Pax et Bonum Cannon Hill Anglican College magazine
Issue 13 路 Autumn 2015
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The United Nations declared 2015 to be the International Year of Light and Light-based Technologies, which is a fitting theme for the Autumn issue of Pax et Bonum.
illuminated MIND THE
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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
On 13 March, Cannon Hill Anglican College’s Chapel of St Francis and St Clare was consecrated by The Most Reverend Dr Phillip Aspinall, Archbishop of Brisbane.
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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One of my favourite quotes is attributed to Ralph Waldo Emerson, who said ‘To the dull mind all nature is leaden. To the illuminated mind, the whole world burns and sparkles with light’. I doubt there could be a better summation of the power of education to open minds and hearts to infinite possibilities, and the role of teachers – in partnership with parents – to ignite curiosity, creativity and a life-long love of learning. I wonder which educators inspired Jan Ingenhousz in 1778, when he made great strides in unravelling photosynthesis; Fresnel, who proposed the notion of light as a wave, in 1815; George Eastman’s pioneering use of photographic film in 1885 or Van Gogh’s beautiful Starry Night, painted in1889; or, more recently, the winners of the 2014 Nobel Prize in Physics, for the invention of efficient blue light-emitting diodes which has enabled bright and energysaving white light sources. Who might our students look back on, and thank for their inspiration; students who have the potential to champion meaningful change in society – through humanitarian, scientific, political or cultural pathways – for the betterment of the global community? Indeed, we know for a fact that our alumni are already supporting, and even leading, frontiers of change. For example, social entrepreneur Chris Eigeland (Class of 2007) – who featured in the recent Sunday Mail’s Queensland’s 50 Top Thinkers supplement – founded The Schoolbag project, which enables students living in areas impacted by disaster, conflict or poverty to continue their studies. It is therefore no surprise that Chris is also one of the World Economic Forum’s under-30 ‘global shapers’. Chris’s initiative means that these disadvantaged students still benefit from an education, and the chance to change the world. Who is to say there is not a biochemist, artist, inventor or President among them? We are privileged, at CHAC, to work each day to enlighten young hearts and minds that have the opportunity to change themselves, their town or country, indeed their world. And that is why we teach. May the illuminated mind of your child sparkle with light – as well as delight. ROBYN BELL Principal
The Science Club meeting in March – featured on page 6 – experimented with fluorescence and luminescence.
Extracts from the message delivered at the opening ceremony for the International Year of Light, in Paris January 2015: Light is a unifying symbol that signifies wisdom and excites the imagination across the world.
On the most fundamental level through photosynthesis, light is necessary to the existence of life itself. Light science has revolutionised medicine, agriculture and energy, and optical technologies are part of the basic infrastructure of modern communications.
Paintings and murals in all cultures show how artists have used light, shade and colour to illustrate mood and create atmosphere. Light is used in some therapies to promote health, and in religious ceremonies as aid to worship and reflection.
Our chief source of light as a planet – the sun – is being harnessed in new and exciting ways through solar power that offers a clean alternative to other sources. The International Year of Light can be used to expand scientific cooperation, especially in developing countries,
advance education in the basic sciences, and engage talented young minds in our efforts to build lives of dignity for all. Let there be a year of light.
Light
Ban Ki-moon The Secretary-General United Nations
Year 1
Glass Garden Sheridan Van Geest – CHAC’s 2014 Artist of the Year – created a stunning and engaging installation as part of her body of work for Visual Art Extension. Entitled Glass Garden, Sheridan describes the sensation of walking through her installation: ‘You walk down a path, your senses mesmerised by light. It feels familiar, but there is something different. The glass surrounding you mimics nature and the beauty of the garden. It’s fragile and as lush, but you are surrounded purely by man’s perception of beauty. It is not realistic; every pattern and experience represents society’s construction of conventional beauty. Whilst it is an aesthetically pleasing space, conflicting ideas surround you. This is because the glass garden is in a continual state of limbo; it is ephemeral yet concrete, natural but also man-made. As the concepts of how beauty is perceived and the longevity of nature are challenged, it calls into question our experience of reality itself.’
Earlier this semester, Year 1 students created beautiful artworks portraying daytime and night-time landscapes. Isabelle Macleod produced a vibrant sunrise, while Liam Cullen chose to portray the impending night sky.
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Claiming a slice of the
sun
It was the acclaimed 20th century American architect, Louis Kahn, who said ‘Marvellous in a room is the light that comes through the windows of a room and that belongs to the room. The sun does not realise how beautiful it is until after a room is made. A man’s creation, the making of a room, is nothing short of a miracle. Just think, that a man can claim a slice of the sun.’ Given the design of the Junior Secondary Precinct – to be built this year ready for occupancy in 2016 – it is clear that light played a pivotal role in the plans developed by PW Architecture, for the purpose-designed centre will be flooded with beautiful
Queensland sunshine. However, this is just one of the many design features created specifically to enhance a futurefocussed education for adolescents.
The sun does not realise how beautiful it is until after a room is made.
Features of the Junior Secondary Precinct
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Six flexible learning spaces The room can be set up for direct instruction in small groups or large groups, or individual learning. In other words, learning is no longer confined to one classroom – spaces can be opened up to allow classes to work in collaboration, in partnership and groups as required.
Large stackable glass doors Research indicates that learning is enhanced by natural light and fresh air. The building merges with the landscape at the College and draws it into the classroom to connect the learning spaces to the natural environment, and to allow natural light into the learning spaces.
Large undercover balcony with distinct learning spaces The balcony will extend classrooms into the natural environment, enhanced by stackable doors. Classrooms upstairs and downstairs will feel completely open to external spaces and external seating areas will add to the creative ambience.
Internal and external breakout spaces The breakout spaces harness the natural desire for young adolescents to collaborate in less formal settings. Groups that would chat naturally in an informal setting – perhaps at lunchtime – revert to potentially inhibited communications once they return to the classroom. The building design therefore creates more natural environments in which teenagers want to engage with the learning process.
Glass doors and windows double as writable surfaces Students will have the capacity to express their learning instantaneously, in a way that engages with their peers and facilitates learning anywhere, anytime.
Interior design that promotes and enhances collaborative learning Colourful furniture will promote learning in a variety of contexts, from soft furnishings in break-out areas, to boardroom-style settings for collaborative work, to creative furniture for inspired classroom work.
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Merging of social and educational learning spaces Peer-to-peer learning opportunities will be enhanced by a merging of indoor and outdoor spaces, creating variety and flexibility.
At the March 2015 Open Day, Year 9 students were overwhelmed with interest in the plans for the Junior Secondary Precinct. Staff took a back seat as the students glowed with enthusiasm for the new building, and handled all enquiries with pride and lauded aplomb.
The new Junior Secondary Precinct will totally change the way that students interpret a learning environment. This building will allow for innovative teaching and learning. It focusses not only on current leading-edge practices, but also on the ability to adopt future practices and potential changes in education.’ Chris Nastrom-Smith Director of Junior Secondary
It is more interesting and creative. It is good to write ideas on the windows as it helps to imprint them on my mind.’ An enthusiastic group of Year 7s is already ‘living the dream’, as their teacher – Fraser Bolton – incorporates the use of writing on glass into his interactive and engaging lessons. The students didn’t hesitate to explain why they really enjoy this aspect of their learning. Several, like Ryan Milner, commented on the fact that if they had trouble remembering something, they could remind themselves instantly by looking at the window. Codie Mellor agreed. ‘Instead of asking questions, I can look at the window myself, and remember. It is more interesting and creative. It is good to write ideas on the windows as it helps to imprint them on my mind.’
Billy Byrne clearly remembers an important lesson on essay construction – that had been written on the glass – as he relates, with great gusto, the PEEL anagram framework – point; elaborate and expand; evidence and examples; links. Jenna Underhill and Ian Basterfield-Groves like this fun aspect of learning, as does Anna Coldham-Fussell, who likes the way it looks – ‘It’s not boring!’ – while Ryan feels it makes the classroom look more exciting and interesting. With the increased use of large glassed areas in the design of the new Junior Secondary Precinct, their writing-on-windows cup will runneth over!
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Ligh
ents
b m l u o b m t
Fluorescence and luminescence were on the menu when the CHAC Science Club met in March. From discovering the effect of heat and cold on glow sticks, to seeing what happens when ‘mushed up’ spinach and Isocol is placed under a UV light bulb, to the effects of adding iron to Luminol, the darkened Science laboratory was brightened by the enthusiastic and passionate students, all eager to learn something new.
Moments of realisation and understanding come to many people in many different forms. Given that 2015 is the International Year of Light and Light-based Technologies, we thought we’d shine a light – had to be said! – on ways to enhance learning outside of school hours.
Let there be
light
The very hands-on nature of the club is something that appeals to Cathy Smith, one of the Science teachers who volunteers to run the after-school-hours activity, alongside Lyn Hancock and Callum Brown. ‘It’s fun! And I enjoy seeing the participants develop their understanding of ‘doing’, and enjoying what they’re doing. The non-structured format of the club makes it different to the formal learning in the classroom, which is why we endeavour to learn something that is not covered by the curriculum. It is a great way to connect with the students who really like Science.’ Charlotte Sleight, Year 7, agreed. ‘Science is fun as you get to play with chemicals and do experiments. Today I learnt that the chemical reaction in glow sticks can be slowed down with cold water or accelerated with warm water.’ Year 8’s Jade Glasson wants to be a Scientist one day, and loves learning new things. ‘I didn’t know that mixing spinach and Isocol would make it glow red under a UV light. But I did learn on the television programme Bones that you can use vodka to show blood spots!’
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Homework – the enemy or an ally?
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ccording to Wikipedia, light is ‘electromagnetic radiation within a certain portion of the electromagnetic spectrum’.
In broad terms, the light emitted from an atom is directly related to its energy levels. In other words, at some point in the spectrum, ‘the light goes on’, proportional to the energy being expended. In classrooms all around the world, there are light bulb moments at any given time – metaphorically speaking – for any given reason. What has happened at that point in the lesson, to illuminate the mind, to excite the brain’s neurons to such an extent that a chain reaction happens and clarity is achieved? Is it the learning environment? Attitude? The teacher? Natural aptitude? In the Principal’s article, on page two, Robyn Bell references the words of Ralph Waldo Emerson, who said ‘To the dull mind all nature is leaden. To the illuminated mind, the whole world burns and sparkles with light’. What chemical reaction, what equation, what muse illuminates the mind; creates the light bulb moment? The answer is perhaps much like the welltrodden joke about how many psychologists it takes to change a lightbulb. None. The lightbulb has to want to change! Or, according to Head of Faculty – Mathematics, Stephen Andrews, ‘Teachers can only teach. It is up to the student to learn. No matter how well presented classroom experiences are, learning can’t happen if students do not engage with the process and do the work. Thinking can
only happen in one place – inside the learner’s brain.’ Through passionate teachers, engaging lessons, countless opportunities, a collaborative environment, and a Next Practice
built in their brain depends on revisiting what they learnt in the classroom, on repetition of the new information, of digesting and then regurgitating the facts to increase the chance of retention; in other words – homework! Stephen Andrews describes it really well with his walking track analogy.
If a pathway is first built and then regularly used, then the path remains easy to find and navigate along... ... the more likely they are to experience the light bulb moments. Often.’ focus, the minds of CHAC students are opened every day to new and exciting experiences and knowledge. But the final leap – the last hurdle – for the absorption of knowledge and understanding is the neural pathway within the student’s brain. How strong a network of pathways and bridges – synapses – they have
‘If a pathway is first built and then regularly used, then the path remains easy to find and navigate along. It is free of plant growth and obstructions, and maintenance is an easy task. However, if no-one uses the walking track for some time, then it gradually becomes overgrown and is reclaimed by the bush to the point where the track is totally obscured and impossible to find. ‘Making one’s way along it becomes progressively harder, and maintenance begins to loom as a harder and harder job which eventually becomes impossible. Nerve pathways in the brain operate in a similar manner; regularly used pathways are easily accessed and used, while unused pathways become harder to use and some are even actively dismantled.’ So homework is not the enemy. It is a student’s ally in fortifying their knowledge base, through repetition, problem solving and practice, practice, practice – so that when they next need to use the neural pathway in question, they don’t need to reach for the lawnmower. In fact, the clearer the pathways, and the greater the expended energy – the more likely they are to experience the light bulb moments. Often.
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A light upon our path
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n 13 March, amidst reverent pomp and ceremony, The Chapel of St Francis and St Clare was consecrated by The Most Reverend Dr Phillip Aspinall, Archbishop of Brisbane. The introductory rites began very dramatically with Archbishop Phillip knocking three times on the door with his crozier, prior to entering the Chapel. There then followed a beautifully moving service of Consecration as the font and lectern were dedicated and the Holy Table was consecrated. ‘The Word of life has come into the world. The light shines in the darkness and the darkness has not over overcome it,’ the congregation said, as the Bible was placed on the Lectern.
College Chaplain – The Reverend Canon Sarah Leisemann – prepares for the first communion to be held in The Chapel of St Francis and St Clare.
The Archbishop traced the Greek letters Alpha and Omega (the first and last letters of the Greek alphabet) on the floor and then traced the sign of the cross with Chrism – consecrated oil – on the walls of the Chapel at the four cardinal points. ‘We claim this place for Christ, who is the First and the Last, the Author and Perfector of our faith, the Beginning and the End, the Lord of all. By virtue of our office in the Church of God, we do pronounce and declare this house of God under the patronage of blessed Francis and Clare be now consecrated for the glory of God, in the name of the Father, and of the Son, and of the Holy Spirit. May the Gospel be preached, the Sacraments administered, and prayers and praises offered in this place, from generation to generation, through Jesus Christ our Lord. Amen.’
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Something special It has been such a privilege to have been a part of the design and building of The Chapel of St Francis and St Clare. From the beginning, we wanted the space to be bright and natural, an extension of the outside environment which forms the backdrop for worship. Flexibility was paramount, as was the use of organic materials. As it was being built, I got a bit nervous that all these dreams and ideas would not translate into reality. I need not have feared. From the very first moment I entered the Chapel and drank in the sights, sounds and smells, I knew that we had created something very special. The moment for me was when I saw the entire suite of Chapel furniture together for the first time. I felt that the faith of the students who had made these items years ago was honoured. Their labour of love was the crowning glory of our space, and just as the natural light flowing in from the Wetlands made these beautiful wooden furnishings glow with warmth, I felt my own heart glow with peace and love by God’s grace flowing through me. This is what I pray the Chapel will be for our community, now and into the future. The Reverend Canon Sarah Leisemann Chaplain and Director of Mission
Did you know? One of the unexpected pleasures of the new Chapel space has been to see, for the first time gathered in one place, all of the Chapel furniture that has been made in our Industrial Technology and Design Faculty, and donated to the College by various graduating cohorts. These items include the Lectern (1999), processional candle holders and the Tau Cross (2002), the prayer box (2003), altar and prayer book stand (2004), baptismal font (2005), and the presentation table (2006). Archbishop Phillip dedicates the student-made font, with the student-made Tau Cross visible in the background.
Christ, be our light! Shine in our hearts. Shine through the darkness. Christ, be our light! Shine in your church gathered today.
Dear Archbishop… Part of the process and protocols for the consecration of a new place of worship, is the requirement to submit a petition to the Archbishop, requesting he undertake the consecration. Members of the CHAC community – young and not-so-young – added their requests to the petition, but perhaps none were so precious as the voices of our young ones, evidenced here by the letter of Mathias Tennant in Year 1.
Primary Leader, Gabrielle Salvati, is served communion by Principal, Mrs Robyn Bell. The Most Reverend Dr Phillip Aspinall, Archbishop of Brisbane, signs the official confirmation of consecration, witnessed by The Reverend Canon Emeritus Bruce Maughan, OAM, who was recognised during the service for his vision and dedication to the completion of the Chapel.
Blessings and goodwill Two books were blessed during the consecration: The Book of Blessings and The Book of Goodwill. The former records, with gratitude, the names of those financial supporters of the Chapel who agreed to be acknowledged in this way. The latter, the thoughts of staff and students as they contemplated the meaning of the Chapel in the life of our CHAC community. ‘I hope this Chapel becomes a place for people to leave the normal world and enter into a place of peace, worship and thoughtfulness.’ Georgia, Year 9. ‘I hope that the Chapel is a place of peace and reflection that allows students to have a moment of quiet in our busy lives.’ Ben, Year 11. ‘I hope that the Chapel will be a place of happiness and serenity, where students can seek a purpose in the Lord.’ Brooke, Year 12.
Laura Bentley and Harrison Metcalfe, two of the College’s Spiritual Leaders, help to dress the Holy Table, following its consecration.
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Diakonos – the Biblical Greek verb ‘to serve’ – describes the mission of service at CHAC.
Diakonos Noticeboard
breakfast
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t s a f k a e r B s s e c c Boys for Su
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sisters
One World Won Tok Conference Members of the Social Justice Committee attended the One World Won Tok (‘one language’ in Pidgin), where they engaged in real world development projects and met the people who work to improve and empower communities in developing nations.
e Little Sisters – and 8 girls – th ers CHAC’s Years 7 and 11 Big Sist g their Years 10 to rs to enjoyed meetin t as men ar. The latter ac earlier in the ye ing them to he , unterparts lp co r ge un yo r ei th liva Wright ndary school. O co Se to in on iti trans Sister and eeting her Little m d ye jo en ) 11 (Year unity to give ing the opport av ‘h to d ar rw looks fo e next two support over th d an p hi ds en her my fri ay (Year 7) was ly, Ella Greenaw ly years’. Converse Nell – ‘she is real t her Big Sister, le ab g in be pleased to mee ard to e and I look forw kind towards m ities with her’. to do more activ
International Women’s Day O
along with Year 11s and Year 12s, n 4 March, a group of ational ern Int United Nations Mrs Hine, attended the tion en nv Co e an at the Brisb Women’s Day Breakfast g tin mo pro on d use The event foc th bo and Exhibition Centre. of tation more equal represen gender equality and , it is important ity un mm co e lleg Co a genders in society. As tice that jus ial soc n between the to make the transitio nciples of pri the of ion cat d the appli goes on at school an r world. Diakonos to the wide slie Hotel on the s hosted at the Colm A similar breakfast wa ys, CHAC is able wa to attend. In these nts de stu re mo for , 5th area but to presence in the local to not just highlight its positive values ent about the kind of make a strong statem that we all stand for. s The College Captain
Womens
bravehear
The Valentine’s Day Lo llipop Campaign was revived this year, with 1327 lollipops being distributed in the we ek leading to the 14th. The proceeds were do nated to the Heart Foundation’s Love Loc ks campaign.
In Term 1, Primary was awash with cupcakes – beautifully decorated with purple and white icing. The cupcakes were sold in support of Bravehearts – a charity which aims to empower, educate and protect children from sexual assault. The Primary students raised an impressive $465.
K
uda Nyenwa from Kenya, our area representative for World Vision, presented Robert Hawkin (Teacher – ITD) with the 2014 Tim Costello Award. The award is presented annually on a state-level, to recognise a sustained and ongoing commitment to the values and vision of World Vision and is presented to a teacher or group organiser with an outstanding history of achievement and leadership in their school community, on behalf of the world’s poor. Rob ran the 40-hour Famine for 12 years at his previous school, Calvary Christian College.
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‘You better come on down and meet the nicest kids in town,’ sang the eccentric host of The Corny Collins Show – and the CHAC community did just that in May, to four sell-out performances of Hairspray, performed by what we believe are ‘the nicest kids in town’!
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racy Turnblad is a ‘pleasantly plump’ teenager with stars in her eyes. Set in Baltimore, USA, Tracy – played by Hannah Scrine – is ready to sing and dance her way onto television or, in our case, onto the CHAC stage in the 2015 College production of Hairspray. But, in 1962, segregation was still an unsightly blight on society, and our heroine is determined to make a stand. A cast of over 150 students, including the all-important behind-the-scenes crew, astounded audiences with a colourful, energetic and utterly professional production of the Broadway-hit musical. With so many students committed to the extra-curricular activity, not to mention the many hours contributed by staff and volunteers, what are the benefits of engaging in the biennial College production? Dancer Chloe Gonzalez has been involved in the musicals since she was in Year 8. ‘Being involved in the musical teaches some valuable lessons,’ said the Year 12 student. ‘These include being flexible, ready to compromise and cooperate, and – most importantly – being dedicated.’ Lead violinist, Skylar Bygate, agreed. ‘Although people do different things and in different ways, everyone’s role is equally important, and without everyone working together, the musical would not have been as enjoyable as it was.’ ‘Learning to cooperate with people, especially under pressure, is one of the best skills we all gain from working in any role in the musical,’ said Mia McLay, who plays Prudy Pingleton, the very strict and uptight mother of Penny Pingleton, Tracy’s best friend. ‘We learn how to communicate our thoughts and ideas, as well as work together as a team, and from all our hard work comes a fantastic musical!’ According to tech crew member, Ben Gartside, this applies to those working behind the scenes, as well. ‘Being in the tech crew was just as busy as being a cast member, as we were there for every dress rehearsal doing sound checks, lighting arrangement and sound effects. Trust in the
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other members of the cast and crew was vital, trusting them to do what they had to do when they needed to do it, and vice versa.’ Brooke Seychell – who co-stage-managed with Eliza Jaboor – likened it to a puzzle. ‘It was like a jigsaw puzzle; everyone was their own piece, and every piece was needed to bring the whole thing together. I ran the show from backstage and made sure everyone was ready to go on stage when required. I wanted to be involved as I have always had a passion for performing and I wanted to focus on the technical work backstage.’ ‘Hairspray has allowed me to extend my ability as a trumpet player,’ said band member, Joel Bulow. ‘After weeks of rehearsing high notes and technically challenging rhythms, I have noticed my playing improve significantly. Everyone has put a tremendous amount of effort into the production and we have learnt to respect each other in each of the roles we play. Furthermore, we have worked as a team, developing resilience and co-operation; all very important life skills that extend beyond the classroom.’ A production of this magnitude is a big commitment for staff as well, as Visual Arts teacher, Jo-Anne Hine, explained. ‘With 54 chorus members, 44 dancers and 40 lead performers requiring costumes – and working with the Director’s vision of pastel colours and bright colours as the two opposing groups in the story – meant organising the cast to beg or borrow costumes, coordinating volunteer sewers, purchasing fabric, feathers, wigs, hiring, sewing, gluing, creating a couple of fatsuits, and even cutting up and putting clothes back together again!’ But apart from the razzle and dazzle of costumes, lights, dance and music, the musical chosen for 2015 also had significant moral themes. ‘Hairspray is about acceptance,’ Chloe observed. ‘It reminds us that appearances are not what is important, but rather the actions and disposition of the individual. Also, it invites us to change things that we believe to be unjust.’
‘Hairspray is a musical with a powerful and clear message: Integration is the new frontier!, said Mia. ‘However, it also conveys the idea of keeping an open mind and accepting everyone, no matter their race, size, shape or beliefs.’ ‘Change’ was the theme of Max Geddes’s thoughts on perhaps a more unexpected – but never-the-less pleasing – aspect of his musical journey. ‘I was part of the music tech crew, working back-stage for the musical. I fulfilled various roles such as the set-up and pack-up of all stage pieces, sound and lighting equipment, and creating and playing all the sound effects in the musical. The highlight of my involvement was seeing all my friends and people I’ve known since Year 8 truly grow up into young men and women. Seeing all my friends having fun acting and singing their hearts out gave me the almost-chilling feeling that we’re all grown up now and nearly adults. The fact that we are all leaving this year, and moving onto Uni, really hammers in just how far we’ve come.’ Mia also summed up beautifully what it meant to be a part of the biennial event – ‘The sense of community and anticipation before walking onstage for the opening act every night is a feeling I won’t easily forget. It was so exciting to be able to put on a costume and become a character who is completely the opposite of my own personality.’ Ben agreed. ‘The sense of awe and excitement as the curtains lifted on opening night was simultaneously the most amazing and stressful night of my life. Knowing that all the hard work that everyone put in was finally on show was something extremely unique.’
‘As always, the musical is about so much more than what you see on stage. New friendships have been forged and students have learned of the rewards that can be reaped from committing passionately to a major community project. The dedication from the staff, students, parents and helpers has been overwhelming and truly representative of the CHAC spirit.’ Carmel Mungavin Director
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Primary’s Fab Four are ready for action! (L to R): Suzie Alexander, Stephanie McQuillan, Robyn Press and Anita Spencer.
Primary’s
fab four
With a Primary school that has grown from 58 students in 1998 (one class each of Years 6 and 7) to a Prep to Year 6 school of 317 students in 2015, it is no wonder that our Primary students now enjoy their own specialist teachers for Sport, Languages Education (Japanese) and the Performance Arts. But more than that, they now also benefit from the introduction of a middle tier of management, with scheduled time dedicated to planning for Primary-specific pastoral, literacy and curriculum issues. In this issue of Pax et Bonum, we cast a little light on the four teachers who have taken on the latter responsibilities – whose work and commitment will impact directly on teaching and learning outcomes for Primary.
Pastoral Leader for Prep to Year 2
Pastoral Leader for Years 3 to 6
‘I am very excited to be involved in helping to shape the culture of CHAC Primary.
‘I have always believed that our pupils are the heartbeat of our school and their happiness and contentment are paramount. We want our pupils to enjoy coming to school and to have the energy, confidence and resilience to take on new challenges.
‘One of the big initiatives we have introduced is the Bucket Fillers Fillosophy program, which is based on positive psychology and introduces the concept of everyone having a ‘bucket’, which is their emotional and mental wellbeing. We teach the children that they can be bucket fillers or bucket dippers, by the behaviours they choose. ‘Each term we focus on a different attitude. In Term 1, we encouraged students who showed an attitude of Respect. In Term 2, we focussed on Courage and encouraged students to be brave, courageous, confident risk takers in the playground and in their learning. Primary staff are leading by example, by being bucket fillers to one another and to the students. ‘I have seen an increase in the students’ awareness of making good choices, being respectful to others and their surroundings, and in being positive and encouraging to their friends. It has made a positive difference in a small space of time and I look forward to building on this in my role as a Pastoral Leader.’ ROBYN PRESS Prep Teacher
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‘This year, we have introduced the Bridge Builders program from Prep to Year 6, which is a program that teaches our pupils how to resolve conflict. This is an invaluable life skill and we have already received wonderful feedback from both our pupils and parents, who have even started to utilise these skills outside of school. ‘Our Year 6 Leadership Program has also been expanded to allow all our pupils the opportunity to have a leadership responsibility within the school. One of our other initiatives has been the launch of The CHAC Way, which is our Code of Conduct and is the very foundation of our pastoral program. ‘It is a very exciting time to be a Pastoral Leader within the Primary School!’ STEPHANIE MCQUILLAN Year 6 Teacher
Curriculum Leader In my five years at the College, I have always had a passion for curriculum. ‘The role will involve supporting both the Director of Curriculum and Professional Practice and the Director of Primary in aligning the expectations of the Australian Curriculum to the strategic direction of the school, with a specific focus on Primary requirements. To help improve consistency across Prep to Year 6, I will also work with my colleagues to develop their practices through activities such as social moderation, collaboration and professional sharing of ideas. ‘It has been wonderful to build on the excellent work already established in CHAC Primary in previous years, and I look forward to the opportunities that this position will bring to the rest of the year. SUZIE ALEXANDER Year 4 Teacher
Literacy Coach ‘Being appointed as the Literacy Coach for Primary has been a wonderful opportunity to further explore and examine the Curriculum in relation to best practice and student needs. As a College, we see Literacy Coaching as an opportunity to explore and enhance what we already do, with our goal to improve literacy. Our specific focus is the development of skills within reading and writing, through the use of Scaffolding Literacy and the 6+1 Traits of Writing. ‘My position involves working with teachers both individually as well as a team, demonstrating instructional strategies and providing ongoing assistance. ‘I will continue working with teachers to identify and organise appropriate resources and pedagogy to support them within the classroom. So far, it has been a very productive and exciting journey for the Primary school, and I look forward to what the rest of the year brings.’ ANITA SPENCER Year 3 Teacher
Heath Mia God has spikey hair, a colourful shirt and gold shoes.
Isabella This is God’s girlfriend. He might have one. I don’t know. I know God builded [sic] the world. God made people.
God might have glasses. He has grey skin. I think he’s going to do another world now.
Kobi
Primary
Reflections
He has blonde hair. A cool body. He has grey, powerful legs. He made mummy and me.
Dr Seuss wrote that ‘A person’s a person, no matter how small’. But what of a deity?
Kieran God has brown skin, orange hair and his shirt is red.
There is surely nothing more precious than a five-year-old’s imaginative views on what God is like, and what he might look like. This conundrum was posed to Prep students and we need wonder no longer. From hairstyles, to clothing, to shoes, Preps have God’s appearance all sorted out. So, now we know!
Amelia
Alex
Brown skin, green clothes, brown hair, green shoes, brown eyes, and happy.
I see a person. He has brown hair, brown spikes for his T-shirt, white skin and a white face, and brown scandals.
shine
Atticus He is a normal person.
‘If you have good thoughts, they will shine out of your face like sunbeams and you will always look lovely.’ ROALD DAHL
Autumn 2015
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A fitting commemoration The Associated Schools (TAS) – an allegiance of independent co-educational schools – was formed to foster ‘fellowship and mutual support through sporting ties’. This was demonstrated admirably on 24 April, as members of the TAS competition gathered at each other’s schools across Brisbane, to respectfully commemorate the centenary of the Gallipoli landing, before meeting on courts and sports fields for the ANZAC Gala Day.
lest we forget CHAC’s Netball Captain, Milly Jensen (right), was joined by her fellow Captains (L to R) Bianca Hurley (Redeemer Lutheran College), Ashleigh Hutton (St Paul’s College) and Jade Dunsmuir (Ormiston College).
The legendary ANZAC spirit is surely echoed in the stated values of TAS, which include participation, pride, performance, displaying the attributes of fair play, and promoting mutual support and acceptance for one another. CHAC was delighted to welcome students St Columban’s College, St Paul’s College, Redeemer Lutheran College and Ormiston College, firstly for a moving ANZAC Service, and then to compete in Year 10 Rugby and Years 11 and 12 Netball. Given the significance of the occasion, results took second place to the sense of coming together to commemorate the lives of those who sacrificed, and who continue to sacrifice, themselves for the freedom of others.
Lest we forget. 16
pax et bonum
cricket If it is good enough for the Australian green and golds, then it is good enough for the CHAC red and blues! A lovely new tradition was birthed in Trimester 1, when CHAC alumni presented Cricket’s four 1st XI debutantes with their baggy caps.
I would like to congratulate all teams on their effort this season.’ Trimester 1 saw CHAC continue its status as the top Volleyball school in the TAS competition, thanks to the tremendous effort of all the boys’ teams throughout the season. Volleyball Captain, Ben Gartside, acknowledged all teams’ efforts in his end-of-season wrap – ‘All teams finished well, with the 2nd VI and Year 8 team coming away with a Premiership. The 1st VI and Years 9s both finished with a respectable 2nd place and the Year 10s and 7s both came 4th. I would like to congratulate all teams on their effort this season.’
volleyball
congratulations
Left to right: Marcus Flook (Year 11) and Alex Walsh (2010), Matthew Rutter (2013) and Samuel Kennan-Hohn (Year 10), Dion Robert (Year 10) and Chris Keating (2010), Joel Cosgrove (Year 10) and Nathan Jones (2010).
Congratulations to Nicholas Keune (Year 11) who, following competing in the Boys 15 Year Olds 50m Freestyle at the 2015 Australian Age Swimming Championships, won in a time of 23.95. This is very close to the qualifying times for the Commonwealth Games and Olympic Games, on which Nick has set his sights. Nick was congratulated by Peel’s Head of House, Gordon Mathieson (who naturally attribute’s Nick’s success to Peel!). Mackenzie Janes (Year 11) competed in the same competition and we congratulate him also, on competing at such a high level.
Autumn 2015
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Top job Jessica on the campaign trail in her constituency – January 2015 – seen here chatting with Alice and Sandy.
It was said of Jessica Pugh, when she graduated, that she was ‘the most likely to become Prime Minister, or take over the world’. That was in 2002.
In 2015, Jessica narrowly missed out on her first seat in State Parliament – by a mere 125 votes. Standing for Labor in Mt Ommaney, in the 2015 Queensland State Election, a seemingly impossible swing of 16.5% against the incumbent was required to give Jessica victory. She came agonisingly close with a phenomenal swing of 16.3%.
top job
The chatty pocket-rocket visited her alma mater in March, to share a little of her experiences and to revisit the place that birthed her desire to ‘get out there and make a difference’.
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pax et bonum
‘I joined Interact in Year 8,’ Jessica explained. ‘I knew then and there that I wanted to be its President one day. I was particularly passionate about supporting World Vision and I think I read everything that Tim Costello ever wrote, to the point where I then set my sights on his job! I was going to be the CEO of World Vision.’ To that end, Jessica became deeply entrenched in World Vision, through fundraisers, attending their leadership camps and striving to attend their overseas study tours. ‘I got frustrated that government was not doing enough to help organisations like World Vision. And one day it dawned on me; I realised that, even if I became CEO of World Vision, I would still be lobbying government for financial support, still going to them cap in hand. It is the politicians – the government – that have control over the purse strings, and so I decided that if I wanted to make a real difference, I’d need to be on the side of the fence that makes the decisions.’ When asked if she still has her eyes on the PM’s job, Jessica laughed and said, ‘No. As a Federal MP you have 80,000 constituents – it’s very hard to get around and meet everyone effectively the way you can as a State MP. I am an extrovert; I’ve got a hospitality background so I love people and being actively
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involved in my community, so state politics is perfect for me as I love the grassroots aspects of campaigning. Also, at this point in my life I have a young family. My daughter has just started school and my son is only three; I don’t want to leave them every other week.” Jessica credited the work she did through Interact, at CHAC, as a ‘massive marker in my life’. She reflected, in particular, on how entrepreneurial and innovative thinking was encouraged. ‘I can’t imagine what the teachers thought,’ she said, ‘when I advised them that I wanted to organise a sleep-over in the Boggo Road Gaol, in support World Vision’s 40-hour Famine! To their credit, they acted like it was a completely normal idea and let me run with it. They just took it in their stride and supported me through the process.’ Now that Mt Ommaney is Queensland’s third most marginal seat, does Jessica plan to run again at the next election? ‘I’m certainly considering it strongly. I’ve had wonderful support from community members encouraging me to do so, as I only missed out by 125 votes!’ Given Jessica’s passion and tenacity, we wouldn’t be surprised to see her on the State’s front benches, or even at The Lodge, for that matter!
The 40-Hour Famine sleep-out at Boggo Road Gaol, in 2002, raised funds for World Vision.
2 Alicia Johnson, Shane McKenna and Jessica (right) get into the spirit of the 2002 National Bandana Day, in support of CanTeen, the charity that supports young people with cancer.
Tangible outputs Matthew Connolly – College Captain and Dux 2012 – has completed a Bachelor of Arts majoring in Political Science and Economics, as part of the Chancellor’s Scholars program at the University of Melbourne. With the scholarship guaranteeing entry into the Global Scholars Award, Matthew is spending 2015 in Yogyakarta, Indonesia, to finish a Diploma of Languages in Bahasa Indonesia.
Earlier this year, the Vice-President of CHAC’s Past Students’ Association, Sam Walpole (right) – undertaking a six month exchange at the University of Exeter, as part of his law degree – met up with Andrew in Oxford.
‘World’s most promising young social entrepreneurs’
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HAC’s 2006 graduate – and the 2014 Queensland Rhodes Scholar – Andrew Barnes, is currently undertaking his scholarship at Exeter College, the University of Oxford. Not content with studying for his PhD, Andrew is also part of a team that is a finalist in the prestigious Hult Prize – a competition described as attracting ‘the world’s most promising young social entrepreneurs’.
I’m really very lucky to be part of something with such tangible outputs.’ Matthew, who received several awards including the GR Wain College Medal for Community Leadership, continues to embody the characteristics of his major CHAC award – the St Francis and St Clare Shield, awarded to students who demonstrate excellence in the key attributes valued by the College community, such as academic excellence, community relationships and leadership skills. He is a founding member of Yogyakarta’s branch of the Australia Indonesia Youth Association’s Committee, which ‘organises opportunities for informal language study, information sessions for Aussies looking to work in Indonesia, facilitate Indonesians looking to work and study in Australia, and organise other events to promote the bilateral relationship on a personperson as well as professional level.’ And it doesn’t end there. Matthew is also involved with an organisation named Prestasi Junior Indonesia.
‘This group is a member of an international alliance of businesses that basically provide education about businesses and sustainability to underprivileged children,’ said Matthew. ‘Businesses like AIG, KPMG, GE, Pertamina etc. all provide funding and business experience, which other students and I then channel into weekly sessions for kids in lower sociodemographic high schools nearby. Some of their projects have done really well in the past, including batteries made from recycled food waste, art production to fund women’s microfinance, and improved accounting services for (very) local business (think food stall by the side of the road). I’m really very lucky to be part of something with such tangible outputs.’ Matthew will return to Australia in 2016 to pursue further studies in economics. The CHAC Force is strong with this one!
‘A team I am in was successful in both the Oxford and then the regional round for the Hult Prize (our team comprises of three Australians and two South Africans),’ said Andrew. ‘This means that, out of 20,000 teams, we are in the final six that will be presenting to Bill and Hillary Clinton in New York, with the winner to receive US$1m in funding for their social enterprise.’ According to the Hult Prize Foundation, ‘The Hult Prize is the world’s largest student competition and crowdsourcing platform for social good. In 2012, President Bill Clinton named the Hult Prize in a TIME Magazine article that highlighted the top five ideas changing the world. Each year, in partnership with the Clinton Global Initiative and Hult International Business School, President Clinton challenges students around the world to develop innovative social enterprises that can transform lives. The goal? To tackle the world’s most pressing global issues, from poverty to affordable housing.’ For the sixth annual Hult Prize, teams were asked to find new sustainable social enterprise approaches to promote and increase early childhood development and help the not so privileged children access their right to have quality education. The CEO and Founder of the Hult Prize Foundation, Ahmad Ashkar, said, ‘The Hult Prize has grown to be a benchmark competition for social entrepreneurship. The aim of the Challenge is to identify and launch the most compelling solutions to the crippling issues faced by the billions in need at the bottom of the economic pyramid, by crowdsourcing innovative, disruptive, and catalytic ideas from student teams from all over the planet.’
Access to quality early education is every child’s birth right. I commend all of you who choose to answer this important call and I look forward to seeing the many outstanding ideas the competition will produce.’ Bill Clinton 42nd President of the United States of America
Autumn 2015
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The Stars of
Night Globes of molten glass Emerge amid shroud of night Their beauty haunts me Isaak Taylor A haiku by the Year 8 student
According to the Australian National Curriculum, Visual Art ‘has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative and intellectual potential by igniting informed, imaginative and innovative thinking’. Two CHAC students used photography as their medium of choice, to portray their interpretation of the tasks at hand. As part of the Year 10 introduction to Senior Art, Billy Moir’s work explored the concept From the Everyday to the Extraordinary by infusing common kitchen graters with light. Neve Wansey, Year 12, explored the Binary States of Life and Death and, inspired by vanitas art (symbolic still-life work) and the work of contemporary photographer, Robyn Stacey, Neve used objects symbolising the life of her grandmother.
Let there be light