Pax et Bonum Cannon Hill Anglican College magazine
Issue 19 Âˇ Winter 2018
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
The new Enterprise Centre and STEAM lab (Science, Technology, Engineering, Arts, Mathematics) were opened in February 2018, along with the Futures Café and three Science laboratories (hidden from view).
cover photo Editorial Contact Details Communications Office P 07 3896 0439 E firstname.lastname@example.org
Frontiers and mandates
s an educator, I always have an eye to the future. I have defined my personal educational philosophy as future-focused. Those same words can be found in our Next Practice agenda at CHAC – a future-focused approach to teaching and learning. When I revisit the Annual Awards Evening addresses I have given over the years – it is obvious that equipping young people for their future is a personal passion, as well as a core driver of the work of all CHAC teachers. While we may not be able to predict the future, we believe we can actively create it together. In this issue of Pax et Bonum, we explore new frontiers, whether that be pioneering new boundaries in education or our Preppies taking part in our Cross Country Carnival for the first time; starting at a new school or Year 1s imagining some wonderful inventions for the future. Exploring new frontiers requires courage and a sense of adventure, creativity and innovation. We always, however, need to be mindful of mandated requirements such as completing national curriculum tasks and preparing for assessment processes such as NAPLAN and the 2019 introduction of the new Queensland Certificate of Education, with an ATAR replacing an OP. It is gratifying to work alongside a Board and staff that not only move with the times, but that contemplate and prepare for times yet to come and who, indeed, are part of the process for establishing future mandates in education. As David Lloyd George said, ‘Liberty has restraints but no frontiers’. We will continue to manage the mandates while encouraging creativity, innovation and a sense of adventure. Happy exploring! Robyn Bell Principal
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 email@example.com CRICOS PROVIDER NO. 00646F
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Liberty has restraints but no frontiers’. We will continue to manage the mandates while encouraging creativity, innovation and a sense of adventure.'
Thanks to prudent and visionary leadership by the CHAC Board, the College continues to develop future-focused learning spaces. Year 7’s Eve Mollee relaxes on a giant ottoman in the new Enterprise Centre, as she blends technology and art as part of her ideation process. See page 6 for full details of the program.
n 2018, Cannon Hill Anglican College continues its transformational agenda – evolving our teaching and learning approaches geared toward this century of global citizenship.
Robyn Bell, in her 2017 Annual Awards Evening address, said, ‘I continue my relentless pursuit of encouragement to all students, to see your future as a positive, abundant place, brimming with opportunity, in which you can, and should, play a prominent role. As a collective of under 20 year olds, your generation now makes up 35% of the world population. You are the innovators of the 21st century and YOU will become its leaders and decisionmakers – within the next 10 to 20 years. ‘What an amazing economic and social evolutionary period you can shape for yourselves and for your children, with lifestyles enhanced by new technologies that are already present and viable, and by those that you will be part of imagining and developing!’
Chair of CHAC Board, Dr Gavin Nicholson (front row, centre) thanked key internal and external personnel who played a key role in the construction of the Enterprise Centre and Science Centre Stage II.
There is always a wonderful commitment to synergy across teaching and learning, from Prep to Year 12, epitomising our One College, One Campus, One Community philosophy. At one end of the spectrum, our Principal addresses graduating students about advancements in new technologies while, at the other end, Year 1 students use connector straws to conceptualise wonderfully imaginative inventions. The latter features in a delightful story on page 8.
further from Robyn Bell’s 2017 Annual Awards Evening address, ‘The innumerable hours of voluntary effort given generously by each member of our CHAC Board are deeply appreciated. Your diligent attention to the wellbeing of CHAC students, staff and families; your prudent governance that consistently steers us toward the achievement of our collective ambition; and your modelling of respect and courage and compassion are outstanding aspects of your servant leadership.’
Synergy is also evident in CHAC’s leadership, from the College Executive and Educational Leadership Team, to the extraordinary, heartfelt commitment of the CHAC Board. Indeed, one of the key focus areas in the Strategic Plan is to encourage initiative and a sense of adventure in our staff and Board. To quote
We are blessed to have the Vision and Mission of the College modelled from the top down, and to be guided by forwardthinking, future-focused leaders intent on forging new frontiers in collaborative education and outstanding culture.
'As a collective of under 20 year olds, your generation now makes up 35% of the world population. You are the innovators of the 21st century and YOU will become its leaders and decision-makers – within the next 10 to 20 years.' Winter 2018
Welcome to the
STARSHIP ENTERPRISE! The Enterprise Centre – affectionately known as The Starship – was launched in Term 1 2018 and already the highly creative space is encouraging students to ‘boldly go’.
he innovative and creative agenda for the latest addition to CHAC’s suite of new buildings is capturing the imagination of not only students but also the commercial and tertiary sector. The centre has already hosted two ideation conferences for students: the UQ Entrepreneurship Discovery Program run by the University of Queensland, and the CHAC Foundation’s Corporate Networking Evening in March, including guests from the South East Brisbane chamber of Commerce. ‘This centre will provide opportunities for ideas exchange, innovation and externships across the STEAMED agenda – Science, Technology, Engineering, Arts, Mathematics, Entrepreneurialism and Design – i.e. across all dimensions of our learning program,' said Robyn Bell, Principal. 'We envisage that this centre will allow us to strengthen the connections between present students, alumni, the tertiary sector and industry; to incubate ideas and to seek authentic issue solutions; to foster start-up businesses for students who seek to become the next generation of entrepreneurs.’
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The Enterprise Program In its first year, the Enterprise Centre will host four ideation conferences for Years 7 to 10 students.
Three-day Design Conference
Three-day Creative ProblemSolving Conference
CHAC Environmental Mascot * Please see page 6 for a detailed report on this project.
Creative thinking, teamwork, collaboration, presentation skills
Four-day CHACTank Conference
Three-day Social Enterprise Conference
Work skills focus, business idea and plan, critical thinking
Fundraising, organisation, communication, community engagement
Build social capital as corporately responsible workplaces
Harvest innovation from unencumbered creativity and optimism
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Embrace resilient, sociallyresponsible, globally-focused graduates
Ideas Network sharing knowledge and nurturing networks Innovation Hub fostering entrepreneurship and start-ups
Support start-ups and the next generation of movers and shakers
ter pr i se
Benefit from inspired practical solutions to 21st Century issues
Seek innovative solutions through creative partnerships Evolve employment models by engaging in leading-edge education
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Engage young people in real-world, community-oriented programs
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Espouse evolving programs and learning pathways
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Facilitate student engagement in research programs
Embed social responsibility to be fit for an unknown future
Develop CHAC incursions as well as excursions
Nurture entrepreneurial spirit and foster adventurous thinking
Transition senior students into under-graduate programs
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Solve real-world projects through collaboration and innovation
Extension Booster facilitating extra-curricular opportunities
Equip students for the ‘Brand Me’ self-branding evolution
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Skills Escalator extending 21st century skills
Solutions Centre solving real-world, live-project challenges Social Enterprise serving society through collaborative programs
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The sum total of The Enterprise Centre – its staff, students, visitors, collaborators, beneficiaries and partners – creates a symbiotic relationship entwining students, business, society and tertiary learning.
Collaboration – Ideation – Communication Look at any of the innovation hubs springing up in cities across the globe and a similar theme resonates. The Capital in Brisbane aims to ‘tap into disruptive technologies, engage creative thinkers and develop market leading enterprise solutions’. The Impact Hub, New York City, brings together ‘a diverse and interdisciplinary community to work together and create positive impact’ while ‘building world-class innovation ecosystems and co-creating global innovation and investment hubs’ takes place at the Big Innovation Centre, London.
n March, it was no different in the CHAC Enterprise Centre as staff and students embraced new frontiers in collaborative teamwork, ideation and communication . ‘Interdisciplinary’, ‘co-creating’ and ‘solutions’ were certainly the name of the game for the inaugural threeday conference held in the new centre. Members of staff from the Business, ITD, Social Sciences. English, Art, and Science Faculties formed the team that led the Year 7 cohort through the three-day intensive program.
The first day included a plenary session followed by rotating workshops on: multipleintelligences and collaborative teamwork skills; marketing, promotion and persuasive communication; and the ideation process and design principles. A tour and presentation on the bio-diversity and the flora and fauna in our Wetlands inspired the second day which focused on planning, designing and making a model of their mascot and the materials required to market it at the Ideas Market, held on the third day. ‘It emerged as a truly cross-disciplinary piece of collegial collaboration,’ said Barbara Mossman, Coordinator: Gifted and Enterprise Education. ‘The Year 7 CHAC Challenge was to design an environmental mascot for the College, to be unveiled at the Wetlands Festival, with the winning design featured on T-shirts for sale at the Festival. ‘Year 7s were introduced to a range of key 21st century skills needed to succeed now and into the future. Students participated in activities aimed at improving self-awareness and their skills in collaborative teamwork, as well as their capacity for creative idea generation. On the final day, students were required to communicate persuasively and produce promotional materials to sell their idea to an audience of teachers, parents and peers at the culminating event, an Ideas Market. The culmination was the announcement of the winning mascot – Kubbi (a possum), designed and presented by Lily Hawkin, Kael Hourn, Haili Lawton, Ben Masnjak and Hayden Ryan.
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Reflections ‘I enjoyed learning about all kinds of intelligences on Day 1of the Challenge. It helped me to realise that everyone can be intelligent, but in all different kinds of ways.’ Sianna Owen ‘I found the personality assessment enjoyable and very interesting because it was useful to our group so that we could assign the jobs based on our personalities and strengths.’ Lucinda Elmes ‘I found it useful to show each other what strengths and weaknesses we had.’ Lachlan Steele ‘I learnt that even if you are working with complete strangers, you can achieve wonderful things.’ Haili Lawton
‘I learnt that everyone has different personality traits, and as a group we need to utilise all of them to the greatest extent, instead of all doing the same thing.’ Luke Sivyer ‘The main thing I learnt was that we are stronger together.’ Max Barnett ‘I liked the idea that in order to get things done we had to work together and persist.’ Charlotte McNally ‘I enjoyed the design part because Mr Schutz was a good and engaging teacher and there was a lot of hands-on work with analysing the packets of figurines.’ Sam Paton
And, finally, Luka declared ‘It was SO MUCH
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The 1960s saw the launch of The Jetsons, a cartoon series based in the year 2062. In one episode, the protagonist George says to his wife, ‘Yum, it's been light-years since you programmed synthetic brownies’. In her 2017 Primary Awards Presentation address, 55 years since the program first went to air, Elizabeth Chaplin, Director of Primary, used The Jetsons as a brilliant example to demonstrate how fantasy has morphed into reality within a relatively short period of time, even to the point of 3D-printed foods. ‘In a rapidly changing world, with advancements in technologies bringing about changes at a deep social level, we look forward to the future with a deep sense of anticipation mixed with apprehension. What will the future look like? How do we plan for jobs and career paths when we know that some of these will be new to our society and many of the jobs and careers we have today may not exist in 10 to 20 years, or may have changed altogether? This could be scary. How do we prepare?’ Elizabeth’s speech took the audience back to 1962, when The Jetsons was first broadcast by the American Broadcasting Company. ‘The program was a flop. It was taken off the air, considered to be outrageous and ridiculous in its childish representations of flying cars, jetpacks, drones, smart watches and robotic help around the home. Ridiculous! Right? Wrong.’ According to Nina Zipkin, in her 2015 article in Entrepreneur, '8 Far-Out Jetsons Contraptions That Actually Exist Today’: • George Jetson's flying car converted into a portable briefcase, which is arguably pretty cool. While the car improvements haven't trended in that direction just yet, the team at Slovakian startup AeroMobil are hard at work
on a car that can turn into an airplane and vice versa, and the flying car is not too far away now at all. • There were jetpacks a plenty in the Jetsons’ universe, to get people everywhere from school to the dry cleaners. And while they aren't available for general consumption just yet, startups like AquaFlyer, Martin JetPack and Jet Pack International are working towards that dream of commuting via jetpack a reality. • The Jetsons’ irascible housekeeper Rosie would feel right at home with the robotic butlers and concierges employed at the Hennna Hotel in Japan and Aloft Hotel in California. • The Jetsons had a home food replicator that could churn out anything from asparagus to stroganoff. Now companies like Foodini and CojoJet are making it possible to create delicious 3-D printed entrees and desserts. • The Jetson kids get delivered to school via flying pods. Though they aren't dropping off people in their preferred locations yet, drones are being implemented to deliver packages, and taking aerial footage for industries as varied as movie making and real estate. • What was a simple accessory for quick and easy calling and video chatting in the Jetsons’ universe has made some waves lately with all manner of tech companies trying to get in on the smartwatch market. Apple launched the Apple Watch amid much fanfare in April last year.
‘Striving for the future should not be daunting; it should be filled with a sense of adventure, fun and creativity.' 8
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‘It goes shopping for you and you tell it what you want and it gets it for you. My mum would like it because she hates going shopping, especially food shopping.’ Jonah Davis
‘It is a backpack. It can never end and it can fit lots and lots of stuff in it ‘cos it never ends.’ Connie Giles
Our Year 1s let their imagination run wild during Investigation Time, when they used connector straws to create something that can help someone. Their unencumbered imagination may have concocted some crazy ideas – but isn’t that what we thought about the ‘outlandish’ gadgets in The Jetsons first incarnation? We hope you enjoy these wonderful inventions.
‘It is a picture frame. When you invite some really fashionable people to your house and they are famous for painting, then I’ll paint them a picture and put it in the picture frame.’ Sophia Bazianas
‘It’s a bird. It’s a parrot. What it does to help is it puts your washing away and hangs it up. If you have to put it away in your bedroom, it does it for you.’ Mia Locke
‘It picks up snow and leaves. It sucks them up the tubes.’ Hannah Carpenter
‘It is mostly an automatic shower. You don’t have to turn it on. It has a sensor and its spins and the water comes out. If you’re a mother and you’re wearing a shirt, you might get wet trying to get the kid in the shower. The kid just goes in and the sensor activates the shower. The kid has a remote so he can aim the water.’ Reilly Fay
'Makes me turn into anything in the world, even a robot tiger or a tornado. I actually get its powers.' Harrison Willcox
Starting at a new school can be a scary prospect. At CHAC, we hear time and again how students settle contentedly into their daily routine, make new friends and quickly absorb the special culture of our College. At our recent Open Day in March, three students shared with a packed Auditorium their journey at CHAC. There can be no better way to describe how these students rose to the challenge of their new frontiers – their new school – than to share some extracts from the honestly-expressed words the students wrote themselves.
At the start of their Secondary journey, Year 7s head off to camp and return a relaxed, friendly and united cohort.
Our new preppies were eager to see their classroom, on their first day of school.
Tom (left) and Edie (right) had a busy Open Day morning, switching between the podium and the CHAC Big Band.
Tom Howroyd is in Year 12 and is part of the 2018 College Captaincy team.
efore arriving at the College, I attended Junction Park State School in Annerley and was the only student who came to CHAC. As one would expect, the idea of attending a place where you have no friends, and beginning a new phase in my learning, was going to be extremely hard, right? In my experience, joining the CHAC community was nothing like this. I was immediately launched into various Music ensembles and bands, Debating and Sports teams and received nothing but support and guidance from all members of the College. Settling in was definitely not a problem and I
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made some of the most amazing friends both within and outside my cohort . From then, the last five years have felt like an experience that is ultimately too short. Upon checking my extra-curricular enrolment on Thursday night, I discovered I had participated in 60 different extra-curricular activities spanning Rugby, Football, Cricket, Music ensembles, musicals, and community events. I did note that my first ever extra-curricular activity was helping on this very day four years ago. Similarly, my academic journey has been an absolute pleasure (most of the time!). The teachers you’ll find in this school are incredible
educators who are some of the kindest, most compassionate people you’ve ever met. On Thursday during a lunchtime when everyone in their right mind should be sitting down and eating something, I asked the wonderful engineer-turned-Maths-teacher, Mrs Hopkins, who was running a tutorial for our class, how I should refer to her in this speech and she said, ‘just call me your Maths teacher’; but, I feel that that doesn’t give her justice as she, and all our teachers, do so much more. My point is that, at CHAC, your pathway is entirely of your own choosing. It provides a safe, friendly, wellsupported environment where you can find your passion and run with it.
Edie Biasibetti joined CHAC in 2015, in Year 7. All I knew of CHAC was that they made good liquid nitrogen ice cream on Open Days; however, I embarked on my high school journey fully petrified and very excited. The transition from Primary school to Secondary school is hard for everybody in some way, shape or form, but CHAC makes it less so.
Toby Chippendale is in Year 6 and is one of CHAC’s Primary Leaders for 2018.
Walking into Homeroom on the first day was an entirely new concept to me and I was immediately greeted by two of the chattiest Year 12s I have met to date. To my dismay, as a shy child who was not one to confidently talk to people, they kept coming up to me for the whole day – showing me how to use my locker, making sure I knew where my classes would be and asking what teachers I had. I remember wandering around trying to find my English classroom and thinking ‘this place is so massive, I will never ever remember where everything is’, but I soon learnt all I had to do was ask. CHAC is such an accommodating place and the value of community here runs so strong, that joining in just feels like the natural thing to do. I can honestly say that three years ago I would have rather died than stand up and speak in front of 10 people let alone this audience today. CHAC is a place where everyone can grow and develop at their own pace surrounded by a supportive community and a world of opportunities. No matter if it is Music, Sport, Drama, Arts, Debating, Environment Committee, Girls' Committee, Boys' Committee, Social Justice Committee or academic competitions, CHAC has a place for you. Personally, I play the trumpet and am involved in multiple bands. I am also in the Girls' Education Committee and have recently been elected as a Year 10 House Deputy. I have come to see CHAC as a place where you can build your own creativity, confidence, friendships and passions in an accepting, nurturing and inspiring community.
Year 7s gather together on their first day of Secondary.
Toby exudes confidence at the podium.
When I first started out at CHAC, I was really nervous about what to expect in terms of friends, teachers and especially homework! Within the first week, though, I had made lots of friends and was looking forward to every day at school. But it isn’t just my friends that make school fun. It is the awesome opportunities I have at CHAC. For example, I am learning Japanese and have Sport lessons three times a week! I also have the opportunity to learn Performance Arts, which includes Music, Drama, Dance and Visual Art. There are many fun, brain-stretching activities that we also do here at CHAC, designed to improve teamwork and leadership skills. As well as these things, I have been involved in some extra-curricular activities: I learn musical instruments with the help of some brilliant teachers; am involved in String Ensemble, Guitar Band and Primary Choir; and even have the opportunity to learn public speaking skills through Debating. My class and I take regular trips down to the Wetlands and talk about the wildlife living there. We even hold our Cross Country Carnival there each year! My classmates and I have been involved in many Junior TAS inter-school Sports and Carnivals throughout our years at CHAC. I have thoroughly enjoyed them and have found my love of Basketball through them. In the Tuggerah Centre (the undercover sports area), there are Volleyball, Netball and Basketball courts for the students to use. Annually, students and teachers battle it out in a Volleyball game at lunchtime. Go students! Through this wonderful school, I have learnt how to work with other people and overcome my fears. From a nervous schoolboy to one of the Primary Leaders for 2018, look how far I’ve come. How far can you go?
How far can you go? Winter 2018
Honouring the past, present and future
Gary O’Brien (Deputy Principal), Kim Knott (Primary), Colleen Boyle (Visual Arts), Maree Dugan (Property Services), Nina Johanson (Registrar) and John Gothard (Head of House – Moreton) join Robyn Bell, Principal, in cutting the 2018 Foundation Day cake.
Guests from across the past 30 years of CHAC’s life joined us for Foundation Day celebrations on Friday 20 April. The Foundation Day Celebration Assembly honoured the past and confirmed our commitment to serve the present and future CHAC community. Honouring the past included the gathering of CHAC alumni in the evening for Busk at Dusk, which welcomed back past participants in the Performance Music program.
‘May God bless this place of learning, from roof to floor, from wall to wall, from end to end, from its foundation to its covering’.
During the Foundation Day Celebration Assembly, 18 members of staff were recognised for their service to the College, with special certificates and mementos to recognise their 10, 15, 20 or 25 years at CHAC. Ms Kim Knott – inaugural teacher in 1998 when Primary opened – gave the response to the Principal’s presentation on behalf of the recipients. Kim reflected on her 20 years of teaching at CHAC, the various physical spaces in which she has taught and heartfelt feelings of having taught over 560 students. Her speech concluded with some stirring words: I have pondered over my decision to remain at CHAC for this length of time. Now it is my
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‘May all be welcome to learn here in peace and co-operation, blessed by the joy of discovery and learning. Let all evil be banished, all disturbance cease. May God’s peace be ever present in this place.’
chance to justify this choice. Opportunities to connect with people are high on my list: connections with Primary and Secondary staff; connections with non-teaching staff; connections with students; connections with parents. I am frequently motivated and inspired as I observe my children engaging in their learning. I am in awe of them as they willingly and actively participate in the sporting, music and extra-curricular programs offered to them. I am chuffed when children have the opportunities to demonstrate their strengths across all academic areas.The students' giveit-a-go philosophy helps to shape me, still.
winkly festoon lighting, relaxed seating and cruisy busking welcomed CHAC Alumni, friends and partners, parents of past students, and current and former teaching staff to the inaugural Busk at Dusk event for the Past Students' Association. Alumni were also remembered in the morning prayers. God of life and hope, we give you thanks and praise for all students who have passed through this College. Wherever their lives have taken them, we pray that their CHAC experience has given them a firm foundation on which to build rich and fruitful lives. May the community which supported them as students, continue to be a source of hope and comfort to all who come within our ever-widening family. Bless their endeavours and enable us all to demonstrate courage and compassion in our lives.
s part of the Foundation Day activities, prayers were also offered for future members of the CHAC community – for those who will forge new frontiers in the years to come. One such future member is Hank – son of past students Inga Tracey and Nick Marinos (Class of 2003) – wait-listed for entry into Year 7 in 2030. God of power and strength, we give you thanks and praise for the future which lies open before us… Continue to bless and guide us through your Holy Spirit, so that we may serve and support one another as our College grows into an exciting future. May Cannon Hill Anglican College bless future generations with a rich and meaningful learning experience.
Make a difference It seems, sometimes, that the volume and intensity of issues to address in our day and age are overwhelming. What difference could we possibly make to local and global issues such as homelessness, poverty, and discrimination?
It may be a hackneyed cliché, but the Starfish Parable rings as true today as ever it did.
One day, an old man was walking along a beach that was littered with thousands of starfish that had been washed ashore by the high tide. As he walked he came upon a young boy who was eagerly throwing the starfish back into the ocean, one by one. Puzzled, the man looked at the boy and asked what he was doing. Without looking up from his task, the boy simply replied, ‘I’m saving these starfish, Sir’. The old man chuckled aloud, ‘Son, there are thousands of starfish and only one of you. What difference can you make?’ The boy picked up a starfish, gently tossed it into the water and turning to the man, said, ‘I made a difference to that one!’
HAC’s Diakonos committees for the environment, social justice, and boys’ and girls’ education strive each year to make a difference in the lives of our students, as well as those whom they serve in the community. In her address to the graduating Class of 2017, Robyn Bell, Principal, said, ‘Our mission and culture of servant leadership, and ethos of courage and compassion at CHAC, provide rich foundations for the nurturing of social enterprises, focused on making a real difference in the world no matter what new frontier you choose to work in. Reclaiming meaning in work is within your reach – where work enhances life and serves to create a better society through social enterprise.’ Social Enterprise – the measuring of social impact alongside financial sustainability – is part of the focus for programs that will be undertaken in the Enterprise Centre; in other words, programs that are needsdriven. Greyston in America provides the homeless employment in a bakery that makes brownies for Ben & Jerry’s ice cream. Their raison d'être is ‘we don’t hire people to bake brownies, we bake brownies to hire people’. Their philosophy is to ‘provide a hand up, not a hand out’. Rob Hawkin, Industrial Technology and Design Faculty, will guide the Social Enterprise programs conducted through the Enterprise Centre. He was greatly inspired by a challenge posed by guest speaker Chris Eigeland (Class of 2007), who encouraged guests at a Social Justice
breakfast to take up the responsibility of leaving the world a better place. ‘We want to consider how we can proactively provide ethical, serviceoriented contributions to our local community,’ said Rob. In line with the Archbishop’s theme for 2018 (see opposite page), CHACyard Blitz is one potential Social Enterprise program, which will see teams of parents, staff and students support those in genuine need of assistance, whether due to age, infirmity or illness. Another potential program is the development of 2017 Year 9 Changing Tomorrow project proposals, including Tech’n’Tea aimed at helping older members of the community to use technology.
International Women’s Day
CHAC was delighted to welcome friends and family to the 2018 International Women’s Day Breakfast at the College. We were particularly delighted to welcome all three of our local political representatives. Our female College Captains, Mahelie Goonaratne (left) and Sophia Brown (right), welcomed Ms Kara Cook (Councillor for Morningside), Ms Terri Butler MP (Federal Member for Griffith), Ms Di Farmer MP (Member for Bulimba; Minister for Child Safety, Youth and Women and Minister for the Prevention of Domestic and Family Violence), and Mrs Robyn Bell, Principal.
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Connect across the generations E
ach year, the Archbishop of Brisbane, The Most Reverend Dr Phillip Aspinall, sends a video message to schools, churches and other organisations throughout the Diocese, to request support for a particular theme or priority as a faith in action or practical Christianity initiative. For 2018, the theme is Generations Together. It focuses on encouraging intergenerational connection. He said:
other and to learn from each other. The scriptures tell us that the church is like one body with many parts and that each part of the body has a valuable role to play, which no other part can replace. For the body to work properly, all the parts are needed to do their bit. The same thing is true of the communities in which we live. When we are disconnected, we miss out on the benefits, wisdom and gifts that others bring to us.
‘We live in a remarkable time. Improvements in health and medical science mean that people are now living longer than ever. In 2018, there are more generations alive at the same time than at any other time in history.
‘At the beginning of this school year, I want to invite your whole school community to take up the challenge of connecting across the generations. You might tackle this within your school or by reaching out beyond your school to your local area. I wonder what you might do to bring the generations together, to learn from one another and to deepen relationships. I also encourage you to do this within your own family, valuing each other, learning from each other and strengthening relationships.’
‘Technology allows us to stay connected where-ever we are in the world but in some ways we have never been more disconnected. Many people in our community are lonely and struggle to build relationships with their own generation and across generations. Some people are deeply suspicious, even hostile towards other generations. That isn’t good for us as individuals and it is not good for our society. ‘Each generation has its own unique gifts to share. Young people, and older people too, have something important to give to each
'In 2018, there are more generations alive at the same time than at any other time in history.' Winter 2018
‘And in your spare time?’
When it comes to forging new frontiers in teaching, CHAC is on the front foot. Not content to rest on our laurels, individuals and teams seek constantly to improve individual practice and community collaboration, for the benefit of students. Here is just a taster of what is happening to continually advance our dynamic teaching and learning community.
A first in Queensland
ational Certification as a Highly Accomplished or Lead Teacher (HALT) is a voluntary, rigorous and transparent process that supports teachers as they explore their practice of the Australian Professional Standards for Teachers. It recognises and promotes quality teaching and the development of collaborative learning professionals who strive to continually reflect upon and improve their practice. Under the auspices of the Australian Institute for Teaching and School Leadership, and local administration by Independent Schools Queensland, Anglican Schools in Queensland – including CHAC – participated in a pilot program in 2016, to introduce HALT certification Queensland. In fact, we are proud that CHAC staff have led the way in participation in the program. Suzie Alexander, Deputy Director of Primary, took part in the pilot program in 2016 while
Anita Spencer (Acting Deputy Director of Primary), Paul Jennison (Science), Colleen Boyle (Visual Arts) and Anthony Florido participated in the trial phase last year. This year, following the pilot and trial, CHAC's Social Sciences and Business teacher, Anthony Florido, became the first nationally accredited Lead Teacher in independent schools in Queensland. ‘He submitted a comprehensive portfolio that was assessed by an external examiner to achieve Stage 1,’ said Jenny Middleton, Director of Curriculum and Professional Practice. ‘This was followed by lesson observations and an interview with the ISQ Teacher Quality Manager to gain Stage 2, or national accreditation. We are very proud that a teacher of Anthony’s calibre has been recognised at this level.’
Visual Arts students Eve Mollee, Thomas Cracknell and Anneliese Roduner (all Year 7) seek inspiration before embarking on their own clay creatures.
HAC’s Visual Arts teacher, Jo-Anne Hine played a significant role in the syllabus redevelopment of the Senior Visual Art Curriculum for Queensland, as part of the expert writing team. This led to Jo-Anne being seconded in 2018 to the Queensland Curriculum and Assessment Authority (QCAA), to present workshops on the implementation of the new syllabus. The team has written Creative Inquiry: Visual Art for Queensland Senior Secondary Students – due for publication in the near future by Cambridge University Press. This is hardly surprising as Jo-Anne holds a Master of Visual Arts and has held Exemplary Teacher status since 2012.
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Professional Learning Community (PLC)
'To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.' Richard DuFour
Preppie Edward Vale enjoys a voyage of discovery on the iPads.
In 2018, members of the PLC – a professional learning community that fosters collaborative learning among colleagues – are focused on social and emotional learning for Secondary students, and digital technologies for Primary students. Continual assessment is also being expanded, as Director of Curriculum and Professional Practice, Jenny Middleton, explained: ‘To assess our effectiveness in helping all students learn, we must focus on results – evidence of student learning – and use results to inform and improve our professional practice. After all, we might teach it, but how do we know if we have been successful? By the time assessments and exams come around, it is too late. By gathering continual data, we can better support our programs of early intervention or enrichment.’
Robin Laisby gives Samuel Orford (Year 6) some tips on sketching.
Madin Naidoo (Year 1) and Nicole Grima get to grips with writing.
he UQ Entrepreneurship Discovery Program was a practical, extra-curricular incursion in the Enterprise Centre, delivered by the UQ Idea Hub university lecturers, that provided aspiring student entrepreneurs with the skills and knowledge needed to conceive a startup. Described as ‘a startup pre-incubator for the aspiring, the inspiring and the ambitious’, workshops on ideation, technology choices, prototyping, market validation, and business modelling created a challenging environment outside the normal curriculum. Judging by the atmosphere and quality of projects developed, one of the program’s objectives – to inspire and excite students to be the next generation of successful Australian business owners and international startup founders – was well and truly met.
Leading edge Visitors to CHAC are often heard to say, ‘it wasn’t like this in my day’. Whether it is parents scoping the College, grandparents visiting classrooms or even our own alumni returning to their alma mater, one thing is for sure – practices in the education sector and, indeed, at CHAC do not stand still. Here are just a few examples of new frontiers in teaching and learning at CHAC.
Year 6 students were thrilled to use their new laptops when being filmed by ABC News for a story on Jocelyn Chirnside’s BRIDGE BUILDER® program.
New frontiers in Primary
There are some exciting new frontiers in 2018, for Years 5 and 6 students: • Our 1:1 Student Technology Program has seen digital devices rolled out to all students. • Given that Science, Mathematics and Technologies are areas of focus and development this year, Years 5 and 6 students have been timetabled to immerse themselves in Robotics, using the STEAM lab (Science, Technology, Engineering, Arts, Mathematics) in the new Enterprise Centre.
• In a similar vein, TECH Girls are Superheroes has been introduced, to encourage girls to explore STEAMED programs, with an emphasis on Technology and Entrepreneurship. The program is also open to girls in Secondary. • The students are excited about using the brand new Science labs opened in Term 1, as Stage II of the Science Centre development located in Secondary.
Year 9 Big History students learn about accretion using an innovative game of tag to gather new matter to form planets.
relevant and engaging’
It wasn't like this in my day.
The Curriculum Leadership Team drives change that aligns with the College’s Strategic Vision. The team’s purpose is to: • Articulate a shared vision • Manage change • Establish participative decisionmaking processes • Devise mechanisms for the
pax et bonum
development of an innovative, relevant and engaging curriculum • Enhance teaching and learning through productive pedagogy derived from current brain-based learning research
• Create and maintain a supportive and challenging learning environment across the College.
choices Subject choices keep pace
Last year saw the successful introduction of three new electives for Year 9s: Flight, Changing Tomorrow, and Robotics and Programming. One of the aims of these new electives is equipping students with 21st century skills, which clearly made an impact of those who chose the subjects.
Maths and self belief Sara Grigg, teacher of Robotics and Mathematics in Senior Secondary, completed her Master’s in Education in 2016, with the submission of a paper on self efficacy, interest, intentions, and achievement in Maths learning. We are delighted to congratulate Sara on the publication of her paper ‘Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective’* in the prestigious, peer-reviewed journal Contemporary Educational Psychology earlier this year. Sara’s research, involving 400 students, suggests that students’ confidence and self belief are stronger predicators for success in future results – more so than previous achievements. The research provides empirical evidence that increasing a student’s confidence makes a difference, and supports CHAC’s approach to an holistic education. Sara hopes her paper will lead to further research on the linking factors that contribute to higher self efficacy which, in turn, can lead to new frontiers in pedagogy. ‘The present research makes a contribution to understanding math achievement and aspirations in early and middle adolescents. Our research replicates previous work in showing that, over and above the effects of prior achievement, math selfefficacy is a robust predictor of positive changes in math achievement. The research extends the motivational literature by showing, apparently for the first time, reciprocal relations between math interest and intentions, such that the constructs may be mutually reinforcing in choice-related developmental tasks.’ * * Grigg, Perera, McIlveen and Svetleff 2018, ‘Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective’, Contemporary Educational Psychology, vol. 53, Elsevier.
‘We were challenged to find a new way of thinking – a way of thinking that was all about curiosity and willingness to take risks.’ Emma
Robotics and programming
‘Covering the basics of collaboration really propelled us into the major task, and solving a multifaceted community-based issue required effective teamwork.’
‘When using the robots, we worked in small groups to develop our collaboration skills and problem-solving strategies, so that we could program the robots to do exactly what we wanted.’
Luke and Mihir
Skills for life When it comes to feedback on teachers from students, the College Captains for 2017summed it up perfectly: ‘You have been our greatest supporters, always pushing us to do our absolute best. You have been our most honest critics, always providing feedback and advice. You have provided us with opportunities to learn and extend ourselves. You have been kind and patient when we have struggled to understand the most abstract concepts, after what seems like hours of explaining. You have looked out for us, taught us life lessons, as well as the skills required for our academics. But above all, you have been absolutely dedicated, going above what is required for the benefit of your students with no expectation of anything in return.’ Benjamin, Dion, Emma and Lauren, College Captains 2017
FRIDAY 7 SEPTEMBER 2018 PACIFIC GOLF CLUB CARINDALE
REGISTRATION FROM 10AM • TEE-OFF 12.30PM • AWARDS 6PM Golf Clinic and Putting Competition f rom 10.45am Light lunch and sponsored Drinks Cart Catered Awards Function $145 per player (includes golf cart)
Visit chac.qld.edu.au for more information.