EQV Volume I 2024

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A G R E E N E D U C A T I O N A C U LT U R E O F S E RV I C E E M P OW E R I NG ST U DE N T S T O GE T H E R BE YON D T H E GA M E

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W E L C O M E T O T H E L AT E S T E D I T I O N of EQV. As we delve into

this issue, we spotlight five fundamental pillars that not only define Cranbrook but also prepare our students to navigate and contribute meaningfully to the world beyond our campus.

These pillars—service in education, sustainability, creativity, alumni engagement, and innovative teaching—embody our commitment to nurturing well-rounded individuals equipped with the skills and values to lead with integrity and vision.

Within this edition you can explore and learn more about these pillars, from articles around service, including the Duke of Edinburgh programme, and a spotlight article on our Year 12 Prefects; these experiences cultivate leaders and students who are not only knowledgeable but also compassionate and committed to making a positive impact. At Cranbrook, service is woven into the fabric of our educational philosophy. We believe that true education extends beyond academic excellence; it encompasses a dedication to serving others. Our teacher profiles exhibit the firsthand transformative power of educating, and honour our teachers.

You can read about the dedication of the gifted and talented programme, additionally, Cranbrook’s emphasis on creative thinking and how it permeates all academic disciplines, encouraging students to approach problems with curiosity and an open mind. By nurturing creativity, we equip our students with the ability to think critically and imaginatively, skills that are invaluable in any field they choose to pursue. This is a skill that transcends the classroom, which you will read about in the profiling of our alumnifrom the legal profession to the uniqueness of the cheese profession, the Cranbrook alumni network is a testament to the enduring impact of our educational philosophy.

From incorporating sustainability principles into classroom lessons to implementing green practices across campus operations, we strive to instil in our students a sense of responsibility towards the planet.

Creativity is a cornerstone of the Cranbrook experience.

Our arts programmes, from visual arts to performing arts, provide students with numerous opportunities to express themselves and explore their creative potential, a feature article in this edition explores these programmes and creativity with a recount of a cultural immersion activity with students from Lightning Ridge.

At the heart of Cranbrook’s success is our commitment to innovative teaching. Our educators are dedicated to creating dynamic, student-centered learning environments that foster intellectual curiosity and a love for learning. By integrating cutting-edge technology, interdisciplinary approaches, and experiential learning, we ensure that our students are well-prepared for the complexities of the modern world.

We hope you enjoy reading this edition.

From the Editorial Team

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F E AT U R E S

A L OV E O F O N E S E L F A N D T H E L OV E O F A N E I G H B O U R N E E D N O T B E O P P O S E D T O E AC H O T H E R .

EMPOWERING STUDENTS I N S P I R I N G E XC E LLE N C E 12 SUSTA I NA BI L I T Y IS A C OR E C OM PON E N T OF OU R EDUC AT ION PROGR A M ME , I N T E G R A T E D I N T O E V E R Y Y E A R G R O U P.

SPORT AT CR A N BROOK IS NOT JUST A BOU T W IN NING, I T IS A B O U T D E V E L O P I N G A L OV E F O R M OV E M E N T T H A T L A S T S A L I F E T I M E .

I N P R O F I LE : M A R T I J N W I LD E R 4 8 AROUND THE SCHOOL 6 14

The Reading Conundrum Fostering a Culture of Service

SENIOR SCHOOL 17 18 20 30 34 38

A Musical Collaboration Mentoring Minds In Profile: Erin Munn Catalyst for Change Elevating Excellence Resonate

A C U LT U R E O F S E R V I C E 4 W E A R E E X C I T E D T O B E E M B R AC I N G A FU T UR E W HER E DI V ERSIT Y A ND E Q UA L I T Y A R E A T T H E F O R E F R O N T OF OU R EDUC AT IONA L MISSION.

TO G E T H E R 8

LE A DERSHIP IS MOR E TH A N A TITLE A N D S H O U L D B E A L L- E N C O M PA S S I N G OF T H E WOR L D A ROU N D YOU.

G R E E N E D U C AT I O N 2 2 B E YO N D T H E G A M E 2 6 I N PROFIL E: M A RT IJ N W IL DER AS M A RTIJN CH A RTS A GR EENER FU T UR E , HE R EFLECTS ON HIS T IME AT CR A N BROOK .

O L D C R A N B R O O K I A N S ’ A S S O C I AT I O N

JUNIOR SCHOOL

Building Compassionate Communities In Profile: Megan Light

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PRE-SCHOOLS 44

46 46 50 52

In Profile: Meredith Street

From the President In Profile: Alec Green & Finbar Watson In Profile: Jeremy Spradbery In Profile: Geoff Coombes COMMUNIT Y

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Development CSPA

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A C U LT U R E O F S E R V I C E

BY MICHE LE MARQUET

O U R C U LT U R E ’ S N O T I O N O F S E L F I S I N C R E A S I N G LY D R I V E N B Y T H E I D E A O F ‘ E X P R E S S I V E I N D I V I D U A L I S M ’. T H E T E R M W A S F I R S T CO I N E D I N T H E M I D 1 9 8 0 ’ S BY R O B E RT B E LL A H A N D H I S F E LLOW S O C I O L O G I S T S I N T H E I R S E M I N A L W O R K , H A B I T S O F T H E H E A R T: INDIVIDUALISM AND COMMITMENT IN AMERICAN LIFE. TH E AUTHORS W A R N E D O F A S I G N I F I C A N T S O C I E TA L S H I F T W H E R E T R A D I T I O N A L V I R T U E S O F A LT R U I S M , S E L F - S A C R I F I C E A N D S Y M PAT H Y F O R O T H E R S W E R E B E I N G S U B O R D I N AT E D B E L O W T H E R A P E U T I C VA L U E S O F S E L F - A C T U A L I S AT I O N , S E L F - E S T E E M A N D S E L F - A C C E P TA N C E .

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W W H AT D O T H E S E W A R N I N G S mean to us

as a school with a significant focus on the needs of the individual? After all, the opening statement of Cranbrook’s Mission is ‘to lead all students to discover and make the most of their talents.’ Yet our Mission statement ends with the following desire: that our students ‘lead adventurous, courageous and generous lives which contribute to the betterment of society.’ A love of oneself and the love of a neighbour need not be opposed to each other.

It’s vital that as a school community, we appreciate the difference between individuality and celebrating that and individualism that promotes the wants and needs of an individual over that of our society. At Cranbrook, we should be trying to instil in our students the idea of knowing who they are, but at the same time how they are going to contribute to the world and create a better society as a result of that.

It is critical to us at Cranbrook that in offering a holistic education, our school community be driven by a culture that fosters a sense of active responsibility and service.

When our first headmaster, Reverend ‘Polly’ Perkins gave his final Chapel service after over a decade of service, he chose to speak to the community on the ideals of service.

At Speech Day that year, the Cranbrookian records guest speaker Professor Peden from Sydney University concluded his address on the importance of service noting that this focus ‘had already come to be a great part of the ideal of Cranbrook School’.

The idea of service at Cranbrook is deeply influenced by the School’s Anglican foundations—again the words of our Mission ask us to ‘uphold the character of our Anglican foundation in order to promote the moral and spiritual development of each student and to foster the principles of Service’.

Renowned historian, Tom Holland, refers to these foundations in tracking the making of the Western mind in his sweeping Dominion: How the Christian Revolution Remade the World. He outlines the revolution that Christ articulated, a revolution in stance, in an attitude towards the world: the exercise of power not for one’s own benefit but for the good of others; power deployed in service of the weak and vulnerable. Terry Eagleton, in reviewing Holland’s work for The Guardian noted that in the New Testament ‘love … is a social practice, not a sentiment … a love of (the) ruthlessly impersonal kind, which couldn’t care less about the gender, rank, skin colour or personality of whoever needs your help’.

As an International Baccalaureate (IB) Continuum School, another driver of our School culture comes from the IB’s commitment to

service. At the heart of the IB’s educational policies and programmes is the concept of international mindedness: a view of the world in which students see themselves connected to the global community and assume a sense of responsibility towards its members.

‘Action’ is an essential element of the Primary Year’s Programme (PYP) and in the Junior School teachers plan units of work to inspire and support student action. Our youngest Cranbrookians are engaged in action with our Pre-School students participating this year in Clean Up Australia Day. With hands-on engagement the best way for young children to learn, Pre-School staff encourage their young charges to always incorporate action into every inquiry they conduct. The Junior School also has a Community Committee who plan and execute more whole-school modelled action, such as the Pre-School – Year 6 collection of toothbrushes and other resources for the dental clinics we help conduct in Nepal as part of our Year 6 CETOP Nepal Tour or our Toys and Tucker initiative held each November.

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S E R V I C E A S A C T I O N is also a foundational

element of the IB Middle Years Programme (MYP), requiring students to engage with their local community through community or personal projects. Our MYP students engage in the Smith Family Reading Buddy programme, a peer student to student programme in which they practise and develop their skills as principled thinkers and communicators.

Finally, service-learning experiences are a fundamental part of the IB Diploma Programme, formally recognised through Creativity, Activity and Service (CAS) activities. Recently, some CAS activities have included the delivery of monthly Care2Give Packages to more vulnerable members of the community, cooking meals for the homeless with KidsGivingBack, participating in Bushcare or creating a gardening club here at school. Some of these projects have operated in tandem with the Duke of Edinburgh’s International Award which is offered to students from Year 8 onwards.

Cranbrook’s focus on experiential education also challenges students to look beyond the self. Our Cranbrook in The Field (CITF) programme has been described by experts as the most demanding school programme of its kind within the country. Delivered for the School by Outward Bound Australia, with the important and essential participation of members of our staff, it carries the flag for experiential education as a counterweight to some of the seductive but artificial and misleading elements of contemporary culture.

Like the IB, Outward Bound springs from the thinking of educationalist Kurt Hahn who, in a very different time, saw the value of searching within, in order to see beyond, 5

selfhood. Hahn’s own personal experiences — driven out of Nazi Germany because of his fierce criticism of Hitler’s regime – led him to pioneer experiential education, incorporating physical fitness, expeditionary travel, service and student-led inquiry. In a speech to the Outward Bound Trust (UK) in 1960 he said, “I regard it as the foremost task of education to ensure the survival of these qualities: an enterprising curiosity, an indefatigable spirit, tenacity in pursuit, readiness for sensible self-denial, and above all, compassion.”

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A PA R T I C U L A R LY P O W E R F U L way of serving

others comes through our longstanding Cranbrook Travellers and Overseas Partnership (CETOP) programme, which allows our students and community an authentic and practical experience of what it is to be globally minded. Jeremy Madin, Cranbrook’s seventh Headmaster believed that “The work of CETOP is one of the best things about Cranbrook School. It is quintessentially about valuing and serving others, without patronising and with tremendous generosity of spirit.” Students at both our Junior School and Senior School can embark on a trip to Nepal or Ladakh in India, respectively, to support disadvantaged communities in rural and remote communities.

Closer to home, the School partners with a number of charitable organisations to develop a range of opportunities that give practical ways for our students to think beyond the self and to give back. These partners include the Smith Family’s Red Shield Appeal, Amnesty International, Rough Edges, Push up Challenge, and Anglicare’s Toys’n’Tucker. In our Junior School, to build a deepening appreciation of the impact we all can have on our wider world, the students participate in Earth Hour, World Bee Day and World Environment Day. It important to remember that Cranbrook’s attitude to service is more than about creating opportunities for students. An attitude of service is a community wide venture that comes from a generosity of heart that is lived out by significant role models. So many of our families volunteer in the CSPA, alumni generously return to the School to mentor our students, and our Council members give many hours of their time in service to the School.

Lastly, our dedicated staff support our students not only academically, or in co-curricular activities but also pastorally. Having these role models all around them and the structured programmes of service learning aims to set a tone for our students, inspiring them to live adult lives driven by generous contribution.

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The Reading Conundrum Instilling the joy of reading

I N D E C E M B E R 2 0 2 3 , T H E O E C D released

a report highlighting an unprecedented decline in global literacy scores, marking a concerning trend in educational outcomes.

The report underscores the paradox that, despite the well-established importance of reading for enjoyment as a crucial prerequisite for effective learning, literacy rates are falling. This decline poses significant challenges for educators emphasising the need to reinvigorate efforts to foster a love of reading among students. The OECD’s findings call for a renewed focus on engaging reading materials and supportive learning environments to reverse this troubling trend and ensure students develop the literacy skills essential for academic and lifelong success.

Cranbrook’s Director of Digital Learning and Research, Tara Schmidtke says that in the Junior School years, children usually read novels far more widely, however this drops off significantly when students move into Senior School, especially in Years 8 and 9.

Social media and smart phones are blamed primarily for providing short-term dopamine hits to teenagers that are so compelling they pick up their phone for instant gratification rather than diving into a book. Editor Misha Ketchell writes in The Conversation that it is easy to be sucked into short and sensational content. TikTok users allow videos up to 10 minutes, but surveys show users become stressed by watching content for more than one minute. An Instagram video can be up to 90 seconds, but experts believe the ideal time to maximise engagement is less than 15 seconds. Twitter doubled the length of tweets in 2017 to 280 characters, but the typical length is more like 33 characters. “If you’re worried this may be harming your attention span,

you should be,” Misha writes. In his article, Misha says the short-term rush of dopamine that may come from social media scrolling is an elusive promise. “It depletes rather than uplifts us. Our limbic brain remains trapped in a spiral of pleasure seeking… deep reading has benefits over social media scrolling.”

Disturbingly, an article in The Atlantic (March 2024) by social psychologist Jonathan Haidt found the environment in which kids are growing up in today is hostile for human development. It cites a decline in mental health especially with anxiety and depression, loneliness and friendlessness. Of concern is the declining scores in reading and maths from 2012, which coincided with the rise of social media and smart phones, behaviour which is repeatedly modelled by parents and carers. The Atlantic commented America’s average teenager spends seven to nine hours a day on screen-based activities - not leaving much time left for other interactions, including conversation, and reading for enjoyment.

Why reading for enjoyment matters M A N Y R E P O R T S S U G G E S T teens who

enjoy reading are more likely to succeed in school. The New Zealand Council for Educational Research found reading for pleasure is strongly correlated with better reading comprehension and can also help teenagers deal with the complex adult world and coming of age, help to open lines of communication, develop vocabulary, improve writing, deal with increasing demands of schoolwork, gain confidence when speaking as well as improving health and wellbeing, and stimulating the imagination.

In his article in The Conversation, Misha Ketchell says studies show a range of 6

psychological benefits from book-reading: “Reading fiction can increase your capacity for empathy, through the process of seeing the world through a relatable character.

Reading has been found to reduce stress as effectively as yoga. It is being prescribed for depression – a treatment known as bibliotherapy. Book-reading is also a strong marker of curiosity – a quality-prized by employers such as Google. Our research shows reading is as strongly associated with curiosity as interest in science, and more strongly than mathematical ability.”

Prioritising reading in your life A N O T H E R B A R R I E R T O H AV I N G T I M E spent reading for enjoyment is that the academic and co-curricular workload from schools expands as each student gets older. To combat this, Cranbrook has incorporated several programmes into the curriculum, including the Accelerated Reader Programme, which encourages reading by giving points and incentives for readers, and having dedicated time within a student’s timetable to Stop, Drop and Read. Year 10 students are also part of a mentoring programme to model reading to students in Year 7.

Tara Schmidtke says the simple act of being read to, or reading together, encourages students to pick up a book and read.

“Modelling reading is incredibly important.

This can come from parents and carers, but also role models from within the school,” she says. “Instead of picking up your phone when relaxing, pick up a book, and watch how the children in your life react. You can also carry a book with you all the time and leave books around the house in easy to reach places.”

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Empowering Students Together As we continue our journey towards coeducation we are excited to be embracing a future where diversity and equality are at the forefront of our educational mission.

The decision to transition to a coeducational environment is driven by a commitment to provide a more egalitarian learning experience, reflecting the dynamic and interconnected world beyond the classroom.

As Cranbrook School prepares to welcome its first cohort of female students in the Senior School in 2026, the community eagerly anticipates the rich perspectives and opportunities this new chapter will bring.

Our Director of Coeducation, Daisy Turnbull, reflects on the progress made so far and the plans for the coming year, on the journey to coeducation.

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I A M O F T E N A S K E D W H Y someone

should send their daughter to Cranbrook. When reflecting on this question, I find it helpful to share from a personal perspective and in selecting a school for my own children I have needed to separate my current role from this important decision. Both my daughter and my son are currently on Cranbrook’s waitlist, which like all parents, was a decision I made after careful consideration, with the knowledge and strong belief that Cranbrook will be ready for coeducation and will be the best environment for both my children to attend together.

There are many considerations when preparing any school for coeducation.

This article focuses on three key areas: female leadership, coeducational opportunities, and wellbeing.

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UNIFORM D I V E R S I T Y TO B E O F F E R E D TO GIRLS

Female visibility, leadership, and language.

A S W E T R A N S I T I O N T O A C O E D U C AT I O N A L

M O D E L , it is crucial for our school to continue

to ensure that females are well-represented in leadership roles. This representation fosters an inclusive environment where both male and female students can see themselves reflected in positions of authority and influence. Cranbrook has an equal gender balance at different levels of management across the School, from Executive level, to our Senior Leadership Team and throughout middle leadership across all campuses.

We are increasing the visibility of these leaders through school assemblies, through articles and contributions in our weekly parent newsletter as well as looking at the language we use around the School to ensure it is not only respectful but embraces and encourages female leadership. This is not just important for the students who will be part of coeducational cohorts, but for all students to leave Cranbrook with an expectation and appreciation for female leaders.

Another significant change for the School as we move towards coeducation is addressing language conventions to reflect all genders. Language creates stories, it creates mythology and a connection between people, history and place. As we talk about adapting our language as we move towards coeducation, it should not be to remove the stories, or the history of our school, but to develop and deepen those stories to reflect more people, not just young women, but anyone who needs the story to live by.

A lot is often said about the role of language in culture, how it can be seamlessly part of a community, or stand out. Amid constantly evolving language, especially with young people adopting terms online from memes and TikTok videos, it becomes easily apparent that language can create subcultures.

Language is at the heart of how we as a school community communicate. In Assembly,

our Acting Head of School, Mrs Marquet, explained to the Senior School that the time has come to move away from the term ‘Housemaster’ towards the title ‘Head of House’ across the whole School. This change is being introduced from now, and you will see changes in email signatures, signage and general use. Changes in language usage take time to become a natural part of how we speak, so instigating these changes now will ensure these changes are embedded for the beginning of our coeducational journey.

Recently, there has been a lot in the media surrounding some negative male influencers and how they are impacting schools. The most important thing a school can do when faced with language that is derogatory or sexist is to show the exact opposite. Not just to say, “That’s not ok” but, “Here is what language we should be using.” We need to use language that not only neutralises but counteracts some of the unhelpful language young people are hearing and using, online.

Ideally, our language should help build respect for others, no matter who they are.

The move to coeducation allows us to explore and adopt language that promotes inclusion. Frequently, we say “boys”, “guys” and even “lads” or “gents”, because for more than 100 years we have been, and we still are, a boys’ school. But as we move towards coeducation, we will adjust the terms we use to be gender inclusive, or gender neutral, so incoming female students are included, as well as ensuring the stories we tell in the School, and across our community, show the contribution and leadership of women.

Welcoming and embracing changes to our language is fundamental to ensuring Cranbrook is a truly coeducational environment, encouraging young men and women to work together throughout their journey at school.

This new approach to language is also mirrored in our approach to curriculum as we 10

“In Assembly, our Acting Head of School, Mrs Marquet, explained to the Senior School that the time has come to move away from the term ‘Housemaster’ towards the title ‘Head of House’ across the whole School.”

review our programmes to ensure they are taking advantage of the options available to increase female visibility and discussion around current issues. For example, in Year 10 Commerce, we study employment issues and discuss the gender pay gap in detail, and even assess the issue in assessments.

The curriculum is something we are already working on, looking at the range of subjects we teach and which ones to add. This is in the context that Cranbrook already has a very broad range of subjects it offers for the HSC as well as the IB Diploma Programme. This year for example we have added an accelerated Studies of Religion subject for the HSC, as well as Business Services in the IB offering too.

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Coeducational opportunities I N S O M E F A B U L O U S N E W S , it has been

confirmed that Cranbrook’s female students will compete in Sydney’s Independent Sporting Association (ISA) competition. This opportunity allows Cranbrook’s future female athletes to showcase their talent and represent the School in various sports disciplines, including Netball, Basketball, Football, Touch Football, Swimming, and Athletics. Cranbrook female athletes will also have the opportunity to compete in CAS and state-run sports such as Tennis, Volleyball, Snow Sports, AFL, Water Polo, Cricket, Rowing, Sailing and Cross Country.

Cranbrook is also working actively with girls’ schools, with fun activities like Touch Football competitions and Ceroc Dancing, as well as enriching the curriculum with speakers and co-learning opportunities. These interactions are not just for the students who will be part of coeducation, but for all Cranbrook students.

In Term 2 this year, we welcomed some of our incoming Year 7 2026 students, who join teachers and met each other over an afternoon tea and games afternoon. We also enjoyed a workshop run by the Academy for Enterprising Girls, for our incoming and waitlisted girls from 2026 onwards as an opportunity to meet each other in an engaging and entrepreneurial context.

Our approach to sport will aim for equality of access. As girls enrol, we will be finding out their interests for sport and shaping teams to compete in those sports. We will be aiming for coeducational training together where appropriate - for example Strength & Conditioning training in the morning can be run with all students. We are having 11

conversations with sporting associations as well, and the CAS, as shown through Barker College, have some coeducational teams in younger cohorts for some sports.

In 2025 we are adding Dance as an after school co-curricular offering for our current, and waitlisted students to participate in and we are also exploring adding this as a curriculum subject in the coming years as well. Again, this is an activity I know many of our current students would also enjoy.

Wellbeing OUR STUDENT WELLBEING PROGRAMME,

run by the Director of Student Wellbeing Angelique Sanders, is being created with coeducation in mind. Some of the wellbeing modules being explored this year include social emotional literacy and giving young men the language and the tools to be emotionally aware, empathetic and to promote equity. Our Tomorrow Man workshops are run for students in Years 10 – 12, and when we have girls we will have Tomorrow Woman running sessions alongside.

There is not one girlhood, just as there is not one boyhood. There is diversity in expression and experience of childhood and adolescence.

The fundamental factor in student wellbeing is belonging, regardless of their experience.

So too will the diversity of experience be offered to girls – in academia, in sport, in the arts, in co-curricular, and in the uniform.

We are incredibly excited about welcoming such an impressive cohort of girls to our school in 2026.

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Senior School

Inspiring Excel I N N OVAT I V E A P P R OAC H E S TO SCHOOL L E A DER SH I P For our Head Prefect Theo Walsh and Second Head Prefect Angus Malcolm, leadership is holistic. They believe that leadership is more than a title and should be all-encompassing of the world around you.

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W ITH I N A P E DAG O G I C A L CO NTE X T,

leadership is intrinsic. Within Cranbrook School, leadership is accessible, it is understood to be a means by which students can collaborate and excel in the realm of togetherness. At Cranbrook, leadership is inspirational, and it comes from within the student body. The inspiration to become a leader for Theo, came directly from within the Cranbrook community: “I am inspired by the people who have led the School in the past,” he says.

We spoke to Angus and Theo about what inspires them most in their leadership roles, and their favourite moments of being a Cranbrook student leader.

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What does leadership mean to you?

A N G U S : Leadership is not a position but instead it is about how you can make the world around you a better place. I believe that leaders are not necessarily people with positions or titles but those who can boost others around them and turn them into the best versions of themselves.

T H E O : Leaders are the people who can bring together a group of people and make them stronger than the sum of their parts.

Leaders not only act as figureheads but actively try to encourage the people around them to commit to a higher standard.

As a leader, what are your strengths?

A N G U S : I believe my strength as a leader is in my dedication and effort. Balancing schoolwork with leadership responsibilities has tested this in the past few months but I’ve strived to set high standards for myself and ensured that I give 100% effort in the work Theo, and I do.

T H E O : My greatest strength is probably my communication skills. I encourage excellence in all aspects of school life, communicating my intention to diligently strive for excellence and my expectation that everyone else does the same. I have high standards for both myself and the people who have put their hand up to serve the School, and I need to effectively communicate those expectations to the people around me and encourage them to continually strive for improvement.

What inspires you?

A N G U S : I am inspired by the people around me who overcome challenges. In my friendship group, year level and in the wider School, I have encountered many people who have had family, social and academic challenges imposed on them but have persevered and emerged from these challenges as a better person. I am inspired by their resilience and determination.

T H E O : I am inspired by the people who have led the School in the past. People like Asher Learmonth (OC 2021), John Coleman (OC 2022) and James Pelly (OC 2023) were all charismatic and engaging but most importantly they were devoted to Cranbrook and its students. These leaders took charge, displayed great commitment in uniting the School and embodying the great sense of pride that is essential to building a strong community. Their commitment is what inspired me to pursue a leadership role and contribute to this great school.

What are you hoping to do when you leave school?

A N G U S : After school, I’d like to study law.

I’m very interested in justice and fairness.

I hope that I can make a positive impact in my community one day as a lawyer.

T H E O : I am particularly interested in the possibility of studying abroad. I want to open my eyes to opportunities that exist in the wider world and be exposed to a range of experiences.

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Do you have any advice for younger students?

A N G U S : My advice would be to try everything.

Cranbrook has so many opportunities in Music, Sport, Debating, Drama, and Art; to name just a few. When you’re in your younger years, it’s important to explore different things to find out what you like. One of the best decisions I ever made was to try out for the Debating team in Year 7. You’ll make so many more friends from different areas of the School and might discover something you develop a passion for.

T H E O : Just say yes! Every single week you will receive emails and information about possible opportunities for service and cocurricular activities. I understand that it is far too easy to disregard these events and just say, “That doesn’t sound like something I would be interested in”, but I encourage you to switch your mindset into saying yes, and actively putting your hand up to get involved in something that wouldn’t ordinarily interest you. Through participation, you are more likely to get the most out of each day, and ultimately your time at school.

What is your favourite moment at Cranbrook?

A N G U S : My favourite memories of Cranbrook are around CITF. Being on a long hike in the rain with your mates is simultaneously the worst thing in the world while you’re doing it, but such a wonderful memory to look back on. Being with your mates in the bush for a week is one of the best things that Cranbrook does, and it has given me some of my best memories of my time at Cranbrook.

T H E O : The moments that made me fall in love with Cranbrook would have to be attending the major sporting events. I have been watching the 1st XV since I was in the Junior School and it was here that I witnessed the power of a strong community. The singing, the chanting, and the crowds supporting those who have put in remarkable amounts of work behind the scenes has always been my favourite Cranbrook experience. As I have progressed through the School, CITF has also become one of my favourite experiences. Whilst the treks and camping were often difficult and painful, the sense of accomplishment and fulfilment after completing such a task, particularly Year 10 CITF, is something that I had never felt before.

Who do you look up to?

A N G U S : Personally, whilst I look up to a lot of people, my Housemaster Mr Papandreas has been a source of inspiration for me.

He is always willing to give support to all those in his House and beyond. He’s a great source of advice and acts as a model for how to lead, support and persevere.

T H E O : Ms Sanders and Mr Farraway are two people I look up to immensely. Both teachers are sources of inspiration for me because of their genuine care for the people around them, and being active, selfless members of our community. They are always great soundingboards, willing to tell us both what we want to hear and what we need to hear.

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Senior School

F O S TE R I N G A C U LTU R E O F S E RV I C E

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S E R V I C E I N E D U C AT I O N P L AY S A P I V O TA L R O L E I N F O S T E R I N G A H O L I S T I C L E A R N I N G E N V I R O N M E N T A N D E M P H A S I S E S T H E I M P O R TA N C E O F C O M M U N I T Y E N G A G E M E N T, E M PAT H Y, A N D S O C I A L R E S P O N S I B I L I T Y. B Y I N T E G R AT I N G S E RVICE PROJ EC TS I NTO TH E CU RRICU LU M , IT E NCOU R AG ES STU DE NTS T O A P P LY T H E I R A C A D E M I C K N O W L E D G E T O R E A L- W O R L D C H A L L E N G E S , P R O M O T I N G E X P E R I E N T I A L L E A R N I N G A N D C I V I C I N V O LV E M E N T.

T H I S D I R E C T I N V O LV E M E N T helps students

understand their potential impact on society and encourages them to become active, contributing citizens. Service learning also bridges the gap between academic knowledge and real-world application, making education more relevant and meaningful.

Indeed, it is a core component of the internationally minded IB Programme in the PYP, MYP and IB courses. These projects can range from local community initiatives to global outreach programmes, enabling students to develop critical thinking, teamwork, and leadership skills. Within Cranbrook, the service initiatives not only enhance students’ personal growth but also strengthen community ties and address broader societal needs. It cultivates a sense of purpose and fulfillment, preparing students to become compassionate citizens who are committed to making a positive impact in the world. In addition, these experiences help build character and resilience, preparing students for future challenges in both their personal and professional lives. Engaging in service projects can also boost students’ confidence and self-esteem as they see the tangible results of their efforts and the positive difference they can make in others’ lives.

Service learning also enhances academic outcomes by providing students with opportunities to apply classroom knowledge to real-world situations. This experiential learning approach can deepen students’ understanding of academic concepts and enhance their critical thinking and problem-solving skills. By working on community-based projects, students can see the relevance of their studies in addressing societal issues, which can increase motivation and engagement in their academic work.

Service opportunities at Cranbrook are endless. From individual House fundraising days to Clean Up Australia Day, to the Smith Family Reading programme, there is always an opportunity to give back. This notion of service is a beacon within the Anglican tradition and withstands itself within Anglican history as a means of building relationships and character. Within the walls of the School, it is this relational ideology that promotes positivity toward service participation. At its core, service is about people working with others.

Within the pillars of a Cranbrook education, service is inherent. It’s embedded in how the School operates and is a key component of all levels of the curriculum.

The Duke of Edinburgh’s International Award T H E D U K E O F E D I N B U R G H ’ S I N T E R N AT I O N A L A W A R D P R O G R A M M E embodies our school’s

commitment to service by empowering students to engage in community projects and develop leadership skills. This initiative fosters a sense of responsibility and personal growth, integral to Cranbrook’s values.

The Duke of Edinburgh’s International Award builds skills that equips our students for life after their Cranbrook journey. The award programme provides them with the opportunity to develop their leadership abilities. The award programme is an integral part of the education system and a fundamental component of service at Cranbrook. It is a prestigious and transformative programme aimed at empowering young people to develop essential life skills, resilience, and a sense of adventure.

Participants aged 14 to 24 engage in a series of challenging activities across four key areas: volunteering, physical fitness, skill development, and an adventurous journey. These activities are designed to foster personal growth, teamwork, and community involvement. The award operates at three levels—Bronze, Silver, and Gold— each requiring increasing commitment and effort. As participants progress, they gain confidence, leadership abilities, and a greater appreciation for the outdoors. The Duke of Edinburgh’s International Award not only enhances participants’ resumes but also instils a lifelong passion for service, fitness, and learning, making a significant impact on their personal and professional futures.

From Year 8, students can sign up for the programme. Within the award, there are three elements; service (volunteering), physical activity, and an adventurous journey.

The awards exist within a three-tier system; Bronze, Silver, and Gold. When completing the Gold awards students must complete a residential project where they stay with people or somewhere unfamiliar to them for 5 days. The programme is a chance for young Australians to find their passion and place 15

G O L D R E C I P I E N T: E YA D M U H M O O D , Y E A R 1 2

I have finally completed my Gold Award; having taken part in football, basketball, piano, and Amnesty International for three years to complete the appropriate sections of the programme.

As COVID occurred during Year 9, CITF was cancelled and so I had to organise my own camping trip in the Blue Mountains to complete the Adventurous Journey element.

In Year 10, I was fortunate to go on CITF for the first time and enjoy my 24-hour solo expedition as a beginner. For my Gold Residential Project, I qualified as a Year 10 CITF mentor for the Year 7 students in Canberra which was a very rewarding time to teach younger kids the skills that I learned from camping.

Lastly, my final adventurous journey was the trip to Ladakh in India where I helped rural communities as part of the CETOP school charity to improve their living standards and levels of accessibility. Ultimately, I loved doing this award as it helped me get out of my comfort zone and become a more well-rounded character with different skills that I can apply after my school years.

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S I LV E R R E C I P I E N T: B E N P E L LY, Y E A R 1 1

I have completed both my Bronze and Silver Award and now in the process of completing my Gold Award. During the summer I chose Cricket for my physical activity and in the winter, I chose soccer. As part of my service component, I chose afterschool care down at the Junior School for my service activity, which I thoroughly enjoyed, as I could give back to the community by helping out the staff and children whilst also having a great time and completing my Award!

within the world, regardless of their location or circumstances. The Duke of Edinburgh organisation believes that young people should be able to find their sense of purpose and develop their idea of what and where they want to be in the world. In doing this, all participants must follow the Duke of Edinburgh Award Framework. The framework itself is a structured non-formal youth development programme and is designed for young people to build resourcefulness and develop life skills outside of the classroom. Throughout this framework, a community is created. Within the Cranbrook Duke of Edinburgh programme, this sense of community is intrinsic.

Within the Cranbrook programme there are 539 students registered to participate, with 350 of those students actively completing an award. With such a large range of kids involved, it equates to around 32 weeks of service, equalling 11,000 hours for service from Cranbrook students in the community giving back. This is equivalent to around 466 days of service every six months, which contributes significantly to the service component of the School. Each year there are around five to eight Gold award recipients, which is an incredible achievement.

For my Adventurous Journey element, I went on Year 7 CITF as a mentor down in the Namadgi National Park of Tharwa in the ACT. I also thoroughly enjoyed this as each day gave us something different to do, especially away from school life, whether that was hiking, canoeing, planting trees, high or low ropes or many more activities.

The nights were also amazing as we were able to eat dinner around a fire, share all sorts of fun stories and prepare for the next day. I felt I really bonded with all the students in my group, even though they were in Year 7, as I truly felt like a mentor to them who could come and give them any help or advice on anything they needed, especially anything that would better prepare themselves for the future. I think it is a great way to detach yourself from normal school life and have a week to relax and recharge yourself.

I think Duke of Ed is very important because it is a great way to give back to the community through service, with a great range of activities offered, making you feel like a better person whilst completing them. Also, it is a great way to improve other aspects of your life, such as sport or learning a new skill, like the clarinet for me. It is a great way to engage in something different to the life of school as well. The adventurous journey is a great way to disconnect from the stress of life for a week and truly engage yourself in the course, learn new things about yourself and the people around you, and a great place to bond and make new friends along the way.

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A ARON NOL AN, ACTING DIRECTOR OF SE RVICE

“THE DUKE OF EDINBURGH’S I N T E R N AT I O N A L A W A R D E M P O W E R S STUDE NTS TO E M B R ACE CHALLE NG ES , DISCOVE R TH E IR POTE NTIAL , AN D BUILD LI FE LO N G S KI LL S . IT TR A N S FO R M S H I G H SCHOOL INTO A JOURN E Y OF PE RSONAL G R O W T H A N D C O M M U N I T Y I M PA C T, F O S T E R I N G R E S I L I E N C E , L E A D E R S H I P, A N D A S P I R I T O F A D V E N T U R E T H AT L A S T S A LIFETIME . THROUGH SERVICE , PHYSICAL A C T I V I T Y, S K I L L D E V E L O P M E N T, A N D EXPEDITIONS, STUDENTS LEARN THE VA L U E O F P E R S E V E R A N C E A N D T H E J OY OF CONTRIBUTING TO TH E WORLD AROUN D T H E M . T H I S P R O G R A M M E N O T O N LY P R E PA R E S T H E M F O R F U T U R E S U C C E S S BUT AL SO INSPIRES TH E M TO MAKE A M E A N I N G F U L I M PA C T I N T H E W O R L D .”

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A Musical Collaboration During the Easter holidays, we welcomed students from Lightning Ridge Central School to attend a week of music workshops and programmes at Cranbrook. These workshops aimed to foster creativity, musical expression, and collaboration among young musicians. The programme featured a range of activities including instrument tutorials, group performances, and discussions on music theory and composition.

L U C A S S C H E M B R I W H O T E A C H E S at Lightning

Ridge Central School was taught Music at a previous school by our Director of Music, Phil Beverley, and who Phil describes as being “a committed trumpeter and composer who worked hard at his craft and was always curious.” It was only when Lucas became a teacher himself at Lightning Ridge that he reached out to Phil for creative input and ideas on how to build a Music programme. At that point Cranbrook donated music lockers to get them started with being able to house a new inventory of instruments for an ensemble.

From the humble beginnings of setting up the School’s first ensemble, four years later Lucas and his colleagues now have elective music courses for all students across each year group.

Lucas explains that it is difficult to access consistent, high-quality music education in Lightning Ridge; “As a music teacher in a rural area, you need to be willing to provide a classroom and peripatetic music education to your students but as is the case with Lightning Ridge there are not peripatetic music teachers readily available for students to receive lessons.”

The students who were invited to attend the Cranbrook holiday programme were in Years 11 and 12 and provided them with the opportunity to collaborate with other young musicians who share the same passion for music albeit from a completely different educational setting.

The workshops were led by Cranbrook’s music educators who are passionate about sharing their knowledge and love for music.

These educators as specialists in their given instruments were able to provide quality feedback on performance to all attendees.

Phil Beverley describes the two days of workshops as “unpacking music performance as well as diving into investigations of composition styles and musicology research”.

Participants had the opportunity to explore different genres of music and develop their skills in a supportive and inclusive environment. Each student worked on their performance, composition, or musicology.

Parker from Lightning Ridge says “The opportunity to perform and practice in such a magnificent space was brilliant. One thing I took home from the workshops at Cranbrook was the pedalling technique for my performance of Bohemian Rhapsody on piano.”

This was echoed by Tom who also found the personal feedback on his performance to be a highlight of the workshops saying, “I really appreciated the vocal feedback I received on my performance of My Way by Frank Sinatra, and how I can use the microphone differently to assist my performance.”

Ten Cranbrook Music students from Years 10 to 12 also forfeited the first few days of their holidays to participate in the masterclass. These students were excited to help with these music workshops because it provided an opportunity for them to share their knowledge and skills with those who may not have the same access to specialist instruction. By volunteering their time and expertise, Cranbrook students can make a positive impact on the lives of others and help to bridge the gap in educational opportunities between different schools and communities.

Additionally, participating in these workshops was a valuable learning experience for Cranbrook students themselves. It 17

exposed them to different cultures and perspectives, enriching their own musical practice and broadening their horizons.

Collaborating with students from Lightning Ridge created lasting connections and friendships between the two schools’ young musicians. Julian Baggett, Cranbrook Year 12 student, says: “The masterclass was an excellent opportunity to meet and interact with like-minded musicians from completely different geographical locations allowing us Cranbrookians to share our exceptional music spaces as well as share performances and compositional work ideas.”

David Tabachnik, Year 11, echoed Julian’s comments saying: “It was fantastic to share these musical experiences and our love of music with students from another school and learn more about their lives in North West Australia.”

When asked what his key takeaways were from the workshop programme, Lucas explains how Phil introduced an alternative method of listening and analysing which the students found so beneficial: “Rather than focussing on the concepts first, Phil would ask the students to write down everything they hear and then group these using aspects of similarity eventually leading to the concepts. I have already incorporated this into my classroom teaching and have seen an increase in the quality of the responses students are providing.”

Commenting on the programme, Phil Beverley, says: “We hope that these workshops enhanced the musical abilities of the students but also inspired them to continue pursuing their passion for music.”

Phil Beverley adds: “It was not all work however, as the Lightning Ridge young musicians all enjoyed Sydney’s theatre visits, concerts at clubs and of course the Sydney Opera House as well as trips to our famous beaches. All very special experiences for students from the bush.”

Lightning Ridge student Brianna loved the social aspect of the programme saying for her the “… highlight of the trip to Sydney and Cranbrook were the moments at the end of the day when we all got together for dinner and spoke as a group and reflect on our activities for that day. It was a nice opportunity to sit down and take in the feedback and knowledge we had gained that day and share our individual experiences with the rest of the group. During those moments we felt like a huge, happy family, with our similar interest that had brought us together and build our connection.”

By opening our doors to students from Lightning Ridge, we aimed to create meaningful connections and build links between our communities. We believe that music has the power to bring people together, and we were thrilled to be able to offer this enriching experience to the students at Lightning Ridge Central School.

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Senior School

Mentoring Minds: The Impact of Teacher Mentoring on Educational Success Teacher mentoring is a dynamic and essential process aimed at fostering professional growth, improving instructional skills, and enhancing student learning outcomes.

improvement and lifelong learning. Effective teacher mentoring not only benefits the individual teachers involved but also positively impacts the overall quality of education within a school.

Within the Cranbrook programme there are four main components: 1 . M E N T O R I N G T O S U P P O R T A L L E D U C AT O R S

Mentoring is beneficial to all educators throughout their careers. Educational practice, knowledge, and skills develop and grow over time; mentoring can occur at any time along this learning and professional development continuum. Mentoring provides an opportunity for inspiration, growth, and professional renewal for both mentee and mentor.

2 . M E N T O R I N G I S A R E L AT I O N S H I P

Mentoring is a two-way, nurturing, learning relationship, and like all relationships, requires commitment and effort. Mentees are encouraged to be open to the possibility of the learning journey and mentors are, likewise, encouraged to be open to sharing the contents of their ‘professional toolbox’ and champion the mentee’s professional growth. Positive intent, relational trust, honesty, respect are inherent in this process.

I N 2 0 2 0 C R A N B R O O K announced its own

Teacher Mentoring Programme set up by Scott Davis, Senior Head of House/Head of Strickland/Staff Mentor and assisted by Erin Munn, IB MYP Coordinator, with a vision to promote a vibrant learning environment.

Experienced educators act as mentors, and provide guidance, support, and constructive feedback to novice teachers, helping them navigate the complexities of the classroom environment. This relationship promotes the sharing of best practices, innovative teaching strategies, and effective classroom management techniques. Through regular observations, reflective discussions, and collaborative problem-solving, mentoring helps new teachers build confidence and competence.

“My focus for mentoring is the development of sound relationships between mentor and mentee, to ensure a growth experience that is both collegial and collaborative. Mentoring may be pedagogical, personal or pastoral in nature, and in all cases, the intent of

interactions, is making the mentee feel valued, heard and comfortable. Our human resources are the most valuable asset we have at Cranbrook and therefore the development of our teacher’s social capital is pivotal to learning delivery. Underpinning the quality of any teaching, coaching or mentoring, is the power of the relationship between the two parties. My inspiration for the mentoring programme comes from this, the many amazing relationships I have been fortunate enough to have made over my time here” says Scott Davis.

In 2023, Lorna Probst joined the team as Staff Mentor, and bought with her a wealth of experience. The programme supports not only the teaching profession, but it encourages reflective and introspective practices for the longevity of a teaching career. It promotes an open-door classroom culture and invites peer-to-peer learning into the teaching flow. The programme itself contributes to the creation of a supportive community of educators committed to continuous 18

3. MENTORING IS RECIPROCAL

Mentoring is not a one-directional, ‘top-down’ imparting of practice, knowledge, and skills.

Reciprocity acknowledges both the mentee and mentor’s mutual contributions, experiences, agency, and competence. Mentee and mentor are partners in the learning process, and knowledge gained by both is new and co-constructed. Mentoring is not a hierarchical supervision but rather an open, responsive, and reciprocal relationship.

4 . M E N T O R I N G I N V O LV E S CRITICAL REFLECTION

A culture of mentoring promotes a culture of reflective practice. Cranbrook provides a positive organisational culture and environment and a safe and supportive space for a mentee to self-assess and be self-reflective. Through participation in the Mentoring Programme, Mentees are accredited with five hours of elective professional development each term. This is accomplished through observation and dialogue supporting teaching practice and supporting the broader life of Cranbrook.

Thus far, over fifty staff have participated in the programme all of whom have greatly contributed to the ethos and community of Cranbrook.

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Olivia Redwin, Mentee - Drama Teacher THE TE ACHE R ME NTORING

programme at Cranbrook has been an invaluable support for me as an early career teacher, providing ongoing structure, accountability, guidance, and personalised professional development.

I meet with my mentor, Lorna, once every cycle during a dedicated period in my timetable.

This consistency allows me to plan and reflect throughout the week, ensuring that I can bring any questions, concerns, or successes to our meetings (along with a cup of tea!). The mentoring support is tailored to my specific needs, making me confident that this time away from teaching is productive and helps me prioritise effectively.

Last year, Lorna attended several of my classes, offering observations and advice to strengthen my classroom management and behaviour support strategies. This year, our sessions have focused on building strong organisational systems, balancing work and personal life, and managing both my personal and professional goals.

Lorna’s recognition and understanding of my personal teaching style, coupled with her focus on fostering personal growth and providing applicable feedback, have been instrumental in my development. The programme offers excellent resources and support, particularly valuable in our diverse Drama department. I feel very fortunate that Cranbrook has facilitated this professional relationship and continues to support Lorna in mentoring me and my colleagues.

James Harte, Mentee - Assistant Head of Social Science E NGAGING IN PROFESSIONAL

discussions with experienced leaders has been crucial for improving pedagogy, understanding best practices in student wellbeing, teaching and learning, and integrating Cranbrook’s values and culture into my teaching.

The programme includes regular meetings, lesson observations, and opportunities for reflection based on data gathered at both student and teacher levels. Scott provides tailored advice, addressing my professional and personal development needs in self-identified focus areas. In my first year, the mentoring sessions concentrated on behaviour management, aligning my teaching with Cranbrook’s framework, and developing my leadership skills.

This year, the focus has shifted to enhancing the capabilities of staff within my immediate team. Scott’s extensive knowledge and experience have significantly improved my teaching and leadership abilities, benefitting not only myself but also my team and students.

The purpose and benefits of this programme create opportunities for continuous learning and professional growth while fostering a collaborative culture within the School. This unique opportunity, often overlooked in many other schools I’ve worked at, has enabled the adoption of more effective, reflective, and adaptive pedagogical practices.

Ultimately, this programme benefits our students and contributes to a thriving academic environment, and I encourage all who are involved to take full advantage of the opportunities within it.

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Mackenzie Pedersen, Mentee - Science & TAS Teacher I W A S A PA R T O F C R A N B R O O K ’ S

mentoring programme in 2020 my first year teaching, and was mentored

by Scott Davis, who later welcomed me into Strickland House as a Year 7 mentor. Beginning a career in teaching can be overwhelming as we strive to develop academically rigorous lessons, mark assessments fairly, engage with parents and carers, look after students in a pastoral setting and manage sport and other co-curriculars. Having a staff mentor to help me navigate through the frenetic world of Cranbrook was invaluable. Scott regularly observed my lessons and was able to provide indispensable feedback on my delivery of content and interactions in the classroom, from a place of experience and expertise. In our regular catchup meetings, I was guided and supported through the non-teaching side of the career, including advice on handling sensitive pastoral issues, navigating difficult conversations with students and asserting myself as a new teacher in collegiate discussions. The support I received as part of the mentoring programme greatly assisted me in developing my confidence in my abilities.

I cannot thank the programme enough for what it gave me.

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Profile

TE ACHE R PROFILE:

ERIN MUNN After teaching at several schools over the past decade, Erin was drawn to Cranbrook School by the collegiality of its staff and the remarkable politeness and friendliness of its students, even on the football field!

Having held various roles, she is thrilled to begin as the new MYP Coordinator, eager to make a meaningful impact in her new position.

M Y P C O O R D I N ATO R /A S S I S TA N T H E A D O F S C I E N C E

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What motived you to take on the role of MYP coordinator?

I have always been interested in pedagogy and how different contexts provoke different learning experiences. Prior to coming to Cranbrook most of my experience with the IB was the Primary Years Programme (PYP) and the Diploma Programme (DP). When I joined Cranbrook, I gained an understanding of how these programmes worked as a continuum, delivering holistic students to their final years of school. I have found the mentoring programme an excellent way of serving the Cranbrook community and I felt like I had the experience and the passion to use this role to do the same.

Can you please tell me about your professional background?

I have been teaching for the past 14 years joining Cranbrook in 2019. With prior experience teaching the IB Diploma Programme, I was excited to join Cranbrook’s Science team to help shape the programme here. Since joining Cranbrook, I’ve worked as the Assistant Head of Science and led Group 4 (Sciences). In addition, alongside Scott Davis, Strickland Housemaster, I co-developed a staff mentoring programme, supporting new teachers in adapting to our philosophy, developing new pedagogies, and reflecting on teaching styles. Outside the classroom, I’ve been involved in coaching football and mentoring students in Woodward House.

Additionally, I’ve contributed to educational councils such as the Teachers Guild NSW, Science Teachers Association NSW, and Australian Institute of Physics NSW. These experiences have enriched my journey as an educator, driving my commitment to the holistic growth of both teacher and student.

What attracted you to teaching and did anyone inspire you early in your career?

I had always wanted to study Science but during high school I started tutoring younger students. I found this role so rewarding as I saw the confidence increasing in the students I taught, so I ended up applying for the double degree; Science and Education.

Could you please explain your role as MYP Coordinator and what it entails?

The Middle Years Programme (MYP) Coordinator plays a key role in overseeing the implementation and administration of the IB for Years 7-10. This involves ensuring that the curriculum aligns with IB standards and overseeing its delivery by teachers by providing guidance on curriculum implementation, assessment practices, and instructional strategies. I also work closely with students to ensure they understand the requirements of the MYP and are supported in their academic and personal development. I communicate information about the MYP programme, its goals, and its impact on students’ education, between guardians, teachers, administrators, and other stakeholders involved in the programme.

What are your priorities for professional development to enhance MYP teaching and learning?

Firstly, making time to ensure that all Senior School staff have agency in the programme, understanding that although we now offer the Diploma Programme, we are all IB teachers.

I hope to guarantee that all new staff feel informed and confident with the transition to MYP. Lastly, I would like to identify key staff that have an interest in interdisciplinary units to engage with some of the IB education to help make time for the enrichment and authenticity of these through Years 7-10.

What challenges do you anticipate facing in your new role, and how do you plan to address them?

Students are often the educators of their guardians when it comes to the learner profiles, ATLs and receiving marks on a band rather than a percentage. I want to focus on instituting the language of the programme into our interactions with both students and guardians, as well as the information that parents can gain from our communications and their individual teachers when it comes to the delivery and assessment within the MYP framework.

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How do you plan to collaborate with other IB Coordinators at the School to ensure a cohesive IB programme?

The PYP is such a successful implementation and so I hope to take some of the learnings from that success and see how they could be employed at the Senior School. I am also passionate about the journey through school and how the cohesive delivery and employment of pedagogy can enhance and support students, especially in the transition between the PYP and the MYP, as it is a physical transition to a new campus with new teachers as well.

Having two cohorts completed the DP we now have the data to reflect on any gaps between the MYP and the DP across the groups, the same way we have always done for the HSC. I hope that we can enrich the MYP space in a way that helps students transition into the DP. What are the benefits of studying the curriculum through the MYP lens?

MYP learner make more connections across key content areas, such as using their knowledge of graphs from Maths and variables from Science when discussing information presented in Commerce, or using their knowledge of History and Geography to identify impacts on an artist’s work in Visual Arts. I also feel that global mindedness is not inherent in this generation simply through their connectiveness through the internet but true empathetic perceptions of culture and understanding of ethnicity and identity come from explicit teaching. To be given the opportunity to discuss different viewpoints in the classroom should be exciting for both the teacher and the students.

What advice do you have for teachers who are new to the MYP or looking to deepen their understanding of the programme?

Firstly, to seek out those who they know are excellent practitioners and do some reciprocal lesson observations. Every time I have visited a colleague’s classroom I have left with new insight and knowledge into my own teaching practice. Secondly, my door is always open, I am happy to discuss any aspect of the MYP or refer you to a more knowledgeable source or PD to help you along the way to achieving your goals.

What are your favourite moments so far of your time at Cranbrook Senior School?

There are too many to answer this right, but I would have to say that House challenges are always fun. The team spirit at the onset, the shared wins and commiseration over losses.

What makes Cranbrook School so special?

We are a rapport driven school and this is reflected in the respect staff have for their students and the reciprocated respect students have for the staff. It really is a school that is filled with genuine smiles.

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GREEN EDUCATION T H E ROLE OF SUSTA I NA BI LI T Y I N SCHOOLS 22

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“Sustainability is a core component of our education programme, integrated into every year group, preparing our students for life beyond the school gates.” – R I C H A R D B A K E R , D E P U T Y H E A D O P E R AT I O N S A N D S TA F F I N G

E M B E D D I N G T H E C O N C E P T O F sustainability

within a student’s education is incredibly important, as we teach a generation of students who have developed the skills to address environmental challenges. As climate change, resource depletion, and biodiversity loss continue to threaten the planet, it has become an ever-increasing necessity to provide young minds with a range of resources to help understand the intricacies of these issues and develop the skills to think and act sustainably. By integrating concepts of sustainability into a child’s education, Cranbrook not only promotes environmental stewardship but also instils the values of responsibility, innovation, and resilience.

Our comprehensive approach to teaching sustainability, from Pre-School to Year 12, prepares students to be proactive leaders who can contribute to a more sustainable future.

Teaching sustainability in our Pre-Schools.

T H E C O O R D I N AT O R O F C R A N B R O O K ’ S

two Pre-Schools, Abigail McFarlane, says awareness of the environment is promoted through daily practices, interactions, and resources. “We are incredibly proud to have a Sustainability Focus Group, made up of our teachers and educators, with the purpose of thinking about sustainability across the curriculum, classroom, administrative and everyday practice. Our Sustainability Focus Group exists along with our other groups Equity, Inclusivity and High Expectations Focus Group and the Aboriginal and Torres Strait Islander Perspectives Focus Group,” she says.

Teachers, educators, children and families are encouraged to engage in innovative practices and appreciate the wonder of the natural world while protecting the planet for future generations. The concepts of reduce, reuse and recycle are part of everyday practice for both children and educators to build lifelong attitudes towards sustainable practices.

“We attend Bush School in Centennial Park as part of our ‘Sharing the plant’ unit of inquiry, where we explore how our actions impact living things. We also participate in Clean Up Australia Day with families from both PreSchools, which is a wonderful opportunity to bring families together so the children can put their learning into action. World Ocean Day is also an important part of the calendar. We learn about plastic pollution by creating a Save the Ocean obstacle course, where children collect plastic bottles and refuse as the children tackle the obstacle course,” Abigail says.

Teachers and educators make sustainable practices a part of the daily

routine by recycling, gardening, energy conservation, water conservation and sustainable equipment purchases.

Abigail says educators also role model and discuss sustainable practices as part of the Pre-School’s curriculum. “We also encourage the application of sustainable practices in the home environment,” she says.

Junior School’s Bee Project initiative R I C H A R D B A K E R , D E P U T Y H E A D of Operations

and Staffing proudly announced the Junior School has secured a prestigious grant from the Woollahra Council to establish a native garden. “This initiative is a testament to the collaborative spirit between the broader community and the School to improve the environment” he remarks.

In a generous gesture, the Year 6 Class of 2023 gifted the Junior School with two native bee hives upon their graduation.

“This contribution has been invaluable,” Richard says. “It has allowed our students to engage deeply with the ecosystem, learning about the specific plants needed to attract bees and actively participating in the planting of a native garden along the school driveway. We anticipate introducing the native bees in Spring this year,” he added.

Richard emphasises the importance of sustainability in the School’s curriculum: “Sustainability is a core component of our education programme, integrated into every year group, preparing our students for life beyond the school gates.”

A highlight of the project has been the leadership of Paulette O’Hara, Year 5 and 6 Educational Development Teacher, who spearheaded the Bee Project, inspiring her peers and coordinating efforts to ensure its success.

The Junior School’s Environmental Leaders have been instrumental in driving ongoing contributions to environmental and sustainability efforts. These dedicated students organise and participate in initiatives such as Clean Up Australia Day and Take 3 for the Sea, demonstrating their commitment to preserving and protecting the environment. Additionally, the Community Service Coordinators play a vital role in programmes like Boots for the Bush, collecting football boots for communities in need.

This project not only enhances the school’s environment but also instils a strong sense of responsibility and environmental stewardship in the students, fostering a generation of conscious and proactive citizens.

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Day to day practices include...

A composting bin to reduce food waste.

Teachers and educators discuss with the children and families which foods can be composted. The children are involved in maintaining the compost.

Energy and water conservation practices include turning off lights and air-conditioning when a room is not in use, and emptying water play containers onto garden areas.

Equipment is eco-friendly where possible. Teachers and educators reduce the amount of plastic and disposable equipment they purchase and select materials that are made of natural materials and fibres.

‘Nude’ foods (food without plastic wrap) are encouraged.

Fruit and vegetables are planted in the garden and maintained by students, who both water and weed the garden beds.

The importance of reducing and re-using paper and paper towels. Students also learn about where paper comes from.

The Pre-Schools have a library of books teaching all aspects of sustainability for the children to use for research and the educators to read to the children as part of their intentional teaching sessions.

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SUSTAINABILITY Teaching sustainability at the Junior School G E N E T E R I C K S O N - A D A M , D E P U T Y Head of

Curriculum, P-6, says teaching sustainability is incredibly important for futureproofing and preparing students for real-world challenges.

“These little people are inheriting our world… so we want them to make great decisions about its future. Sustainability is not only about environmental issues but also about ethical and social considerations,” she says.

Sustainability is one of the three crosscurriculum priorities in the Australian Curriculum and is also embedded into the IB Primary Years Programme, where teachers draw on relevant realworld issues and encourage critical thinking and problem-solving.

Genet says this means that sustainability is integrated across various subjects and year levels. “Teachers incorporate sustainability concepts across all key learning areas, particularly within the units of inquiry,” she says.

The NSW Geography and Science syllabus includes the study of ecosystems, conservation, renewable and non-renewable resources, environmental issues, and the impacts of human activities on the environment, while the NSW PDHPE syllabus also includes content related to responsible

citizenship, ethics and personal responsibility, encouraging students to think about their role in creating a sustainable future.

Indigenous perspectives and knowledge are also integrated into the curriculum in NSW, recognising the importance of traditional ecological knowledge and sustainable practices. Indigenous experiences are also taught at Cranbrook’s Wolgan Valley campus, located on Wiradjuri country.

The IB Primary Years Programme (PYP) also places a strong emphasis on sustainability and environmental education across its programmes. Genet says the PYP is designed to nurture students' development as responsible global citizens, and sustainability is a key component of this approach. “Within the PYP, one of the six transdisciplinary themes is ‘Sharing the Planet,’ which is directly related to sustainability. This theme encourages students to explore issues such as environmental stewardship, interdependence and responsible citizenship. Students investigate real-world problems and develop an understanding of their role in preserving the planet,” she says.

Within units of inquiry, students are encouraged to explore sustainability from both local and global perspectives. “They learn about the challenges and solutions related to sustainability in their immediate community and the wider world, fostering a sense of global-mindedness and responsibility. Often, parents with expertise or other community members come in as speakers to share their knowledge in this area. For example, we have hosted speakers in the Junior School who have come in to discuss sustainable practices on their farms, changes in the processes used in manufacturing, and how they are minimising the environmental impact of their businesses. Indigenous perspectives are explored through incursions or excursions addressing traditional ecological practices of First Nations peoples,” she says.

Sustainability in the Senior School I N C O R P O R AT I N G S U S TA I N A B I L I T Y into the curriculum helps prepare students not only to understand and address current environmental challenges, but to also become proactive, informed individuals who are capable of leading sustainable practices in their personal lives and professional careers. Learning about sustainability across interdisciplinary learning, their environmental responsibility, renewable energy, equitable access, problem solving skills readies each student to become global citizens. Cranbrook’s Heads of Department have provided a round-up of how sustainability is taught in key subjects across the curriculum.

ENGLISH

Head of English, Stephen Henriques, says the new English curriculum provides many opportunities to teach students about sustainable concepts. “We are able to explore environmental and social sustainability from the beginning for Year 7 with the Unleashing Creativity unit, right through to a Visions of Australia unit in Year 10. This body of work encourages students to engage with and understand the critical importance of sustainable practices and cultural perspectives throughout their educational journey,” he says.

GEOGRAPHY

Sustainability is at the core of Cranbrook’s Geography teaching. Head of Social Sciences Paulina White says students investigate local environmental issues and management strategies for our coastal harbour close to school in Rose Bay. “This involves fieldwork for students in Years 9 and 10. The Year 12 Geographers look at sustainability issues and strategies in all their units, including their viticulture case study which includes a site visit to a vineyard in the Hunter Valley,” she says.

The PYP units of inquiry across the Junior School years KINDERGARTEN

YEAR 1

YEAR 2

YEAR 3

YEAR 4

YEAR 5

YEAR 6

Cranbrook’s youngest learners build a foundation for understanding sustainability by learning to take responsibility to care for other living things.

Students explore sustainable farming practices in their unit about how plants and animals are used for food and fibre products.

Students explore the distribution of water on our planet, how it is managed and how we can use water in a sustainable way.

This year group investigate the impact of our food choices on the environment.

How humans utilise Earth’s resources is at the core of the Year 4 unit of inquiry which focuses on responsible solutions to address needs and opportunities in our world.

Students apply their understanding of sustainable practices in a few different units and share their understanding of how to be critical consumers and creators.

Students apply and deepen their understanding of sustainability in units about innovation and informed solutions, as well as the sustainable practices used in primary industries today and in the future.

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P H Y S I C A L E D U C AT I O N

Sustainability is tied to several units teaching in PE. Head of PE, Thomas Pyle, says this includes units on respect, exploring how promoting and sustaining the environment contribute to healthy communities and individual behaviours, nutrition and the importance of healthy foods, the food industry’s approach to sustainability, and the roles of Government in keeping our community clean and safe. “In practical units of study, students are provided with opportunities to develop a connection with outdoor and natural environments, and to develop an appreciation of the interrelationship between the health, safety and wellbeing of people and their environments,” Thomas says.

HISTORY

Anne Byrnes, Head of the History department, says the concept of sustainability is taught in Year 8 when students study the global context of the Khmer Empire. “The concept of sustainability implies the notion of living within our means, and it is central to an understanding of the nature of interactions between environmental systems and societies.

As a consequence, students understand that resources help a civilisation to develop and need to be used wisely,” she says. Students study the cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor. They also consider theories about the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change.

M AT H S

Head of Mathematics, Ryan Sadler, says sustainability is taught across many areas of Mathematics courses. “These include environmental data analysis, and sustainable resource management. Maths study also incorporates real-world environmental data into Mathematics lessons, such as climate change data, biodiversity statistics, or energy consumption data,” he says. “We also teach students to use mathematical modelling, statistics, and graphing to analyse and interpret environmental data, helping them understand the impact of human activities on the environment.”Students can study the mathematics of resource allocation, optimal harvesting, and sustainable farming practices. Green Building and Design - integrate sustainability concepts into geometry and algebra by exploring green building and design concepts.

SCIENCE

Sustainability is covered in several our topics in the Science curriculum. Head of Science, John Horton, says as an ongoing theme right through from Years 7 to 12, as one of the International Baccalaureate MYP Global contexts is Globalisation and Sustainability.

“In Year 9 one of our topics called Working with the Earth is focussed on sustainable practices, and really allows students an indepth exploration of this topic,” he says.

TA S

The Technological and Applied Studies (TAS) Department is one of Cranbrook’s most industrious places! Head of TAS, Joel Budd, consistently reuses, reduces, and recycles materials for student projects throughout the Senior School. “We facilitate Computer Aided Design, which we call CAD, with students across Stage 4 to 6, modelling prototypes before the manufacturing stage.

We instil with students the design philosophy of cradle-to-cradle and replace the maketake-dispose approach,” Joel says.

MUSIC

Head of Music, Phillip Beverley, says many students are moving to digital music to save paper. He says every senior student studies the ‘Australian Music’ unit, which explores in part the Indigenous Connection with land and how to preserve and appreciate it.

“Music is a very sustainable art form, a single instrument lasts hundreds of years,” he says.

DRAMA

Acting Head of Drama, Andrew Bensen, says the Drama productions at the Junior and Senior School reuse and recycle timber for set building. He says that the set from the School musical, School of Rock, has been repurposed, repainted, and redesigned for every junior and senior production over the

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past two years. “This has allowed our students to become aware of the limitations of timber as a resource and the budgetary restraints of productions, but also by helping to ensure they think about how a set can be redesigned and reimagined for different performance spaces.

It forces them to think creatively,” he says. In the classroom, sustainability is being achieved with digital copies of scripts online and asking students to be judicious with how they print scripts and re-use class copies of scripts between classes. Drama students are often globally minded and emotionally intelligent students who are thinking about sustainability options and lead these discussions in the classroom and the rehearsal space.

VISUAL ARTS

In Visual Arts, sustainability is ingrained throughout the curriculum, from Years 7 to 10. Head of Visual Arts Georgia Neeson says that through a conscious adherence to the principles of reducing, reusing, and recycling materials, students learn the importance of ecological responsibility in creative endeavours. “Beginning in Year 7, students delve into the realm of innovative technologies within architecture, where sustainability takes centre stage in the exploration of contemporary design. While Years 9 and 10 students in Photographic and Digital Media eschew paper for digital portfolios, reducing waste. Additionally, the Visual Arts and Design course in Years 9 and 10 delves into sustainability within architecture and design processes,” she says.

LIFE LESSONS LEARNED THROUGH SPORT

EYOND HE AME

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S P O R T AT C R A N B R O O K I S N O T J U S T A B O U T W I N N I N G , I T I S A B O U T D E V E L O P I N G A L O V E F O R M O V E M E N T T H AT L A STS A LIFETIM E A S WE LL A S TE ACH ING SKILL S SUCH A S DISCIPLINE , PE RSE VE R ANCE , GOAL SET TING AND A SE NSE O F R E S P O N S I B I L I T Y.

CR ANBROOK’S ETHOS IS TO TE ACH TH E WHOLE CH ILD

Year 11 student Charlie Walker says his favourite thing about playing sport at Cranbrook is that you don’t have to be the best. “I have benefitted from putting myself out of my comfort zone. I have never been a particularly sporty kid so being given these opportunities to push myself and learn new skills has been incredible,” he says.

When Charlie started playing Rugby in Year 9, the coaches, staff and his teammates were very supportive. “They welcomed me with open arms, teaching me and encouraging me to train as much as possible,” he says. “If I had to choose one highlight it would have to be my 16Cs Rugby game against Waverley.

We were down one try in the last play of the game, I received the ball and scored a try to win the match. The reaction from my team mates as well as the other grades present were amazing, everyone just started cheering and chanting and it really showed me how supportive the rugby community can be. While it was not a particularly important game it will always be a core memory of my time at Cranbrook,” he says.

Huon Groves, Year 11, says his favourite thing about sport at Cranbrook has been the friendships he has made across different Year Groups. “The Cross-Country squad trains together on a Thursday afternoon, with everyone from Years 7 to 12. When I was in the younger years, I would look up to the older boys who where a massive inspiration to me. And as I’ve grown older, I’ve worked hard at being a positive role model for the younger boys,” he says.

Playing sport has also taught Huon about discipline, and enduring hardship.

He says the highlight of his Cranbrook sporting career was the 2022 Cross Country National Championships in Adelaide. “My leadup throughout the season had been less than ideal, with a fractured collarbone and a shin injury, but I managed to qualify for nationals, representing the NSW Schools team. In a tough race, I put my head down, worked hard, and managed to place second in the country,” he says.

Cross Country has also taught Huon valuable lessons that adhere to Cranbrook’s school motto – Esse Quam Videri - to be rather than to seem to be. “Cross Country is a sport that requires some serious grit, and most of the time, there isn’t a lot of recognition.

This has taught the valuable life skill of determination, and the ability to put in the work even when no one is watching. This is a skill that I can use in other areas of my life, 27

especially in my academics, where there are very similar themes. I have to put in hours of study when no one is watching,” Huon says.

Huon says Cranbrook’s Head of Athletic Performance & Associate Director of Sport, Paul Hallam and his individualised Athletics Performance Plan has played a huge role in shaping his goals for the future. “Mr Hallam plays a massive role in talking to me about goals for the future and how my work in the gym can help me achieve them. He has also worked with me through the track and field season, where we have worked on my speed which has always been a weakness in my skillset, but through this one-on-one work, I’ve been able to make some serious progress,” he says.

Year 12 student Tom Marchant says he loves the camaraderie and the sense of belonging that sport brings him. “I love being part of a team, working together towards a common goal, and contributing to our shared success. The environment at Cranbrook truly fosters these aspects, making the experience incredibly rewarding,” he says.

Tom believes the friendships he has made through sport have been invaluable. “I’ve also been fortunate to be part of three CAS premiership-winning First XI Cricket teams and to captain the 23/24 team to an undefeated season and our fifth consecutive Archer Shield.

Playing Rugby for the School has also been a significant highlight, and I am honoured to be the First XV Vice-Captain this season,” he says.

“Beyond the physical benefits, playing sport teaches us valuable life skills such as resilience, teamwork, and sacrifice. It also presents opportunities to enhance our leadership skills, including empathy, communication, awareness, positive reinforcement, and the ability to listen.”

Jono Gold (Year 12) says the best part about playing sport for Cranbrook is his friends. “There has never been a dull moment, with each sport having a different group of friends, I have been able to get so close with so many people and enjoy such different moments. From chanting Cranbrook loves the rain with the Athletics team, singing in the dug-out with the Football team or celebrating an undefeated Basketball season with a great feed, these moments have made Cranbrook sport so worth it,” he says.

Jono says playing sports teaches valuable life skills beyond just the physical benefits.

“It creates leadership amongst peers by requiring us to make quick decisions and work collaboratively with teammates. We develop strong communication skills, learning the importance of reliability, and understanding how to support each other.

The regular schedule training session instils discipline and a solid work ethic, while setting goals and pursuing personal and team achievements promotes dedication. Sports also teaches resilience and sportsmanship, helping individuals handle success and failure. Being part of a team enhances social skills and builds friendships, he says.

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FEMALE STUDENTS T O B E PA R T O F T H E ISA COMPETITION CRANBROOK SCHOOL IS DELIGHTED

M AT T G R I C E , H E A D O F S P O R T

Sydney Independent Sporting Association (ISA) competition for our incoming female students, who will join ISA competitions in 2026. This remarkable opportunity allows Cranbrook’s future female athletes to showcase their talent and represent the School in various sports disciplines, including Netball, Basketball, Football, Touch Football, Swimming, and Athletics. Our female Cranbrookians will also be able to compete in CAS and state-run sports such as Tennis, Volleyball, Snow Sports, AFL, Water Polo, Cricket, Rowing, Sailing and Cross Country.

The ISA competition brings together several independent schools in both city and country NSW. Schools such as Barker College, Redlands, Kinross Wolaroi School and Central Coast Grammar actively participate in the ISA competition, displaying their commitment to sports and physical education. With a rich history starting in the 1990s, the ISA Sydney competition has become a highly respected association that promotes healthy competition, sportsmanship, and camaraderie – essential skills that celebrates Cranbrook’s ethos of the development of the whole child.

“SPORT TE ACH E S DISCIPLIN E , PE RSE VE R ANCE , AND GOAL SET TING, INSTILLING A STRONG WORK ETHIC AND A SENSE OF RESPONSIBILIT Y”

T O A N N O U N C E its inclusion in the

CRANBROOK’S SPORTS PROGRAMME: T E AC H I N G VA LUA B L E LIFE SKILLS B Y M AT T G R I C E , H E A D O F S P O R T

Sport at Cranbrook plays a vital role in the development and wellbeing of all our students.

Beyond the physical benefits, engaging in sport fosters fantastic life skills, promotes academic success, encourages social interaction, and cultivates a positive mindset that will benefit students long after they leave school.

It is a great honour to look after Cranbrook’s wide array of traditional sport offerings including Rugby, Cricket and Swimming, as well as newly introduced sport such as Touch Football. Participating in the Cranbrook sport programme from Pre-School right through to Year 12 cultivates essential life skills that are transferable to various aspects of a student’s 28

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life. Sport teaches discipline, perseverance, and goal setting, instilling a strong work ethic and a sense of responsibility. Through practice and competition, students learn the value of commitment, time management, and teamwork. Sport also teaches us how to win and lose graciously, which is crucial for success in academics, careers, and personal relationships. Engaging in sport promotes mental wellbeing and a positive mindset.

Participation in sport provides an outlet for self-expression, emotional regulation, and stress relief, contributing to improved mental health and overall happiness.

I N D I V I D U A L H E A LT H A N D W E L L B E I N G P L A N S

Paul Hallam is Cranbrook’s Head of Athletic Performance & Associate Director of Sport.

Together with his team, he looks after every student’s individual health and wellbeing.

Paul creates individualised gym programmes and extra sessions designed for all skill sets and athletic abilities, ensuring that the needs of every student are met, regardless of their sporting ability. This focus on the individual is linked to the school motto, Esse Quam Videri, to be rather than to seem to be. It is also part of the ethos of Cranbrook, which is to educate the whole child. Paul’s knowledgeable and friendly manner ensures that all students, regardless of ability, feel comfortable in this environment.

Physical fitness is a cornerstone of sport participation, providing Cranbrook students with opportunities to improve their overall health and wellbeing. For example, if a student wants to make an A team, they can come to us, and we can look at their individual metrics and talk to them about the areas they need to focus on to improve their game.

Regular physical activity, inherent in sport, helps to maintain a healthy body balance through good posture, strengthens muscles and bones, enhances cardiovascular fitness, and boosts immune function. By engaging in regular sport training and games, our students develop lifelong habits of physical activity that contribute to a healthier lifestyle.

in Sport and Exercise Science at UTS and renowned sports dietitian Melissa Juergens, to speak to students and coaching staff about best practice for their sport. These best practices are not just geared towards elite athletes, but also highlight the commonalities between coaching elite and students.

STRENGTH AND CONDITIONING

S W I M M I N G AT C R A N B R O O K

As part of our ongoing commitment to student health and welfare, our Strength and Conditioning Programme invites leading professionals to educate students on important topics, including sleep and nutrition.

These presentations help students identify and establish measures to improve sleep patterns and overall health, wellbeing, and recovery, and to provide advice and guidance on how nutrition can be used to optimise their sport performance, concentration in the classroom and assist with their study routine. In addition, Cranbrook has invited world renowned guest speakers such as Dr Hugh Fullagar, sleep expert, and lecturer

LOVE FOR MOVE ME NT TO L A ST A LIFETIME

Sport at our Junior School is about fostering a love for movement that lasts a lifetime. Our priority is to help ensure students have fun while staying active, cultivating a passion for sport that extends far beyond their time with us. With a diverse range of sport and varying skill levels, every student can find their place to thrive and grow. Alongside our sport programmes, we have excellent coaches who provide personalised support, helping students navigate their athletic journey with expertise and encouragement. As well as Saturday sport we support students’ athletic development through Speed and Agility training sessions in Terms 1 and 4 and IPSHA development squads for athletics and swimming to give our students ample opportunities to refine their athletic abilities.

Our Fundamental Movement Programme, integrated into the School timetable, also focuses on honing athletic development and movement skills from an early age.

The Cranbrook Aquatic Swim Club (CASC), which is open to the wider community, fosters a strong connection with the School by offering a platform for high-quality and high-performance sport. Established in 2020, CASC has experienced remarkable growth, boasting more than 200 members. Our swim club caters to diverse needs through tailored pathways such as the junior proficiency, senior performance, and recreation and fitness swimming programmes. Many members of the club have transitioned to Cranbrook School, attracted by the School’s holistic approach to academics and sport, especially in swimming, where they find a blend of excellence. The 29

club’s 41% female membership contributes to a positive, inclusive, and coeducational sporting environment, enriching team dynamics.

The establishment of CASC has significantly bolstered Cranbrook Sport, evidenced by the swim team’s best performance since 1985 at the 2024 CAS championships.

Moreover, our aquatic centre not only provides opportunities for Cranbrook students but also serves the local community, offering lessons starting from six months old. For many future Cranbrook students, their first connection with the School often begins at the aquatic centre, showcasing its pivotal role in shaping both sport and community engagement.

C U LT I VAT I N G E S S E N T I A L L I F E S K I L L S

By participating in the Cranbrook sport programme students develop essential life skills, improve academic performance, foster social interaction, and cultivate a positive mindset. The holistic advantages of sport participation contribute to the overall well-being and personal growth of our students. Our main goal though, is that Cranbrook students should be having fun and enjoying their sport. Fun is the main integral part of our sport programme, enhancing participation and long-term engagement in physical activity. It’s not all about winning at Cranbrook, it’s about competing, improving, loving the game, and having a great time.

One common phrase the Cranbrook Sport Department uses is “Provide as many opportunities as possible”. We want to providing opportunities so Cranbrook students can reach their full potential in both an individual and in a team environment.

This phrase is for all students, whether it be a Year 1 students just beginning their sporting journey in our co-curricular space, a 16C Rugby player striving to make the 16Bs or a 1sts Cricket player wanting to play professional sport after school. We attempt to open the door for students to as many expert coaches, world class facilities, extra training session, sport seminars, and outside experiences as possible.

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Senior School

CATALYST FOR CHANGE HOW THE WORLD IB CONFERENCE INSPIRES INNOVATION 30

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T H E W O R L D I B C O N F E R E N C E 2 0 2 4 held

in Daegu, Republic of Korea from 21-23 March 2024 was a pivotal event gathering Can you share any new strategies or educators, administrators, and policymakers approaches you learned that you plan to from around the globe to discuss and implement in your teaching or leadership role? exchange ideas on international education.

H A N N A H : Many of the workshops provided The conference provided a platform for practical strategies designed to enhance participants to explore innovative practices, teachers’ delivery of IB programmes. One share insights, and collaborate on enhancing simple approach that stood out was shifting the the International Baccalaureate (IB) assessment paradigm to prioritise the process curriculum’s impact on students worldwide. of reflection. Representatives from Fukouka The conference featured a diverse range International School in Japan presented a of keynote speakers, workshops, and workshop on strategies they developed to panel discussions, addressing key themes tackle students’ assessment-related anxiety, such as global citizenship, intercultural their fixation on results rather than process, understanding, and educational equity. and the negative impact of assessments on Renowned IB educators and thought leaders students’ self-esteem and self-image. The led sessions on best practices in teaching and presenters outlined the strategies of prelearning, fostering a dynamic environment for assessment goal setting (informed by previous professional development and networking. assessment goals and reflections) and postParticipants engaged in assessment reflection “A S A N I B W O R L D S C H O O L , lively discussions, gaining (which takes place OFFERING A CONTINUUM OF IB valuable perspectives prior to the grading PROGRAMMES FROM PRE-SCHOOL and strategies to enhance of the assessment).

TH RO U G H TO Y E A R 12, C R A N B RO O K their IB programmes and In this way, teachers A I M S T O B E A T R A N S F O R M AT I V E support student success. cultivated three data O R G A N I S AT I O N , S U P P O R T I N G The theme for this sets per assessment COHORTS OF FUTURE WORLD year’s conference was (the goal setting, the LEADERS, ENTREPRENEURS AND ‘Inspiring learners, assessment itself and P O S I T I V E C O N T R I B U T O R S .” realising potential’. the post-assessment Our editorial team reflection) that sat down with Cranbrook’s PYP Coordinator, could inform their understanding of student Genet Erickson-Adam, IB DP Coordinator, progress and, more importantly, students’ Nick Hanrahan and Hannah Thomas, own perceptions of their progress.

Director of Professional Development, to I was excited to learn more about the IB’s find out what they learnt from the three-day Micro Credentials that have been designed to conference, and how these learnings will support individual teacher professional learning be used on their return to the classroom. within a bespoke system of professional development (PD) for schools. Micro credentials What were the key takeaways from the recognise learning outcomes that have been conference that you believe will have the met following small volumes of learning, and most impact on our school’s IB programme? the IB’s Micro Credentials require teachers G E N E T : Perhaps the most powerful part of to provide evidence that demonstrates how attending the IB Global Conference was they have implemented the learning in their the time to step outside of the Cranbrook school context, ensuring that each professional context and consider the thoughts and learning experience leads to positive change. perspectives of other educators from around the world. Adaptive leadership’s metaphor Were there any particular sessions or of the ‘balcony and the dance floor’ comes workshops that stood out to you? to mind, as we had the opportunity to move H A N N A H : The keynote speech by Dr Paul Kim, up onto the balcony and look down on the the Chief Technology Officer and Associate dance floor, to observe and reflect on our Dean of the Graduate School of Education at practices and day to day life at school.

Stanford University, was particularly inspiring.

The IB Vision and Mission is powerful It provided a model for how compassion for and is intended to be aspirational in global others can drive technological developments contexts. As an IB World school, offering in education, by describing the innovative a continuum of IB programmes from Preprojects pioneered by Dr Kim and his students School through to Year 12, Cranbrook that leverage the rapidly expanding global aims to be a transformative organisation, mobile network to support marginalised supporting cohorts of future world leaders, communities. These include SMILE, an inquiry entrepreneurs and positive contributors. maker, collaboration system and assessment tool, that increases student engagement and achievement. Another innovation was SILVER, which teaches global citizenship and English to students around the world via technology by pairing them with US high school student instructors. Dr Kim also discussed 1001 Stories, a mobile storytelling programme that enables children in remote communities to write and 31

S O M E K E Y TA K E A W AY S F R O M THE CONFERENCE WERE:

Connection – the importance of understanding shared human experience.

Continuous reflection and constant questioning – responding to a changing world through holistic approaches that tap into mindsets, skillsets and most importantly heart sets.

Bridging between the outer and inner world – awareness of our wider context and the tacit knowledge of individuals, to frame education around human flourishing.

AI for students and teachers – leveraging tools available to us in a changing world.

Teacher wellbeing – primary to being able to support student wellbeing.

Shared guardianship of our planet – environmental and ecological responsibility.

Empathy, service to others, compassion – the ultimate goal is to support the development of students who will contribute to the world.

Student agency – explicitly embedding voice, choice and ownership in all aspects of school life.

Fostering/empowering teacher innovation – developing a culture of safe teamwork where ‘intelligent failures’ lead to rich learning and discovery.

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Senior School publish their own original stories. In outlining these initiatives and describing the qualities required to make the world a better, more peaceful place, this keynote emphasised the human elements in technological innovation: compassion and collaboration.

Another powerful session led by the Principal of Victoria Shanghai Academy, Hong Kong, outlined the importance of Teacher Innovative Behaviour and highlighted strategies for fostering a culture where teachers intentionally create, introduce and apply new ideas, in order to build performance in their roles, within students and across the school. The workshop described the growing demand for complex thinking skills, innovative capabilities and adaptability and emphasised how teachers must cultivate these competencies among students to prepare them for the ever-changing nature of modern society.

In a world where adaptability is critical, this presentation offered the inspiring message that by celebrating both the “intelligent failures” and successes of teacher action research projects, schools can nurture teachers’ capacity for innovation and model this skill for students, benefitting the whole school community.

What feedback or insights did you gather from other attendees about the state of IB education globally?

N I C K : One notable observation was the rapid growth of IB programmes, with increasing adoption rates particularly in regions such as Japan and Korea. Here, the appeal of IB approaches to education lies in their departure from traditional industrial models, as educational systems in these countries seek to cultivate greater international competitiveness.

Among the attendees, there was a palpable sense of dedication towards preparing students for the challenges of an increasingly interconnected world. Teachers and schools alike demonstrated a clear focus on equipping learners with the skills necessary for success in a globalised world, with an emphasis on fostering interconnectedness and entrepreneurial skills. Central to this endeavour is the promotion of critical thinking and multilingualism, recognised as vital assets not only for individual

“ E D U C AT O R S M U S T A L S O C O L L A B O R AT E I N T E R N AT I O N A L LY T O A N T I C I PAT E T H E I S S U E S O F T O M O R R O W, E N G A G E I N D I A L O G U E A B O U T W H AT I T M E A N S T O B E H U M A N , A N D D I SCUS S H OW TO MAKE THE WORLD A BETTER AN D MORE PE ACEFUL PL ACE T H R O U G H E D U C AT I O N .”

student development but also for fostering regional cooperation and understanding.

One of the driving forces behind the enthusiasm for IB programmes among educators is their coherent and holistic nature.

Teachers find the IB curriculum to be a source of healthy challenge for students, encouraging intellectual growth and development.

However, amidst the enthusiasm, attendees also acknowledged common challenges facing IB education. Notably, the demanding nature of the curriculum, compared to national standards, can present barriers to enrolment, underscoring the importance of ongoing support and resources to ensure equitable access to IB programmes.

Throughout the discussions, a recurring theme emerged: the paramount importance of the IB mission. Attendees highlighted the mission’s focus on developing inquiring, knowledgeable, and caring young people as the cornerstone of IB education. While academic achievement remains a central goal, it is the broader vision of nurturing well-rounded individuals that resonates most deeply with educators, school leaders, and IB representatives alike.

Finally, conversations delved into the critical role of student wellbeing, purpose, and agency within the IB framework. Initiatives such as the Creativity, Activity, Service (CAS) programme were lauded for their ability to instil a sense of purpose and agency in students through community engagement and service.

How do you plan to share your learnings from the conference with the rest of your team?

G E N E T : The plethora of new ideas and inspiration gained at the conference, both theoretical and practical, will be shared with teaching teams in our weekly planning meetings or built into staff meetings and general sharing with colleagues. One example of an immediate impact of the conference in the Junior School will be the benefit of hearing other PYP Coordinators’ experiences with embedding the Approaches to Learning (ATL).

The Junior School has begun to audit and map where and when the ATL skills are being taught (Thinking skills, Research skills, Communication skills, Self-management skills and Social skills), both horizontally and vertically throughout Kindergarten to Year 6. Several of the sessions at the conference allowed for conversation and sharing of practice from presenters and participants about how these skills are developed throughout their own Junior School curriculum contexts. Learning about other schools’ methods for doing this will enhance our mapping process, so that we can further build upon our current practices.

H A N N A H : Another way in which we will

share our learnings from the conference is through collaborating with Cranbrook School leaders to plan strategies for addressing global educational challenges, such as the 32

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pressing need to respond proactively to the emergence of artificial intelligence. Utilising information and resources from the IB Global Conference workshops, we will collaborate with the Digital Literacy team to plan professional development sessions that upskill teachers in how to leverage this technology to support them in their roles and provide them with strategies for educating students on the ethical and effective usage of AI. N I C K : We have already shared some general

feedback with the School’s senior leadership team and are looking to adopt of some progressive changes to the way we integrate the three programmes, even reconceptualising Year 10 as an ‘IBDP Foundation Year’. The IB Evaluation including the self-study coming up in 2024-2025 will provide an opportunity to reflect on the programme and identify areas for further development. Cross-departmental collaboration framework will also be an opportunity to present new ideas and explore their adoption, and opt-in committees are also planned to better foster elements of the IB programmes that are more elusive, including valuing service and international mindedness.

In what ways do you think the conference has influenced your perspective on international education?

H A N N A H : The IB Global Conference has reinforced our perspective that the challenges we are facing in education are global, not just local, and that educators must adopt a global mindset to find and implement effective solutions. Educators must also collaborate internationally to anticipate the issues of tomorrow, engage in dialogue about what it means to be human, and discuss how to make the world a better and more peaceful place through education.

One area where this is particularly obvious is teacher wellbeing. The growing demands on teachers, with no additional time to complete this extra work, has snowballed into a wellbeing crisis that is causing teachers to leave the profession, resulting in a shortage of 44 million teachers worldwide. While schools must educate and support teachers to find opportunities for recovery during term time, they must also critically assess the systems that are contributing to this unsustainable workload and decide what could be streamlined to free up time to redress teachers’ work-life balance.

Another example of a global challenge is the emergence of Artificial Intelligence and its impact on education. While AI can lead to educational gains that were previously unimaginable, such as the opportunity for students to gain immediate, personalised feedback on their work, there is a pressing need for students to be educated in how to use AI ethically and effectively. Schools must therefore prioritise professional development that upskills teachers in how to use AI 33

“TE ACH ERS FIN D TH E IB CU R R I CU LU M TO B E A SO U RC E O F H E A LT H Y C H A L L E N G E F O R STUDENTS, ENCOUR AG ING INTELLECTUAL GROW TH A N D D E V E LO P M E N T ”

themselves, and how to support students in their usage of this new technology.

The important issues of environmental and social sustainability are further global challenges that must be tackled by developing the skill of collaboration and the quality of compassion within students. In educational settings, this can be achieved through student innovation in and engagement with service-learning projects, both locally and internationally.

What challenges or opportunities in IB education did the conference highlight for you?

N I C K : The nature of the curriculum is changing allowing for more variation in the learning journey, including pilots that are currently underway involving courses focused on experiential learning and the introduction of module-based learning allowing students to combine smaller units of study in a range of areas of interest to them. But, the big shift will be to online Diploma examinations by 2030. The steady adoption might see an opportunity for the School to trial some online examinations in the next few years.

In what ways will attending this conference benefit our students?

G E N E T : A powerful quote included in one of the keynote speeches noted “A person is a person through other persons.” Desmond Tutu’s reflections on this idea go on to say that “None of us comes into the world fully formed. We would not know how to think, or walk, or speak, or behave as human beings unless we learned it from other human beings. We need other human beings in order to be human.” It is important to remember that the world of education is one of relationships and connection.

Our classrooms should be a place of collaboration, critical and creative thinking, where students feel empowered to grapple with difficult questions and challenge themselves to innovate and contribute to the betterment of society. They should also be classrooms where compassion, commitment, respect and teamwork prevail.

Today more than ever, we need to challenge prevailing standardised education policies and practices in favour of more individualised holistic approaches that tap into mindsets, skillsets, and most importantly, heart sets.

This will foster student agency and young people’s leadership, unleash inventive learners to understand and channel a creative spirit, maximize liberty to make meaningful decisions and develop global partnerships because we live not just in a village but in a global world.

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Senior School

ELEVATING C R A N B R O O K ’ S H I G H P OT E N T I A L L E A R N E R S

E

X

CELLENCE 34

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T H R O U G H A C O M B I N AT I O N of advanced

AS A SCHOOL WE R E C O G N I S E T H AT GIFTED LEARNERS REQUIRE A UNIQUE E D U C AT I O N A L A P P R OAC H TO F U L LY R E A L I S E T H E I R C A PA B I L I T I E S .

O U R H I G H P OT E N T I A L PROGRAMME IS D E S I G N E D TO O F F E R A BALANCED YET R I G O R O U S C U R R I C U LU M T H AT C H A L L E N G E S THESE STUDENTS WHILE FOSTERING T H E I R I N T E L L E C T UA L GROW TH.

coursework, individualised learning plans, and enrichment opportunities, we ensure that our students are not only meeting but exceeding academic standards. These students are guided towards a common goal of academic excellence and a profound depth of learning, preparing them to become innovative thinkers and leaders in their future endeavours.

The Latin phrase ‘multum non multa’ meaning ‘much, not many’- is intrinsically linked to Cranbrook’s philosophy to provide a liberal education, where the overarching philosophy is to be balanced but rigorous. James Adams, Cranbrook’s High Potential Coordinator, says the wonderful Latin phrase is synonymous with the desire to teach students depth rather than breadth: “A lot of High Potential programmes can be quite fragmented and revolve around entering as many different external competitions as possible. Cranbrook’s approach is to create a unifying framework umbrella to push towards the common goal of academic rigour and excellence, and depth of learning - the key things that are relevant to thrive beyond school.”

Algonquin Club “ I F YO U C A N ’ T B E F U N N Y, B E I N T E R E S T I N G ! ”

is an eponymous quote from Harold Ross.

Harold was a member of New York’s 30-member Algonquin Round Table. Harold met with other members of the literary circle in the 1930s to exchange ideas, critique writing and discuss philosophy. Together with his wife Jane Grant, they founded The New Yorker. Another member of the Algonquin, Robert Benchley was the first editor of Vanity Fair, while Edna Ferber wrote Pulitzer Prize Winning Novel So Big as well as Show Boat. The Algonquin group of high achievers met regularly as like-minded people who encouraged progressive thought and inspired each other to become better at their craft - writing.

A small group of Cranbrook Year 11 and 12 students, who have a propensity for philosophical thinking, are invited to be members of Cranbrook’s Algonquin Club, which meets on Friday afternoons under the tutelage of Thomas McDonnell, English Teacher. Cranbrook’s Algonquin Club trains critical thinking and creative reasoning outside of the constraints of the curriculum.

“It’s good for students to be able to think about key issues and to engage in philosophical thinking. It’s also a chance to cross pollinate different schools of thought with the curriculum and to go beyond it, read widely and consider other philosophical modes,” says Thomas.

There is a gap in education and the curriculum for this kind of high potential thinking, which acts as a bridge between 35

school and university. These students are generally identified by teachers as students with a deep interest in philosophy and humanity, who think laterally about issues, however, they are also required to develop their logical abilities. Many of the students attending this academic co-curricular activity go on to study Philosophy at University.

Honours curriculum – is time real?

T H E S E N I O R S C H O O L’ S H O N O U R S Curriculum

lends itself to the rigour and the depth of inquiry offered by the IB programmes across the School. Based on American psychologist Joseph Renzulli’s school-wide enrichment model of High Potential programming, the Honours Curriculum is designed to extend students beyond the established curriculum and help participants fulfil their potential in a challenging academic environment.

James Adams says the Honours Curriculum is an embodiment of the Cranbrook School vision, which embraces a distinctively liberal educational philosophy grounded in genuine academic curiosity across a broad range of disciplines. The Cranbrook Honours Curriculum has been formally introduced as a two-year long programme in Term 1 2024 for Year 9 and 10 students. This will be launched alongside an adjusted form of the programme which will be trialled for Year 8 students.

Students with consistently high academic results, who also demonstrate academic commitment in regular classroom subjects, in addition to taking two academic cocurriculars (including Music Ensembles, Band, Drama and Art) are encouraged to apply for this programme, with a small group of students from Year 8, and larger groups of students in Years 9 and 10.

The Honours programme is held each week for 1.5 hours on Monday evenings.

The class mimics University-style learning through a seminar and lecture format, with regular guest lecturers. Students are required to complete academic readings every week, which are discussed in class. Topics studied include Defining Totalitarianism in the Twentieth Century, the Relevance of Marxism in the Twenty-first Century, and an Introduction to Psychology. Students are exploring the Philosophy of Language in Term 2 of 2024, which includes readings on Plato, Wittgenstein and Noam Chomsky.

James says the Honours Curriculum is designed to be interesting and intellectually stimulating: “It is a wonderful opportunity for the students. We think outside of the box and look at what really engages the student’s interest. For example, in Term 4 we will be exploring the entrance exam into Oxford University’s All Souls College, which is often described as the hardest exam in the world.

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Senior School

This examination was started in 1878 and we are going to work towards answering a couple of the questions. Some of the past questions include “Is Time real?” or “Does the word ‘I’ actually mean anything?” Each of these lends itself to robust discussions.”

Both tours are available to students who wish to push themselves academically and are intrinsically linked to the global mindedness of the IB, which is focused on respecting and understanding different cultures from around the world.

University Tours

The complexities of teaching high potential students

A L O N G S I D E T H E H I G H P O T E N T I A L programme

in 2024, Cranbrook offers international University tours and study opportunities at two of the best Universities in the world.

Year 11 student Cameron Li is the first Cranbrook student to be accepted into the Harvard University Pre-College programme this year. Cameron will be an official Harvard student and will study an undergraduate subject that can be taken into consideration towards an undergraduate degree. A tour to Harvard University is open for students in senior years, with a highly competitive and vigorous application process.

Fourteen students will also attend the Oxford University Tour this year, which involves a two-week intensive, all-inclusive, programme, where students live on campus at either St Peter’s College and St Hugh’s College and learn and interact with international students from 70 countries. The students will be attending a Business, Entrepreneurship and Innovation course, which will include lectures with world leading academics, seminars led by entrepreneurs and Oxford D.Phil students as well as various case-study investigations of global businesses and start-ups. The twoweek intensive will conclude with a graduation ceremony at the Sheldonian theatre.

SCIE NCE TE ACHE R RHYS BRISCOE - HOUGH,

says a common myth is that gifted students are the “perfect students,” effortlessly excelling in all academic areas without needing support.

Rhys recently researched the misconception of the ‘perfect student’ that overlooks the diverse and complex nature of giftedness. “High potential students can face unique challenges, including asynchronous development, where their cognitive abilities outpace their emotional or social skills. They may also experience heightened sensitivities, perfectionism, and intense pressure to meet high expectations.

Additionally, gifted students might become disengaged if their educational environment fails to challenge them appropriately.

Recognising and addressing these nuances is crucial for fostering their overall wellbeing and academic growth,” he says.

Cranbrook acknowledges that supporting high potential students requires a multifaceted approach that addresses each student’s unique academic, social, and emotional needs.

Differentiated instruction is essential, offering advanced coursework and opportunities for independent projects to keep them challenged and engaged. Providing access to mentorship programmes and enrichment 36

activities can also help cultivate their interests and talents. Equally important is fostering a supportive environment that recognises their asynchronous development, offering counselling or social-emotional learning to help them navigate their heightened sensitivities and perfectionism. Regular feedback and encouragement from teachers and parents can motivate gifted students, helping them set realistic goals and develop resilience. By creating a balanced and inclusive learning environment, we can ensure that high potential students thrive both academically and personally.

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Spotlight on two Academic Co-curriculars Maths Olympiad FOURTEEN STUDENTS WILL A L S O AT T E N D T H E OX F O R D U N I V E R S I T Y TO U R T H I S Y E A R , W H I C H I N VO LV E S A T W O - W E E K I N T E N S I V E , A L L- I N C LU S I V E , PROGRAMME, WHERE STUDENTS L I V E O N C A M P U S AT E I T H E R ST PETER’S COLLEGE AND ST HUGH’S COLLEGE AND L E A R N A N D I N T E R AC T W I T H I N T E R N AT I O N A L S T U D E N T S F R O M 70 C O U N T R I E S .

T H E A U S T R A L I A N I N T E R M E D I AT E

Mathematics Olympiad (AIMO) is a challenging course run throughout the year for creative and talented maths thinkers who enjoy solving complex mathematical problems.

James Adams says this course is often harder than the typical Mathematics of Year 11 and 12 subjects as it requires creative, non-procedural approaches to mathematical problem-solving.

Run by the mathematician Harry Mavrolefteros, it is open to highperforming Mathematics students in Years 9-10 and involves participation in weekly training sessions and a four-hour exam in September.

“You need to have the spark of mathematical curiosity. It’s the kind of maths which you need to consider multiple approaches to each problem,” James says.

F1 in Schools ANY STUDENT FROM YEARS 7 TO 12

with a keen interest in STEM (Science, Technology, Engineering and Mathematics) can join Cranbrook’s F1 in Schools programme; a challenge involving more than 17,000 students from 51 countries. The aim of the competition is to design a miniature F1 car capable of travelling from 0 to 80 kilometres per hour in less than one second. Students who have excelled in the programme, held on Tuesday afternoons, usually also enjoy F1 racing and have a passion to study a STEM based tertiary course.

Head of TAS, Joel Budd, runs the F1 in Schools co-curricular, which competes in regional, state and national competitions.

Year 12 students, Team Australis,

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recently competed in Adelaide at the national competition.

Joel says students mimic the world of a Formula One team.

“Groups of students follow a pathway of engineering and manufacturing disciplines: design, analyse, test, make and race.

They are provided with access to real-world technology such as 3D CAD/CAM/CAE engineering design software and soon become proficient in areas such as Coding, Computational Fluid Dynamics, Finite Element Analysis,” he says.

Formula 1 in Schools also develops skills in problem solving, project management, communication, presentation, teamwork, innovation, self-promotion, collaboration, marketing and entrepreneurialism.

Joel says collaboration is a fundamental aspect of the programme. “Schools share technology and students share their ideas. The programme requires every team to reach out to local businesses to develop their understanding of engineering and manufacturing practices, develop car components or create marketing materials. In many cases this relationship provides employers with opportunities to identify future employees,” he says.

The AustSTEM Foundation was an organisation that came in to meet with students as part of this programme.

“AustSTEM shared resources with us, so students can improve their design and manufacture better models to improve performance.

We are hoping to continue building on this development and resource, with other guest lecturers to aid development with student groups and also providing industry partnerships,” he says.

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Senior School

C R A N B R O O K ’ S D E D I C AT I O N T O I N N O VAT I V E T E A C H I N G M E T H O D S

Cranbrook’s teachers are regularly studying, learning and investigating fresh ways to make teaching and learning more engaging for their students. Throughout the year we shine the spotlight on teachers who have carried out informative professional development, designed to help students learn, through our Resonate series.

ST EPH EN H EN R IQU ES HEAD OF ENGLISH

Can video games help teach kids about narratives?

S T E P H E N H E N R I Q U E S R E C E N T LY partnered

with the University of Sydney Associate Professor, Jen Scott Curwood, to explore whether using specific video games could enhance a student’s comprehension and engagement with narrative conventions.

In Term 4 2023, Stephen selected a popular video game called Night in the Woods, created by Hobart-based company Secret Lab. He asked students to play the game, while taking note of different aspects of narrative storytelling and how each element related to the ‘Coming of Age’ theme.

COMING OF AGE

“The ‘Coming of Age’ theme is part of the curriculum for English Literature, and explores individualism and identity, looking at literature versus reality when addressing what it is like to grow up,” he says. “In this study, we looked at three different ‘Coming of Age’ themes, relationships, wellbeing, and societal issues.”

Stephen says the selection of the game in this study was important. “Often when people think of video games, they think of first-person shooter games like Call of Duty and others. In contrast, Night in the Woods is an adventure game where the key actions for the main character are centred around whether she should explore, converse, or see and touch. The decisions the student makes affects the outcome of the story,” he says.

LEARNING THROUGH WORLD BUILDING

When playing Night in the Woods, students examined how the game developers used game techniques and narrative techniques, looking at world building, characterisation, setting, plot, sounds, symbolism and metaphor, dialogue, colour, consequences of choices and other narrative conventions.

Each student kept a journal, writing observations and responding to points of stimulus in the booklet. Within the game, the protagonist Mae keeps a journal as well, and sketches from Mae’s journal were included to show students how to represent their work in words and other multimodal forms.

TA K I N G O W N E R S H I P

To end the research project, students helped assess whether this unit should be part of the curriculum. Stephen says the majority of Year 7 students thought that narrativedriven games are an engaging, thoughtprovoking multimodal genre for inclusion in formal school contexts. Some students, even avid gamers, thought that games were better suited for leisure though. For a Year 7 student, the opportunity to provide valuable feedback is incredible, as it places value on their perspective and their voice; placing the student in charge of the curriculum and to observe how to make learning more engaging.

Parents of the students involved were also wholly supportive. Stephen says it was initially a concern of some that we would be adding to their student’s screentime by playing this 38

game. “However, I firmly believe that screen time only becomes an issue when the time on screens isn’t being used effectively,” he says.

Engaging with digital texts like Night in the Woods within the school context encourages young adults to be more critical media consumers whilst also deepening their understanding of traditional narrative conventions. Stephen says the partnership with the University of Sydney also allowed the Year 7 students to gain insight into the game development industry and how they can leverage their interests in programming, design, and entrepreneurship into viable careers.

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“Missing some of the maths foundations in their primary school years due to COVID-19 may have caused part of the reason for this. Many of the students had poor working memory and although they were putting in effort, they were being repeatedly exposed to failure, and I wanted to break this cycle” she says.

RETHINKING THE APPROACH TO THE CURRICULUM

DE A R BH L A COOPER A S S I S TA N T H E A D O F M AT H E M AT I C S

Redefining Mathematics Success I N 2 0 2 2 , D E A R B H L A C O O P E R was confronted

with a problem she hadn’t come across in her career of teaching Mathematics in Senior School. “In my Year 8 Stage 4 MYP Mathematics class, my students had crippling maths performance anxiety. These students felt negatively towards maths, were disengaged, and sat well below average when compared to their peers. It was difficult to even get some of them to put pen to paper such was their complete lack of self-belief,” she says.

Dearbhla soon realised these students were disengaged and were not responding to the curriculum as other students would.

SI MON H A M BLI N D I G I TA L L E A R N I N G / H I S T O R Y T E A C H E R

Cyborgs or Centaurs – what AI means for the classroom W H E N C H AT G P T W A S L A U N C H E D , Simon

Hamblin was interested in exploring how AI could improve processes within the classroom. Simon started a research project with AIS NSW to build a Cranbrookspecific AI product that could be used in the classroom as a feedback tool.

HUMANS VE RSE MACHINES

He was interested in the work of The Boston Consulting Group, which distinguished between Centaur behaviour, where tasks are entirely handed over to AI, and Cyborg behaviour, where AI is integrated into human workflows to enhance performance.

“This Cyborg approach made me think of how professional chess players started playing with computers rather than against them. The computers handle the heavy number-crunching, letting the players focus on strategy and play more creatively. This teamwork between humans and computers not only made them better players but also changed the game of chess itself,” says Simon.

Dearbhla worked with AIS NSW to frame a study that looked at the best way to bridge the gap when looking at lower ability students. “Intervention was clearly needed. I wanted to find a way to balance engagement, retention and heighten attainment. In my preliminary research, I noted that most methods of intervention may not always allow for skills generalisation, and that reteaching skills for mastery is limited once disengagement occurs. I wanted to see what would happen if we prioritised increasing confidence and engagement, and I was driven by ensuring equity.

“I didn’t want to limit what type of maths these students were exposed to. I also wanted to explicitly teach students metacognitive and study skills to enhance their overall numeracy, ready for today’s world,” she says.

TE ACHING BROADE R CONCE PTS

Dearbhla chose to focus on broader conceptual topics using discussion, stories and collaboration rather than the traditional procedural drill-style skills focus that usually underpins intervention classes. “My premise was that enhanced engagement and reduced anxiety could create space for a corresponding growth in attainment,” she says.

FOCUSING ON THE REAL WORLD

The parents of these students were very enthusiastic that we were going to be taking a different approach to their children that may allow them to engage with the subject more, and to focus on real life skills.

Dearbhla’s research redefined what success looked like for these students. Success was not about the final answer but was on working out how to get there. The research removed the pressure of performing academically, allowed for repeated exposure to incremental success and demonstrated that if a student understands the concepts, procedure can come later.

Dearbhla was delighted that at the end of Term 2 these students started tracking alongside their peers. By Term 4, students were apace with their mainstream cohort.

By the end of the year, Dearbhla was able to effectively re-stream the students, so that they were doing the same content at the same pace as their peers. “More importantly, their time on task in the classroom was much higher, they generated their own discussions and questions around given content, and generally took much more ownership in their own learning,” she says.

Dearbhla says her research found that engagement and a conceptual focus can drive changes more rapidly than just focusing on procedure. “This allowed for students to shine and see their progress outside of the testing environment,” she says.

This study raised questions about how to best balance concepts and procedures in maths; and argues that if a student focuses on strengths and higher concepts, they then have a good grounding from which to develop procedural understanding.

A I I N E D U C AT I O N

In this way, Simon hoped for a similar integration of AI in education, where AI could handle routine administrative tasks, allowing teachers and students to focus more on the creative and critical components of learning: “It’s about using AI to make learning better, not letting it do everything for you. I hoped my research would show that when students use AI as a tool and not a shortcut, they get more involved and do better in school.”

Simon had limited coding experience; however, he was supported by Professor Danny Liu at Sydney University to build a product that overrode Chat GPT’s widely perceived downfalls – that it is biased, incorrect and unemotional.

“I thought that by building a custom chatbot we could counteract these downfalls to use AI technology in a safe environment, with enormous potential for teaching at Cranbrook,” he says.

In his AI model, teachers control how students interact with AI. “Teachers can add in parameters for each task, as well as only the information needed by students, which could include a textbook, academic paper, novel, or a compilation of resources, so that the threat of data inaccuracy is removed,” he says. “Teachers are also able to suggest 39

the framework for each task, whether they are looking for more creative responses or how to use evidence in academic writing.

Importantly, the AI we created never gives the student the answer, but instead, asks students a series of questions that prompts them to improve their work and then attempts to teach them the content if required.”

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Junior School

Building Compassionate Communities How Service Shapes Young Minds To grasp something intellectually is vastly different to truly understanding or knowing it. Great teachers know that until ‘the rubber hits the road’, we have not really learnt something.

True understanding means that the learning has become part of who we are, and our choices and actions will be different as a result of what has been learnt. One of the challenges for all teachers is how to make learning that real for their students.

A S A L O N G S TA N D I N G I N T E R N AT I O N A L

B A C C A L A U R E AT E S C H O O L , the fostering of

the concept of action underpins so much of our approach to teaching within the IB Primary Years Programme (PYP). In the PYP, action is considered to be both an application of learning and an opportunity for students to engage in a form of contribution or service.

Action is often indicative that true learning has taken place: it has drawn a response from the student which goes beyond recalling knowledge in a test or the completion of a class or homework task. This type of response is frequently the result of experiential education that allows the student to be fully immersed in the learning experience.

One of the most life-changing opportunities for this kind of learning for our Junior School students is the CETOP Nepal Tour which occurs at the end of Term 1. Each April, a group of around 20 students with their accompanying parents and some Junior School staff travel to Nepal as a group. When the Junior School first became an authorised IB PYP school back in 2010, we started exploring more ways for our students to genuinely understand what it is to be an internationally-minded person and we decided an opportunity for them to see another culture in action and to be able to contribute to that community in practical ways was important – as was the need for our school to build long term relationships with an international community. So, the first trip to Nepal was planned for 2011 and since then we have held 10 trips to Nepal, including one in 2024.

The trip was not designed to be a holiday.

What we hoped was that it would be a genuine way for our students to learn what it means to embrace a global mindset actively and that it might provide real opportunities for them to contribute through service in genuine, practical 40

ways. The trip and its purpose, therefore, were firmly grounded in Cranbrook’s values and mission. From witnessing the realities of rural living, education and healthcare, to seeing firsthand how their fundraising efforts benefit the local community; the trip is a memorable and rewarding experience.

To make the most of the Nepal trip, students have to develop a particular mindset and sense of responsibility. The students that gain the most from the experience bring certain kinds of attitudes and build upon them as they travel around Nepal: they are interested in others, open to different perspectives, they do not mind hard work, they feel curious about the world and can be positive in the face of challenge.

The Nepal tour is a fantastic opportunity to share and learn, to listen, to be changed by living the reality of another culture. It is, for most students who go, a life changing experience – it can foster genuine gratitude for what they have, but also a real appreciation of what truly matters in life and it can help them grasp how to serve others in an empowering way. Students frequently come to realise it is not what we possess that makes us happy or content as humans. It can also help them develop a respectful and nonpatronising approach to service to others.

Although the trip itself is important, the preparatory work the students do prior to their arrival and the opportunities they take to share the experience afterwards, under the guidance of their teachers, helps maximise the impact and value of the whole trip. The students have to develop a fundraising initiative prior to the tour and the cumulative funds raised, along with funds donated through other events held for CETOP, allow us to support a broad range of projects

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in Nepal. Once the students return, they participate in a range of follow-up activities, including self-reflection tasks to understand the impact of the tour on themselves as humans, as well as the impact on those they have visited in Nepal. After the trip, students share their learnings with the broader Junior School, usually during an Assembly.

CETOP stands for Cranbrook Explorers & Travellers Overseas Partnership and the group was set up by Bob Lock, a now retired but legendary Senior School Geography Teacher, with another Senior School Teacher, the late Murray Guest. The organisation, which brings together families and staff, has been supporting community service initiatives in the Rasuwa District of Nepal since its inception.

These programmes have made a significant impact on the region and the students’ participation in them has helped foster a genuine respect for the Nepalese people and culture and has provided a way to be of service that empowers the local people.

Having collected toothbrushes by the hundreds during previous terms, the Junior School students deliver these items to the Dental and Mental Camps CETOP has supported over the years. Two medical camps and fifteen free dental camps with a focus on improving oral hygiene have been conducted, focusing particularly on the wellbeing of children. The dental camps provide care to the local community otherwise unable to access clinical oral healthcare.

The tour visits a number of schools who have benefited from CETOP projects linked to education. Classroom furniture, educational and library materials, and sports and art supplies have been provided to various schools in the Rasuwa area. CETOP has also supported teacher training programmes to equip teachers with the necessary skills and resources to deliver quality education.

The students are able to see for themselves that the funds raised are being used in such practical ways. They meet students and staff and share stories of their lives.

Funds raised by our families have also been used to reconstruct school buildings and a monastery. Cranbrook has supported the reconstruction of Jhib Jhibe Primary School and assisted with the construction of Kalchit Primary School. CETOP has also supported the refurbishment of a small Buddhist monastery in the village of Bittang, preserving a vital part of the community’s cultural heritage.

Our connection and relationship to the people of Nepal built over so many years meant that in 2015, we actively supported disaster relief after the massive earthquake.

CETOP provided building materials to approximately 11,000 individuals. This support helped people rebuild their homes and livelihoods, and was critical in the process of recovering from the disaster. As our tours were re-established to Nepal, we were able to see the impact of these projects on the people we knew for ourselves.

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Over the years, CETOP and Cranbrook Junior School have supported numerous initiatives in the Rasuwa District of Nepal through their focus on community service.

Their assistance has improved the quality of life for the local community, and the trip is an ongoing opportunity for our students and families to get involved and experience such efforts firsthand. There is nothing more real than seeing something with our own eyes, speaking with the people impacted and assisting with different projects in situ.

It is experiential education at its best.

More information about CETOP and Cranbrook Junior School’s community service initiatives in Nepal, can found by visiting www.cetoponline.com

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Profile

TE ACHE R PROFILE:

MEGAN LIGHT Over 30 years ago, Megan Light embarked on a new adventure into the land of stories. Having specialised in Fine Arts and Linguistics, it was her passion and unrivalled love of literature that brought her to Cranbrook Junior School. From imaginative library experiences to rigorous academic events, her time at Cranbrook has been invigorated by the excitement and love of learning among teachers and students.

D I G I TA L L I T E R A C Y L E A D E R & JUNIOR SCHOOL TE ACHER- LIBR ARIAN

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The value Cranbrook places on literature and library spaces was something that drew Megan into a role at Cranbrook. Upon first starting there were three libraries, each a unique and safe space for the love of learning to flourish. This love for education has only increased during Megan’s time at Cranbrook, and we sat down with her to discuss this.

What does your role entail as Digital Literacy Leader & Junior School Teacher-Librarian?

Broadly, the role provides expertise in multiliteracies to support the learning and teaching needs of the School community. More specifically, I am responsible for planning and delivering literature focused experiences and events for all classes and their teachers that aim to promote and inspire curiosity, reading and creativity; personalising and guiding each student’s reading choices, in consultation with teachers and their parents; collaborating with Kindergarten-Year 6 teaching teams and the International Baccalaureate’s Primary Years Programme (PYP) Co-ordinator to support the planning, resourcing and implementation of units of inquiry; curating a balanced physical and digital collection reflecting curriculum priorities and community interests; as well as the management of several digital tools and platforms, including our Learning Management System, CANVAS. What do you enjoy about your role?

My role is quite unique in that I am fortunate to connect with every Kindergarten-Year 6 student and their teachers each week.

From designing playful and imaginative Library experiences for Kindergarten to supporting the rigour and creativity of the Year 6 PYP Exhibition unit, I particularly enjoy problem-solving and finding ways to engage and inspire different age groups. I value the collaborative nature of my role and creating an inviting environment with my Library colleague, Liz de Wit, in the iCentre, as well as chatting about curriculum with colleagues, and seeing children genuinely excited about inquiry and their learning.

What do you think is the most important aspect of digital literacy?

The digital literacy cross-curriculum capability encompasses the effective, ethical and safe use of digital devices, tools, systems and information to communicate, connect and create. I think the most important aspect is ensuring that the specific digital skills, knowledge and understandings are explicitly and sequentially embedded in timely and purposeful contexts and learning experiences for students.

What brought you to Cranbrook?

In my early career, whilst classroom teaching in Sydney’s Inner West, an opportunity arose to train as a Teacher Librarian through a NSW Department of Education course. I grabbed the chance as I had always loved children’s literature and had specialised in Fine Arts and Linguistics in my Primary Education degree.

With my newly acquired skills and experience, I decided to take a risk and apply for a shortterm leave position that became available in the Years 3-6 Library at Cranbrook’s Bellevue Hill campus. Bringing my classroom and library background to the position, coupled with enthusiasm and an amazing mentor in Susie Glasson (Head of Cranbrook Libraries at the time), I am still here…31 years later! I have loved the evolving nature of the School, especially working with the PYP Framework, and being able to contribute as a valued and respected teacher over many years.

How has the Junior School had an impact on your role?

From my first day, it was evident that Cranbrook values their libraries - the people, spaces, and collections - and the positive impact they have on learning outcomes. When I started at Cranbrook there were three libraries - Senior School and Junior School (Years 3-6) at Bellevue Hill and Dickins House (K-2) at Kent Rd. During my years of service, structural and cultural shifts such as the development and relocation of the Junior School Campus to Rose Bay; the implementation of the PYP; and the rollout of our differentiated model of literacy and numeracy teaching; have broadened my role, responsibilities and maintained my long-term interest and engagement.

At different times, in response to direction and needs, I have led and supported teachers and the School through appointments alongside the Teacher Librarian role including Digital Literacy Leader, Year 6 Educational Development Teacher, Stage 2 PYP Leader, Kindergarten and Year 6 PYP Facilitator, and more recently, a member of the Junior School Leadership Team. I believe that embracing and fulfilling a variety of educational and cocurricular roles and responsibilities, both within and outside the Library realm, help to build relationships, adding value to my core role. I have been a team manager for almost every sport; the co-ordination and development of the interschool debating programme in recent years has provided a new learning curve; and probably most rewarding, professionally and personally, has been my involvement with Cranbrook’s NGO – CETOP, in which I codeveloped and led our overseas partnership programme from the Junior School’s inception in 2011 that connects Year 6 students and families with communities in Nepal each year, focusing on education, infrastructure and health initiatives. It is with an open-mind and inclusive approach, valuing experiential and life-long learning, that has driven my career in education and facilitated my big picture view of the School and beyond.

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THE LITTLE THINGS IN LIFE MEGAN LIGHT

F AV O U R I T E Q U O T E ?

Inspired by the work and life of author and academic, Katherine Rundell, the following words from her foreword in ‘The Book of Hopes: words and pictures to comfort, inspire and entertain children’, particularly resonate with me. She writes, “I am not an optimist or a pessimist; I am a possibilityist. The possibilities out there for discovery, for knowledge, for transforming the world, are literally infinite…”

HAPPY PL ACE?

A dedicated space where art, music and story come together – the Cinema. I especially love international films.

F AV O U R I T E R E C I P E ?

Any seafood by Rick Stein cooked by my partner!

What advice or words of wisdom would you give to parents considering starting their children at Cranbrook Junior School?

The Junior School’s Value Statements are truly lived and strived for in our daily interactions and programmes - honouring each child’s individuality; expecting and modelling respect; inspiring excellence; embracing globalmindedness; and contributing through service.

When parents are considering starting at Cranbrook Junior School, being aligned with these values creates a powerful partnership between home and school fundamental to children’s learning and well-being.

I am also a parent of an Old Cranbrookian and thoroughly enjoy sharing my family’s experiences and imparting my institutional knowledge, especially with Open Day tour groups.

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Profile

TE ACHE R PROFILE:

MEREDITH STREET St Mark’s Pre-School, located in Darling Point, is a haven of creativity and learning. As a mother and as a teacher Meredith Street is passionate about creating a safe and positive environment for children. A lifetime love of learning is a key pillar of St Mark’s education.

E A R LY C H I L D H O O D E D U C AT O R

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THE LITTLE THINGS IN LIFE MEREDITH STREET

“It brings me joy to witness the growth and development of the children in my care.”

HAPPY PL ACE

Mornings at Balmoral Beach or anywhere by the water really!

W I T H I N H E R R O L E Meredith champions and

embraces the individuality and curiosity of early childhood teaching. Working alongside the Educational Leaders and Specialist Teachers Meredith ensures that the Primary Years Programme and Early Years Framework is a nurturing and supportive environment for all children. Watching the children embrace their curiosity, confidence, and resilience in their every day is what brings Meredith so much joy. We spoke to her about her journey to Cranbrook’s Pre-School and the introspectiveness her role brings.

What does your role entail?

My role at St Mark’s Pre-School primarily involves assisting the Educational Leader and Specialist Teachers in the planning, implementation and evaluation of the Primary Years Programme and Early Years Learning Framework. I strive to ensure that each child feels nurtured, supported, and enriched in their day-to-day learning.

What brings you the most joy within the role?

It brings me joy to witness the growth and development of the children in my care. I get to see each child embrace their curiosity, confidence and resilience in meeting whatever challenge the day brings. It’s also rewarding to watch as lifelong friendships are forged between the children and a strong sense of community is fostered by parents.

What do you think is the most important aspect of early education?

The most important aspect of early childhood education for me is creating a safe and positive environment where children are valued and encouraged to explore a wide variety of interests and are given space to discover what excites them and brings them happiness. I feel anything I can do to nurture a child’s curiosity, creativity and social and emotional skills will help lay the groundwork for a lifetime of learning.

F AV O U R I T E Q U O T E

What brought you to the Pre School?

All three of my children went to St Mark’s and having witnessed firsthand the positive impact it had on them, I was curious to learn about early childhood education and the opportunity to contribute to the development and wellbeing of young children.

‘Children see magic because they look for it.’

Christopher Moore

What do you enjoy about your role?

What I enjoy most about my role is the opportunity to connect with the children, providing support and encouragement and fostering a love of learning. It’s lovely to see each child evolve and mature throughout the year as the excitement steadily builds as we prepare for the next adventure at “big school”.

How has the Pre-School had an impact on your role?

Being part of the St Mark’s community has been transformative both personally and professionally. The supportive environment and opportunities for growth and learning have allowed me to evolve as an educator and build my understanding of early childhood education.

What advice would you give to parents considering starting their children at the Pre-School?

In terms of advice, I think it’s a great idea to come to our open day to get a feel for the atmosphere and energy of St Mark’s. It also gives parents a chance to meet some of the staff, and an opportunity to see some of the wonderful work the current cohort has created.

Hopefully, parents will see it’s a happy place.

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F AV O U R I T E R E C I P E

Fail Proof Meringues from the Cranbrook Cooks, a compilation of recipes from the Cranbrook community produced for the Cranbrook Foundation in the ‘90’s.

It’s a family favourite that I also double to make into one large pavlova. The recipe was submitted by the grandmother of a boy who attended St Mark’s a couple of years ago, and I was pleased to tell of its longevity and its special place in my family’s birthday and Christmas celebrations. It’s also very easy for budding cooks.

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O D AT E S F O R YO U R D I A R Y 8 S E P T – O C A S P O R T S D AY 1 8 OC T – OC A A N N UA L LU N CH 4 D E C – O C A G O L F D AY 11 DEC – OC A AG M

OLD CRANBROOKIANS

ALEC GREEN & F I N B A R WAT S O N OC 2017

C Lights, Camera, Innovation

From the President of the Old Cranbrookians’ Association As your OCA President, I’m delighted to connect with each of you and share some exciting updates from our community as well as hearing your stories.

F I R S T LY, A H E A R T F E LT T H A N K YO U to

everyone who participated in our first major event for the year, the Three Island Classic Yacht Race. It was a splendid day filled with sunshine and camaraderie, and it was wonderful to see so many familiar faces enjoying the beauty of Sydney Harbour together.

Looking ahead to later in the year, our calendar is brimming with events. From reunions marking milestones from 5 to 50 years to our annual Vintage Club Day, and community gatherings in Dubbo, Brisbane, and Melbourne, there are plenty of opportunities to reconnect and reminisce with fellow Cranbrookians.

On the topic of events, we hosted, along with the School, another Cranbrook Investment Club Breakfast in June, featuring our very own Tim Doyle (OC 2007). It was a valuable and engaging session continuing from the success of last year’s event with Blackbird founder Niki Scevak.

C R E AT I V I T Y I N F I L M M A K I N G is the lifeblood

I’d like to recognise two exceptional individuals who continue to bring pride to our community. Our Old Cranbrookian of the Year for 2024, Martijn Wilder AM (OC 1985), whose contributions to environmental law and his recent appointment as Chair of the National Reconstruction Fund exemplify his dedication and impact.

We’re grateful for his ongoing efforts.

Similarly, our Young Old Cranbrookian of the Year for 2024, Leo Coates (OC 2002), has made significant strides in business and innovation globally.

Leo’s achievements and contributions reflect the values instilled in him during his time at Cranbrook.

Lastly, don’t forget to mark your calendars for our OCA Annual Lunch in the CBD – a highlight of the year. We are aiming for 18 October and will send out more information to all our OCs. I encourage each of you to get involved, whether by attending events, volunteering, or staying connected with your fellow Old Cranbrookians. Let’s continue to nurture the Cranbrook spirit together.

Marty Cayzer (OC 1988) OCA President

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that transforms a simple script into a captivating visual experience. It involves the imaginative process of bringing stories to life through innovative storytelling, unique visual styles, and compelling character portrayals. For Alec Green (OC 2017) and Finbar Watson (OC 2017), it was their friendship and collaboration to push the boundaries of traditional narratives that inspired their short film, Teacups. Their creative synergy began during their time at Cranbrook, and they have blossomed into an engaging and emotionally dynamic duo. Their ability to envision and execute a cinematic vision highlights the profound impact of creativity within education.

We spoke to them about their friendship, their memories of attending Cranbrook, and their newly found careers in film.

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What have been the most exciting/memorable moments working as filmmakers?

A L E C G R E E N : We’ve had so many beautiful

Thinking back to your time here, were there any staff members who really inspired you and encouraged you to follow your passion for film?

A L E C G R E E N : There were many. I had Dr

David Thomas, Head of History and Hone Housemaster, for four units of History. As a storyteller, he could immerse students in the curriculum in a way where you’d be hanging on to his every last word. He was a fantastic teacher first, but also as a mentor in life, he inspired me to look inward and discover the type of career I wanted to have.

F I N B A R W AT S O N : Fortunately, Drama offers

students the option to make a film as their IP (individual performance) for the HSC. My Drama Teacher encouraged me to watch as many films as possible and helped me during pre-production, production, and post-production. The whole process was one of my first introductions to filmmaking, and it helped spark my passion for film.

In what ways did Cranbrook prepare you for your career path and life beyond School?

A L E C G R E E N : Regardless of the industry you

end up in, Cranbrook taught me that you need to bring a certain professionalism into every working environment. Even in something as simple as composing a well-structured email. The English faculty at Cranbrook is made up of so many excellent teachers who can give you these types of skills.

F I N B A R W AT S O N : Cranbrook emphasised

the importance of pursuing your passion with dedication. In particular, a motto that one of my teachers always told me has stuck with me: have a plan or plan to fail.

What advice do you have for current students at Cranbrook, regarding pursuing their careers and achieving goals?

A L E C G R E E N : Practice the Arts, even if just to

give it a go; so many people count themselves out as ‘non-creatives’ and that’s total rubbish.

There’s also a danger in picking units purely based on their scalability. Ensure that you select subjects based on your actual interests.

F I N B A R W AT S O N : Try to immerse yourself

in the field of your career. Reach out to mentors and work hard. Most importantly, do things that push your comfort zone, whether that be in your career or personal life.

reactions to showing Teacups, all of those stay with me. When Finbar and I won Best Animation at the Sydney Film Festival, we had to give a speech in front of a packed State Theatre. Our Toastmasters training was in shambles, but it was a lovely night.

F I N B A R W AT S O N : Like Alec said, being

part of Sydney Film Festival was amazing.

Having attended the festival over the years, standing up in front of the audience and being recognised by our peers was a very special experience.

What years did you attend Cranbrook?

A L E C G R E E N : From Year 3 onwards.

F I N B A R W AT S O N : From Year 9 to Year 12.

What made you want to go into film?

A L E C G R E E N : I’ve always been drawn to filmmaking. For me, it’s the most affecting medium and that’s exciting from a creative output standpoint.

F I N B A R W AT S O N : There are many reasons.

However, it is likely because I grew up in a family that watched a movie most nights of the week for years. Without being too pretentious, I also think it’s because film incorporates all the mediums of art that I love: writing, photography, and music.

What current projects are you working on?

A L E C G R E E N : Finbar and I have just finished the script for our next live-action short. It’s a peculiar tale of sibling estrangement told through the arrival of a dead body. We’re aiming to shoot in September and will spend the next few months casting, crewing and financing the project. For those interested in supporting the Arts, we’d encourage you to reach out at hello@teacupsanimation.com

Do you miss your school days?

A L E C G R E E N : I certainly cherish the time

I had at Cranbrook. However, I’m happy to be at this next stage in my life now.

F I N B A R W AT S O N : As much as I enjoyed

my time at Cranbrook and that part of my life, it isn’t something I miss. That said, I do miss seeing my friends every day.

What is the most fulfilling project you have worked on?

F I N B A R W AT S O N : Teacups was the most fulfilling project I’ve participated in. Alec and I worked with an incredible team, from Hugo Weaving to the andmapsandplans animation studio, to create a film that resonated with people worldwide.

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ABOUT TEACUPS

“Sharing a cup of tea was the bravest bloody thing you could do”.

The new Australian-Irish short Teacups tells the true story of Don Ritchie, a man who would approach people contemplating suicide at the edge of a cliff, about 100 feet from his home and try to convince them to change their minds. Directed by Alec Green and Finbar Watson, the short features the voice of acclaimed actor Hugo Weaving as Ritchie, a man who has had numerous interactions with hundreds of suicidal individuals.

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OCA

Charting a Greener Future Martijn Wilder AM is a Founding Partner of Pollination Group, a firm specialising in climate change advisory projects, and asset management. He also serves as Chair of the National Reconstruction Fund Corporation and is internationally recognised for his expertise in climate law and sustainable finance.

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What advice would you give to young professionals looking to enter the field of sustainable investing?

It is an incredibly exciting time and as we move to decarbonise the entire global economy, the opportunities are amazing.

Do not be afraid to consider a start-up. The space is incredibly dynamic and exciting.

Being clear on what you wish to do is critical.

O OLD CRANBROOKIANS

MARTIJN WILDER OC 1985

C

WITH DEG RE E S IN ECONOM ICS AN D L AW,

Martijn’s career has been dedicated to developing innovative policies, ideas, and investments to address climate change and to facilitate the transition to a decarbonised economy. Martijn led Baker & McKenzie’s global climate law and finance practice for two decades and remains actively involved with Australia’s clean energy finance institutions.

He chaired the Federal Government’s Low Carbon Australia finance body, was a Founding Board Director of the Clean Energy Finance Corporation and later chaired the Australian Renewable Energy Agency (ARENA). Previously Martijn had a long tenure as President of WWF-Australia and was a Visiting Professor of Law at the Australian National University. In 2012, Martijn was awarded a Member of the Order of Australia.

Martijn is the Old Cranbrookian of the Year 2024 and was Head of Cutler House in 1985.

What inspired you to focus your career on climate change advisory and investment?

When I left university and started working, I focused on international environmental issues but at that time the major and growing concern was climate change. To address this, many of the solutions were economic, policy and investment related and required different systems thinking. Very quickly as I started to specialise in the area and focus on extremely interesting work and transactions, I developed a world leading legal expertise doing novel and innovative work that had not been done before. So, the ability to possibly drive real change coupled with an ability to develop highly creative solutions and developing new policy was incredibly exciting and rewarding, so much so that 25 years later I am still doing it.

In addition, along the way I was very fortunate to be given the opportunity to contribute to the establishment and running new public finance institutions set up for this very purpose.

Did you always want to work in law and business?

No, I originally wanted to be a vet, but after some early wildlife conservation work and then an Economics degree, followed by a Law degree, both of which had an environmental skew, I was led down a path focusing on the ability to use economics and law to address climate change and biodiversity loss.

Can you share a memorable success story from your work at Pollination Group that showcases the impact of sustainable investing?

I am particularly proud of the creation of our joint venture with HSBC, which was an asset management firm in natural capital that now has raised close to US $1 billion. In addition, our work helping develop one of the world’s largest blue carbon mangrove restoration projects in Pakistan. And our energy projects in parentship with First Nations groups are also world leading.

What are some of the biggest challenges you face in promoting sustainable investing practices?

Over the last few years, significant global capital has been allocated to fund decarbonisation solutions and into suitable opportunities. However, many companies and investors will not fund the development of decarbonisation solutions or invest in assets or projects until they are de-risked and well advanced. Change is generally challenging, and many companies and investors have simply invested significantly in the maintenance of the status quo until regulated to do otherwise.

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What role do you see technology playing in accelerating the transition to a sustainable economy?

Technology is critical as ultimately to drive real change we need alternatives to the status quo. So, if we wish to shift away from fossil fuels, we need clear and reliable alternatives to do so. These are now underway but given the level of R&D required, Government support is absolutely critical to underwrite its development.

Looking ahead, what do you envision as the most promising opportunities for sustainable investing in the next decade?

The race to exit high-emitting assets and invest in new, decarbonised assets to create shareholder value is accelerating. We now see intense competition to secure supply chains and a desire to locally produce the technologies required for transition. We are seeing amazing developments in renewable energy technologies, electric transport, clean fuels, quantum computing, critical minerals processing and all the infrastructure required to support it. As a result, the field is open for new entrants to create and invest in solutions and projects worthy of the USD 190 trillion capital required and available to reach net zero.

What is your fondest memory of your time at Cranbrook?

Coming to Cranbrook later in my school years, the fact that it was a very progressive school was very important to my integration.

The School was also small. I very much enjoyed playing rugby and am extremely grateful for the excellent teachers that I had such as Martin Pitt, Gordon Shrubb and Dr Davies, my Housemaster. I also enjoyed being Head of Cutler House. Overall Cranbrook offered me a unique and special learning experience, which I will be forever grateful for.

Which teachers inspired you the most and how?

Martin Pitt who taught me Geography and was my Rugby Coach, Gordon Shrubb who was my English teacher and my Housemaster, Dr Davies. All were exceptional people in their own ways and were people I greatly admired and were strong mentors in different ways.

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O OLD CRANBROOKIANS

J E R E M Y S P R A D B E RY OC 1992

C From Chalkboard to Cheeseboard L E A R N I N G , E D U C AT I O N , A N D C A R E E R D E V E L O P M E N T are intrinsically linked.

A Cranbrook education fosters critical thinking and encourages a lifelong love of learning. It equips students with the tools needed to navigate and adapt to an ever-changing job market.

Reflecting on his time at Cranbrook, Old Cranbrookian Jeremy Spradbery is reminded of the profound influence the academic staff had on his development. Jo Hillier, Master of French, taught students the art of learning rather than just imparting knowledge. Hillier’s unique method during tests—hovering behind students with a clicking tin frog to signal incorrect answers—encouraged critical thinking and problem-solving. This approach instilled a mindset focused on understanding and finding solutions rather than merely worrying about mistakes.

David Edmond Stone, Housemaster of Rawson House also had a significant impact on Jeremy’s time at Cranbrook. His discipline was purposeful and constructive, as seen in tasks like chopping wood under the Science building, with the proceeds used to enhance the boarding house. David’s ability to balance strength with care, flexibility and firmness made him an unforgettable mentor.

“He was always three steps ahead of the students, ensuring they strived to be the best versions of themselves despite their occasional misgivings,” says Jeremy.

Cranbrook’s role in preparing Jeremy for his career and life beyond school was invaluable.

The School taught him how to learn, a skill that

has proven to be the most useful throughout his various careers. The ability to learn means one can adapt to almost any situation and pursue diverse opportunities with confidence.

To current students at Cranbrook, Jeremy offers this advice: “Take full advantage of the broad education provided. While goals and career aspirations are important, remain open to where life may lead you. Focus on developing the ability to learn and pursue what feels true to your heart. Remember, failing in your first or second career doesn’t preclude success in another field.”

His career has been dynamic and filled with memorable moments: “One particularly exciting aspect has been working with clients in remote locations, solving complex problems with only partial information. The thrill of these challenges, combined with the support of a reliable team, has been incredibly fulfilling. Embracing what one doesn’t know while confidently delivering on what one can is both exhilarating and rewarding.”

Having attended Cranbrook from 1988 to 1992, boarding at Cotway in 1987, some of his fondest memories include lying in bed on the balcony of the boarding house, watching storms roll in over Sydney Harbour. David Edmond Stone’s intuitive understanding of their boarding house antics, playing rugby in Year 12, and participating in the Guitar Ensemble are all cherished recollections for Jeremy.

His passion for hospitality emerged early. Despite a strong desire to leave Cranbrook in Year 10 to pursue this interest, he was advised by a family friend to stay and prove his capacity to learn. This advice stuck with him: “The ability to learn opens doors to endless possibilities,” he says.

Currently, Jeremy is immersed in building the brand of Supercheese, his first business venture. This project is all-consuming as he strives to showcase their amazing products and service style. It is the culmination of everything he has done so far, distilling his experiences into a focused, high-quality endeavour.

The most significant takeaway from his time at Cranbrook is the value of relationships.

“They often re-emerge in one’s career and life in unexpected ways,” says Jeremy. Additionally, he’s learned that career is not everything, and being brave enough to try something new often outweighs any non-success.

Does he miss his school days? “Not really. I was ready to leave and explore the world. I am a very different person now, stronger for the adventures I’ve undertaken, but I will always appreciate the foundation Cranbrook provided,” he says.

Among the most fulfilling projects is his current venture, Supercheese. It has brought together nearly everything he has done in his career, creating a fun, relaxed, yet highly focused environment. Jeremy’s life grows more interesting and enriching with time, and whilst guided by his head, he’s learned to always follow his heart.

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“Take full advantage of the broad education provided.

While goals and career aspirations are important, remain open to where life may lead you. Focus on developing the ability to learn and pursue what feels true to your heart.

Remember, failing in your first or second career doesn’t preclude success in another field.”

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O OLD CRANBROOKIANS

GEOFF COOMBES OA M OC 1991

C

Changing Lives: The Power of Community G E O F F C O O M B E S O A M H A S D E D I C AT E D

his life to fostering community support for cancer research and health initiatives.

His journey began in 2007 when he cofounded Tour de Cure (TdC), a cycling charity that has since raised over $135 million and contributed to more than 150 scientific cancer research breakthroughs.

Inspired by a transformative cycling journey across America in 1996 with a fellow Old Cranbrookian, Nick Gassmann (OC 1991), Geoff found his passion for cycling and community causes.

“Our adventure from Vermont to Vancouver ignited a passion for cycling and the profound joy of experiencing a country on two wheels.

A decade later, amidst reflections on finding purpose, a quote resonated deeply: ‘Find what you love doing and find a way to make money doing it. You’ll never work another day in your life’. With this in mind, and having become involved in a few charity events, the idea for Tour de Cure was born. We envisioned a movement to raise funds for cancer research, driven by our shared love for cycling and the desire to make a tangible difference. Cancer, being the leading cause of death in Australia, became our cause, uniting us in a mission to find cures for this disease” says Geoff.

Starting with just 29 people in its first year, the community has grown to over 15,000 participants annually. It was not a smooth path however, as TdC initially presented a myriad of challenges, from balancing growth with fiscal responsibility to recruiting and retaining talent. Recruiting talent proved particularly difficult, compounded by the competitive landscape of Sydney. However, by fostering a supportive culture and offering flexible working arrangements before hybrid working became wide-spread, they attracted exceptional individuals committed to the cause.

Geoff is driven by the community’s ability to unite and support those in need, inspiring individuals to reach their full potential. He believes that our health is our most valuable asset and that connections with like-minded individuals, who share in both joys and struggles, are essential for creating strong communities.

The organisation’s growth and impact over 17 years laid the foundation for Geoff’s continued commitment to community-driven initiatives. Building on this success, Geoff later founded STRYDE4, an organisation that provides Australian charities, corporations, and communities with a unique opportunity to collaborate for the greater good through various community-based health programmes, partnerships, and events.

Talking about STRYDE4, Geoff’s passion and enthusiasm is evident as he describes how “behind every individual and organisation lies a unique WHY—the driving force behind their actions. And at STRYDE4, we’re here to amplify that WHY, to champion it, and to turn it into action.”

Reflecting on his career path and how his personal journey has influenced his work with these organisations Geoff firmly believes his journey has been one of profound discovery and purpose. It was one pivotal moment in particular that “crystallised the urgency of our mission: a conversation with a young cancer 52

researcher who likened our collective efforts to pieces of a giant puzzle in the quest for a cure. Witnessing the impact of cancer on loved ones, including a close friend battling stage 4 lung cancer, reinforced the imperative of our work. Over the years, advancements in cancer research, including immunotherapy, have offered hope and extended lives. Yet, the journey is far from over. My resolve to raise funds and ensure their effective allocation remains unwavering” he says.

Geoff is a strong advocate for community support and the role it plays in achieving the mission of both Tour de Cure and STRYDE4 saying: “Community support is the lifeblood of our organisations. Tour de Cure, from humble beginnings, grew into a movement encompassing thousands of individuals and corporate partners united in our cause. Similarly, STRYDE4 seeks to harness the collective impact of communities, empowering them to drive change across diverse causes. We champion purposedriven collaboration, recognising the unique contributions of each individual and organisation. Together, we strive towards a shared vision of a better, healthier world.”

Geoff attributes much of these communitybuilding skills to his time at Cranbrook School.

The School’s motto, Esse Quam Videri (To be rather than to seem to be), instilled in him a sense of purpose and authenticity. Mentors like Bruce Key, Martin Pitt, and Robert Lock further nurtured his passion for bringing people together and making a difference and enabled him to “see the world as a playground and creating shared experiences.”

And it was his time as a boarder at Cranbrook that “fostered deep bonds and a spirit of camaraderie, laying the foundation for my future endeavours in building,” he says.

Geoff has many fond memories of his time at Cranbrook, from the hard-fought victories in the 1st XV, to camaraderie in Street House, and participation in school musicals. These experiences shaped not just his academic journey but instilled in him the key values of teamwork, perseverance, and camaraderie.

In June 2021, Geoff was awarded the Officer of the Order of Australia (OAM), recognising his contributions to the community. This honour not only celebrated his individual achievements but also highlighted the collective efforts of the Tour de Cure community. Commenting on this accolade, Geoff says: “Sharing this moment with loved ones, including my mother and partner Caroline, was very special, underscoring the importance of community and support in our endeavours.”

Looking ahead, Geoff is focused on expanding the impact of STRYDE4. He envisions fostering collaboration across charity sectors, engaging communities through health initiatives, and delivering lasting change.

Despite his busy schedule, Geoff remains connected to the Cranbrook community. He looks forward to Cranbrook Senior School’s participation in STRYDE4 Day on 24 October 2024, inviting the entire community to join in creating positive change, one stride at a time.

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Community

DUBBO COMMUNITY DINNER

Our annual Dubbo Cranbrook Community Dinner, with Old Cranbrookians and current, past and future families attending was a warm and intimate evening with close to 40 people attending. We were honoured to welcome Margaret Healy, former School Nurse, on the night.

Development As we reflect on recent events and celebrations at Cranbrook, it becomes abundantly clear that our sense of connection with each other and with the School is paramount.

The recent gatherings have reminded us of the deep ties that bind us together and the importance of maintaining these connections.

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Remembrance Day holds a special place in our hearts as we pay tribute to the Old Cranbrookians who made the ultimate sacrifice during the Second World War. It was a moving experience to see students, staff, and families come together on the Mackay Lawn to honour these heroes.

We were especially touched by the presence of descendants of some of the fallen Old Cranbrookians, including the families of Lincoln Leopold Bedkober (OC’28), John Forbes Gordon (OC’34), John Read Horn (OC’34), Andrew William Macarthur-Onslow (OC’35), Thomas Edward parsons (OC’30), and Charles (Con) Frederick Strong (OC’29).

Their presence underscored the enduring legacy of their sacrifice.

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C R A N B R O O K G R A N D PA R E N T S ’ LUNCH

The Cranbrook Grandparents’ Lunch, held in November 2023, was a joyful celebration of familial bonds and shared experiences. Nearly 80 attendees, including many Old Cranbrookians with generations of their family attending the School, gathered to enjoy each other’s company and reminisce about their Cranbrook journey. This event highlighted the intergenerational connections that continue to enrich our community.

THE THREE ISLAND CLASSIC

The Three Island Classic, an event that has become a cherished tradition, once again graced our harbour with its splendour. This traditional sailing race not only showcases the breathtaking beauty of our surroundings but also provides a delightful day out for our sailing enthusiasts. Comprising Old Cranbrookians, current and past families, and friends, the sailing community came together for an unforgettable experience.

And the results were: First Place: Weston Rose (Year 8) sailing with his father, Anthony Rose Second Place: Michael Morgan (OC 1980) Third Place: David Allen (OC 1996) In addition to these remarkable achievements, we extend our heartfelt congratulations to Andrew Dale (OC 1997) and his crew on Arch Nemesis for clinching the Ashley Reid Memorial Trophy. This award honours not only their sailing prowess but also their commitment to the spirit of camaraderie and sportsmanship that defines our community.

C S PA M O T H E R ’ S A N D C A R E R ’ S D AY B R E AKFA ST

The CSPA Mother’s and Carer’s Day Breakfast saw over 1,000 students, mothers and carers gather in the Vicars Centenary Building.

The boys took the time to write a heartfelt thank you card in preparation for the event, which was a lovely surprise on the day.

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C S PA M O T H E R ’ S A N D C A R E R ’ S D AY B R E AKFA ST

CSPA It is during challenging times that you learn the true character of a person and in our case the strength of a community. Whilst the events of Term 1 have understandably been unsettling, we should feel great comfort in the way we have all supported each other.

I would like to take this opportunity to acknowledge the incredible staff at our school.

I have been very fortunate to have met with many of them over the last few months. Their dedication and level of care they show our sons is second to none. They have put the students’ wellbeing first and we are all very grateful. I would also like to thank Michele Marquet for her outstanding leadership, she is everything that this school values.

With this in mind, we have recently introduced a new CSPA initiative: The Staff Wellbeing Programme. This will supersede the TES (Teachers Education Scheme) and offer more wide-ranging support for staff. We feel it is very important that the staff feel appreciated by the parent community. So far this year we contributed to presentations by Mental Skills Coach, Andrew May. We will continue to provide thank you morning teas each term and work closely with the School to look for other supportive opportunities.

We have also increased funding towards student speakers and service initiatives.

We have continued our support of the Tomorrow Man programme and the Prue Salter study skills sessions. We were delighted to welcome motivational speaker Alex Noble who presented in assembly in Term 2 this year, as did a representative from Roughtober, where a number of Cranbrook students will spend the night sleeping rough to raise awareness of the homeless.

We will continue to run our parent speaker programme. In May we hosted Yasmin London who spoke to our Year 7 parents about online safety, vaping, drinking and safe partying.

We also look forward to Jocelyn Brewer’s presentation Digital Nutrition later in the year.

We will also focus on providing different volunteering opportunities for our parents.

This is a meaningful way of helping people connect and contribute to our school community. Our Second-Hand Uniform Sale goes from strength to strength both in terms of parent involvement and funds raised. In Term 1 we donated over $19000 to CETOP which coincided nicely with the Year 6 CETOP trip to Nepal. In Term 2 we donated over $11000 to Thread Together. We have supported this charity for a number of years and the Senior School students will once again have the opportunity to visit in Term 4. For the first time, we also invited parents to help at the Junior School Grandparents’ Day in Term 1 and fathers to help at the Junior School Mother’s Day in Term 2. Both very special community events.

Of course, bringing our community together through social events will remain the primary focus of the CSPA. In Term 1, we were thrilled to host more than 850 parents at our Welcome Drinks.

It was a wonderful start to the school year where we welcomed our many new families to Cranbrook. In addition, we also introduced a new initiative for our Year 7 families, where each House hosted a family event. This was a great way for these families to connect as they begin their Senior School journey together.

Last term it was also heartwarming to see more than 1000 mothers, carers, boys and staff come together for our inaugural Senior School Mother’s Day breakfast. We look forward to hosting a similar event for Father’s Day in Term 3. The Year Reps are also doing a wonderful job hosting a variety of year level events and it is fantastic to see so many people coming along.

We are truly fortunate to have such a strong and caring community.

Sam Roberts CSPA President 56

C S PA W E L C O M E D R I N K S

SECOND -HAND UNIFORM SALE

YEAR 12 MOTHER/SON LUNCH

YEAR 7 HOUSE F A M I LY G E T T O G E T H E R S

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