other activities used to teach the brain how to slow down and see. ‘These begin with a blind contour drawing in which the eyes must stay focused on the


Visual Art and Science According to Head of Faculty for Science, Rowena Berlin, Science is a process of learning, of observing and of gathering information about the way things work rather than an accumulation of facts and figures. ‘Open-ended questions and problems need to be addressed using creativity that often goes beyond the field of research,’ said Rowena. ‘As such, students need to be shown how to use their imagination and be creative, hence the collaboration of Visual Art and Science in new subjects being offered at CHAC, such as Flight.

'Let whoever may have attained to so much as to have the power of drawing know that he holds a great treasure.' Michelangelo (1475 to 1564)

‘Robert DeHaan, a retired Emory University cell biologist, now studies how to teach creative thinking. He said “preconceptions are the bane of creativity, they cause you to immediately jump to a solution, because you’re in a mode of thinking where you’ll only see those associations that are obvious”. ‘If students can broaden their thinking in ways that allow their minds to connect ideas that aren’t seemingly obvious,’ said Rowena, ‘then they can learn to problemsolve more effectively and efficiently. By learning to avoid preconceptions through observational drawing in Visual Art, students learn skills that can be applied to problem solving in all subjects.’ Teaching STEAM subjects to students will help to meld imagination and knowledge, and that can only be beneficial to 21st century learners solving 21st century problems.

'The art of drawing which is of more real importance to the human race than that of writing ... should be taught to every child just as writing is.' John Ruskin (1819 to 1900)

object being drawn and no peeking at the page is allowed. In this activity, the process of looking and recording the details is the outcome, rather than the drawing itself. During these activities, students very quickly realise that their drawings look more realistic and this gives them confidence.’

said Zachery. ‘They provided me with the answer to every detail on my sculpture. It is important to observe the world because you get inspired by your surroundings; you have a sense to create your own masterpiece, about how the world works and the perspective in which you see it.’

‘I gained not just drawing a face with a nose, mouth and eyes, but actually drawing what I see, not what my brain is telling me to see,’ said Alyssa. ‘While doing these exercises, I saw lines and details in my face I had not seen before, or had not thought to draw before. Therefore, I now see many things more intently when I draw.’

The students also had some interesting thoughts on visual art and its role in problem solving.

‘The drawings we did in class gave me an extremely beneficial option for my clay work,’

‘Drawing is central to solving problems because when communicating in a group, a visual representation of ideas and solutions is more similarly viewed than an orally presented idea,’ said Emma. ‘The idea being conveyed is clearer and more understandable.’

everything,’ said Alyssa. ‘You begin to think of more “out of the box” ideas instead of more simple “on the page” ideas.’ ‘Drawing is central to solving problems as it gives you a visual representation of the task, helping you further understand it,' said Tom. ‘From drawing, you find and learn many things that you may not have known of before.’ Zachary agreed. ‘Drawing helps you understand several problems, linking to not only art but other scenarios as well. Drawing on paper or canvas helps you see what you have to work through to come to the final solution.’

‘Drawing helps you become more creative in

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Firm footings A mentor is described as an experienced and trusted adviser. At CHAC, mentorship comes in many shapes and sizes, each designed to create sturdy stepping stones of growth through childhood and young adulthood.

Bullying.

NO WAY! March welcomed the seventh National Day of Action against Bullying and Violence. Staff demonstrated their solidarity against bullying by wearing orange – a colourfully collaborative way in which teaching and administration staff could model CHAC’s culture of caring and acceptance.

You’ve got a friend in me Each year, two teams of Year 12 students are appointed as mentors to Primary and Junior Secondary students, with the purpose of providing support at various events, spending time with the younger students, and demonstrating very clearly that CHAC is One College, One Campus, One Community. One of the tasks of Junior Secondary Mentors is to attend the Year 7 camp to help transition students – from CHAC Primary and new arrivals from other schools – into what can be for some the daunting ‘high school’ years. The mentors help to ensure that the new Year 7s feel welcome and comfortable, and make friends quickly. According to Year 7 attendees Alec Wills and Lily Chippendale, ‘this camp experience really helped every one of us get to know each other and face our worries and fears, and helped turn a rag-tag group of worried kids into the caring, happy, engaged and achieving year that will continue the CHAC tradition for the next five years’.

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Wisdom of the ages Grandparents’ Morning is a popular event on the College calendar, when students get the chance to proudly showcase their school to their grandparents or a significant elder in their lives. The wisdom and support given to children by these significant members of the extended CHAC family is invaluable and it is our pleasure to annually recognise the role they play in a child’s holistic education.

Through CHAC’s vertical Homeroom system, each Homeroom is an intimate learning community in which students and teachers support one another and strengthen pastoral connections. The Homeroom Mentoring Program, underpinned by CHAC’s Anglican ethos, was introduced to enhance the pastoral care and personal development of Secondary students. The year-long, theme-based program creates a rich environment in which to nurture intellectual

Building

character

growth and CHAC’s culture, and build character and community. One of the particular strengths of the program is its flexibility, allowing for tailored activities in response to the emerging needs of individuals and student groups. The role of Homeroom mentors is to plan focused activities for the students in each Homeroom. Through the support of the Homeroom teacher and Head of House, the Senior Secondary students are encouraged to use their initiative as they plan for, and address the weekly needs of the students in their group. The friendly and enthusiastic mentors assist in the academic, social and emotional progress of the Homeroom by providing practical guidance, encouragement and ongoing peer support.

As patient, responsible and approachable role models, the mentors demonstrate good listening and communication skills. They are very much focused on the needs of others as they promote a greater sense of belonging and a sense of care and compassion. The Homeroom Mentoring program is designed to: Build character – courage, compassion, integrity, respect, and resilience Nurture dispositions – serving, giving, sharing, leading, and gratitude Develop faith – scripture, tradition, reason, and experience.

Creating a rich environment in which to nurture intellectual growth and CHAC’s culture, and build character and community

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Mary Poppins, played by Jem CassarDaley (Year 11) fronts the stage for the Supercalifragilisticexpialidocious number. ‘Choreography was a challenging task with energetic sequences for statues, chimney sweeps and maids, to name but a few. I was thrilled to work with a great bunch of hard-working students and to showcase their dance abilities across a range of genres, including ballet and tap.’ Tammy McCarthy-Wilson, Mary Poppins Choreographer and CHAC Drama teacher

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en So nes ( Year n i t s h d e n i e ast, mis ‘W 11) s t com ays a i ng i t the n, lik Hundreds upon hund beg e so reds inni m of ho ethi ng o four 130-min n urs s ' i f the s ute p brew pent erfor 201 in' a l e arn man 7 CH nd b i ng a ces . AC M out So w nd r usica to b ehe hat f l Ma r y P egin arsin oppins, oun .’ And gm dati i t mos usic ons t certainly was. , line mad s and e fo ras lyrics ucce culminated in ssful CHAC musical? ‘Mounting a musical on such a scale requires a great deal of commitment from so many parts of the College community,’ said Musical Director and Head of Faculty – The Arts, Carmel Mungavin. ‘Certainly it is the sum of hours or work from students, teachers, staff and parents. ‘Most importantly, the students have learned the value of working together on a large community project and the levels of dedication and commitment that are required to bring it to fruition. They have developed confidence, forged new friendships and learnt to value the healing power of participating in a major artistic project.’ Declan Vann-Wildman (Year 11), Oliver Cameron (Year 7), Kathleen Loughnan (Year 12) and Lily Chippendale (Year 7) – the Banks family – watch Mary Poppins fly away cross the rooftops of London, on the impressive 12-metres-long backdrop, designed by Visual Arts Teacher Aide, Justin Leegwater, and animated by Year 12 student Mitchell Kehn.

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Year 8 students Ella Cierpicki and Claudia Persal discuss with Jo-Anne Hine the progression ... of the colourful costumes for the Supercalifragilisticexpialidocious dance sequence. ‘Preparing costumes for 81 performers was challenging. Colleagues, parents and students were wonderful and certainly helped to lighten the load.’ Jo-Anne Hine, Mary Poppins Costume Designer and CHAC Visual Arts teacher

Bert's costume comes to life on stage.

A perfect example of why we chose CHAC for our children Following the successful staging of Mary Poppins, the parents of brothers Declan and Griffin Vann-Wildman wrote a moving letter of thanks to the production team, noting in particular that the transformation in Mr Banks (played by Declan) was not just on stage. Declan suffered a serious injury late last year, requiring surgery over the summer holidays, and necessitating a year away from any sports activity. As a result, he lost his regular outlet for friendships, stress release, and general fun and enjoyment. Then he was selected for a lead in the musical, and rehearsals began – what a transformation! He grew in confidence – not just in his performance abilities, but in communication, planning, healthy risk-taking, and so many other aspects. Additionally, he has cemented a new friendship group with the cast – this group of settled, talented, ambitious and caring students still regularly catch up and socialise together out of school. It's marvellous. The positive rewards of being involved in the musical will last our children a lifetime – not just in happy memories of an amazing time, but in the attributes and assets it has equipped them with.

Justin Leegwater, 12 student Sophie Easton (left), Colleen Boyle and Sophie Corcoran (Year 11) check on props, from several spare copies of Jane and Michael’s letter in search of a nanny, to the star-studded biscuits given to the children in the park.

'The orchestra of 15 students had to learn an extraordinary 30 pieces of difficult music. I am so proud of the way in which they rose to the challenge.’ Geoff Govier, Mary Poppins Music Director and CHAC Director of Performance Music

Vocal coaching, sound checks, props, staging, lighting, music, programs, make-up, front-of-house, costumes, bump-in and bump-out, audio visual requirements, student supervision, costumes, event catering, ticketing, stage management, photography, and rehearsals all required careful planning, collaboration and synchronisation.

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CHAC CERN COLLIDE From the Science labs of CHAC to the Large Hadron Collider at CERN, Courtney Graymore – Class of 2014 – attributes her passion for engineering to her teachers.

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y teachers were always pushing me to improve and participate in my interests further than just at school. I discovered my interest in engineering at the National Youth Science Forum. My subsequent attendance at the Australian Space Design Competition and later the International Space Settlement Design Competition certainly cemented my interest in engineering. I would not have attended these events if not for the work of my teachers.’ Courtney’s co-curricular endeavours paid dividends when she was given the opportunity to attend the 2016 London International Youth Science Forum (LIYSF) in 2016, based at Imperial College. ‘Our program included many lectures from every discipline; virology and immunology, civil engineering, chemistry, nuclear physics, medicine, and astrophysics, to name a few. A personal favourite of mine was “The quest for fusion” given by Professor Steve Cowley of the Cullham Centre for Fusion Energy, as it is my career goal to one day work in nuclear engineering. ‘Another lecture I attended was taken by Professor Freya Blekman, who had taken time from her busy schedule working as a researcher at CERN to give us a crash course on data analysis for the Large Hadron Collider (LHC). We analysed real data collected by the LHC to better understand the concepts explained.

‘We were also given the opportunity to travel to many of the leading scientific institutes and firms in the country. At the Royal Institution, it was absolutely incredible to see so many of Faraday’s experiments, equipment and even his workshop preserved under the lecture theatre where so many influential scientists of the past had given demonstrations and lectures.

now know that my passion lies in the nuclear engineering field. ‘Being a student at CHAC provided me with so many wonderful opportunities, none of which would have been brought to my attention without the amazing teaching staff,’ said the graduate of 2014. ‘And look where they’ve taken me!’

‘A small group of us continued on to the CERN program, which included a visit to the control centre for the LHC and the various detectors such as the Compact Muon Solenoid (CMS) and ATLAS. We then went to the testing facility for the components of the LHC; specifically the dipoles used to propel the protons through the collider. The LHC was actually running and collecting data, which made the trip down to the CMS extremely exciting; we saw the huge numbers of computers used in the detector and the cooling systems for its powerful magnets. We were awestruck in our CMS helmets when we came to the door marked DANGER: MAGNETIC FIELD and RADIATION with the flashing lights indicating the machine was running. ‘My attendance at the LIYSF and CERN program will be an experience I will never forget. In addition to giving us the opportunity to hear from incredible scientists from all over the world and visit world-class facilities in London, I now have a much clearer goal in mind. I was undecided between an aerospace path or a nuclear engineering path, but I

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Deep space and fossils Year 12 students Lauren Tipping and Lily Smith were two of 400 applicants selected from across Australia to attend the 2017 National Youth Science Forum (NYSF), in January.

‘NYSF is an annual residential camp held at the Australian National University in Canberra, for students entering Year 12 who have an interest and passion for science,’ said Lauren. ‘Approximately 400 students from across the country (as well as a few from New Zealand) make their way to the nation’s capital to immerse themselves in science for two weeks, attend exclusive lectures and lab visits run by experts, and have the most fun possible with a truly inspirational group of young scientists who become friends for life.’ ‘You sit through lectures from highly renowned scientists such as Brian Schmidt, go to lab visits at the deep space centre, or go fossil hunting,’ said Lily. ‘The possibilities of who and what you do is limitless. You and other like-minded students go through each day differently, but they are still as eager about STEM as you are. ‘The daily lectures ranged in topic from how the physics of developing better measuring equipment impacts all scientific disciplines, the trouble with insecticides and sheep blowflies, marine ecology and conservation, and the importance of science communication to society,’ said Lauren. ‘In addition to these spectacular lectures, we were divided into interest

groups including physics, chemistry, computer science, biology, medicine or my interest group, earth and environmental science, to attend lab visits tailored to our interests.’ ‘We met Year 12 students from across Australia. Whether that was a small country town in Western Australia or a major city like Sydney,’ said Lily, ‘you were on this journey together. On top of the science, you are also exposed to studying tips from uni students as well as pathway options and talks from major universities around Australia.' Lauren described her experience as life changing – ‘I can safely say that applying for the NYSF is one of the best decisions I have made in my entire life and attending the NYSF one of the most fun, exciting, challenging, inspiring and life changing things I have ever done.’ Lily agreed. ‘I had been waiting for the two weeks of NYSF since I was accepted into the program, counting down every day until my life truly changed forever.’

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Play-based learning – as easy as ABC Investigation Time is a form of playbased learning that builds upon the students’ understanding of the units studied during the previous fortnight. It provides children with the opportunity to make their own decisions about their actions by choosing an activity to explore, whilst feeling free of pressure to 'get it correct' inherent in more formal teaching and learning sessions. Year 1 teacher, Sandra McConnon, shares her thoughts on the importance of play-based learning.

nvestigation Time supports children in the development of their social skills, fine motor skills (finger movements) and creativity,’ said Year 1 teacher, Sandra McConnon. ‘It helps them learn to be more confident and organised, and to plan, make decisions and solve problems, and offers the opportunity to support and extend understanding in a range of curriculum areas. ‘I find it is important to ensure that there are occasions for the children to use such rich expressive languages. I set out to present situations where the children can learn by doing, touching, experimenting, choosing, talking and negotiating. They are not directed in the same way they would be during a unit lesson. I use play as a process and a context for learning; as a vehicle for encouraging the children to take risks, interact with others, to resolve conflicts and to gain a sense of competence.

‘Play is also a medium in which children can make choices, ask questions, share ideas with others, solve problems and build on what they know. I noticed students becoming intrinsically motivated; they choose which activity they want to explore. This sparks their curiosity and engagement in their learning. They take their knowledge where they want. It is rewarding to observe students become engrossed in an activity and grasp concepts on a deeper level. 'Investigation Time contributes to the foundation of writing and communications through the development of the children’s oral language skills. It is an opportunity for them to experiment with language terminology as they chat with each other and collaborate. During these times, we act as guides. We do not teach per se, but rather we assist the students in problem-solving by encouraging them to take their thinking a little further or to think in a different way. We help them with their questions by posing questions in return. ‘As a result, these activities can assist children in becoming more mature, independent, and creative. They become effective problem-solvers, their oral language skills continually develops and they understand what they are learning as well as the why and how they learn.’

Sandra McConnon invited her Year 1 class to put on their imaginary yellow hats (for positive thinking) and to think about what they liked best about Investigation Time. ‘I made a plane. There are lights at the front to fly in the night. You can take the lights off to fly in the day.’ Andy

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‘We did our names and then we did the alphabet.’ Isobel ‘When I did the L for my name, I used the dots instead. We couldn’t find a K so we used sticks to make it.’ Ayla


'Look around you - technology is everywhere.'

Sierra Mossman (Year 10), and Year 7 students James Paterson and Redmond Marshall introduce themselves to NEO.

Is coding the new literacy? CHAC teacher and alumnus share their thoughts ‘Coding is a new literacy that any 21st Century learner should be developing. In learning coding, students are learning how to interpret problems and break them down in order to achieve solutions. The future of our students’ careers is evolving continually and there is a demand for students to develop problem-solving skills, obtained through coding, in order to provide solutions for the world’s environmental and social problems.’ Sara Grigg Teacher – Coding ‘I'm majoring in software engineering at University of Queensland; it's exciting and empowering. Learning to code is not just about coding. It is teaching me to think in a structured way and contribute to cutting-edge projects. I've no idea what work will look like in twenty years’ time, but coding is the future and where everything is heading. Look around you - technology is everywhere.’ Christopher Thorpe Class of 2014

I like Lego because we make interesting nature things, like a tree. It is fun. I like challenges. Juzzi I like lacing because it helps me to tie my shoe laces and build finger muscles. Eliza I like the blocks because we can measure the wall and everything. It takes 130 blocks to reach the ceiling. We counted them in fives and didn’t stick them together. We put them in a row and counted 5, 10, 15, 20, … Andy

Sam Kingsley, Product Specialist from Brainary Interactive, introduced members of the Coding and Robotics Clubs to the world’s leading and most widely used humanoid robot for education - NAO. As distributors of cuttingedge learning technologies, the Brainary Interactive website suggests that ‘with recent advances in Artificial Intelligence and robotic technology, robotics is poised to be one of the most disruptive technologies in the coming decade. The Australian Committee for Economic Development is predicting that almost 40% of Australian jobs (over five million jobs) will be replaced or drastically transformed by the proliferation of robotics and other automated technologies’.

I like playing with the rubber bands because I get to make shapes. It is fun. I make triangles and rectangles. They are called 2D shapes. Skye I like chess because I’m really good. I play with the other Ashton. Ashton B The animals all got trapped but one animal got out to get food for them. They were hungry. That plants are used to protect them from the rain. There is no other protection. Liam, Tobias, Zac, Emmanuel, Juzzi.

Winter 2017

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CORNER

STONES of community

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Alan McCullough

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Gordon Mathieson

The culture at CHAC is a unique and precious thing, and something we guard and nurture with great care. The foundations of love and acceptance on which Cannon Hill College was founded in 1989 – to become Cannon Hill Anglican College in 1994 – have remained firm and the culture established in those early days continues to grow and prosper nearly 30 years later.

Moral underpinning T

his year, the College farewells two of it stalwarts – Alan McCullough and Gordon Mathieson – who, between them, will have served the CHAC community for 47 years. In 2016, Alan and Gordon were presented with their 20-year and 25-year Service Awards respectively. Given they are so much a part of the fabric of CHAC, they were asked what they consider the cornerstones of our community to be. ‘The College commenced in 1989 and its founder Rod Wells and a small dedicated team built on a dream,’ said Alan. ‘I was amazed at the vision that had been behind the College’s development and the ethos that provided the foundations. There has been a great group of people along the way, all on the same

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wavelength, that have continued to carry the banner. ‘I think the cornerstones of the College are the moral underpinning of the community through the Chaplain, the natural environment, and its leadership. The founders of the College showed amazing foresight and planning and they were able to create a campus that took full advantage of, and yet protected, the natural environment. ‘Canon Bruce Maughan assumed the Chairmanship of the College Council soon after I joined and his leadership and governance skill and knowledge were tremendous foundations for what followed. Canon Maughan has been succeeded by Dr Gavin Nicholson whose knowledge and corporate

governance knowledge is unsurpassed in my experience. The Principals, College Council and current architects have faithfully followed the founders’ lead and Mrs Bell’s leadership has brought about a huge improvement in the College’s reputation.’ Gordon believes strongly that the unique feel of the College has endured thanks to staff, students and parents maintaining the culture of trust and respect. ‘The overriding atmosphere and feel of the place comes from the location and setting, and the very strong community spirit. Students realise that the staff at CHAC go out their way to cater for all aspects of their [students'] education and, as such, have always formed a connection that works both ways.’


Named after the natural vegetation, the Corymbia Boardwalk is sure to play its part in the memories of our future graduates.

Gary the lizard approves! The bark garden holds a very special place in the memories of CHAC graduates so it was pleasing to learn of their enthusiastic response to the installation of a multi-level boardwalk through the wood of towering eucalypts, thanks to a $35,000 donation from the Parents and Friends’ Association, with added support from the Class of 2016. Named after the natural vegetation, the Corymbia Boardwalk is sure to play its part in the memories of our future graduates. Even Gary, one of our famous resident lizards is impressed. ‘I find my new home under the boardwalk beautiful, yet I was really hoping the lizard farm would get the go ahead; however, I think this new facility will suffice.’

Students of Japanese welcomed Open Day visitors to their new classroom in the refurbished E Block.

We thank Year 8 lizard whisperer Matthew Stoward for the interpretation.

Growth through support

Students of French and Japanese now have a dedicated Languages Centre, which includes a kitchen and Japanese dining room. The College thanks the CHAC Foundation for its donation of $50,000 towards the cost of refurbishing E Block, and to our parents who enable the development of such facilities through their Voluntary Building Fund donations.

Deputy Principal Gary O’Brien dropped into the French classroom during the March Open Day, and enjoyed a crêpe prepared by Year 12 language students Laura Shepherd (left) and Sabrina Tame.

Winter 2017

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Carnival

Champions We are so proud of our Primary swim team for winning the Junior TAS Swimming Carnival (Red Division).

CHAC also won the U9 Girls’, U11 Girls’ and U11 Boys’ age groups, and the Overall Boys’ Champion category. ‘To top off the day,’ said Melinda Myles, Primary Sport Coordinator, ‘special guest and CHAC past student, Rachael Watson presented the trophies and pennants to the winning teams. ‘The Primary students have worked hard in the lead up to the carnival, training bright and early on Tuesday mornings and during their sport time on Friday afternoons. On the day, they all swam hard, encouraged each other, and behaved perfectly.’ We add our special congratulations to Paralympian and CHAC alumna Rachael, who broke her own S4 world record in the women’s 50m freestyle multi-class final at the 2017 Hancock Prospecting Australian Swimming Championships.

T here is definitely something in the water at CHAC!

Pax et Bonum Winter 2017  
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