EQV Volume II 2023

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C O - C U R R I C U L A R S N A P S H O T K E E P I N G L I T E R AC Y A L I V E P R E PA R I N G F O R C O E D U C A T I O N N U RT U R I NG YOU NG M I N DS

VOLUME II 2023

ESSE QUAM VIDERI

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VOLUME II 2023

I A M D E L I G H T E D T O I N T R O D U C E the fifth edition of EQV to

you. Our school motto, Esse Quam Videri, is a phrase which will enrich the lives of our students both within and beyond school and, as you read through this issue, you will sense just how powerful an influence our strong, vibrant and brief motto is within the entire Cranbrook community. As we move towards the close of the 2023 academic year at a frenetic pace, it is important to reflect upon the manner in which the School has grown throughout recent turbulent but progressive years. Not only have we reconnected, strengthened and matured as a society but, as individuals, we have reestablished our individuality: for many, the rekindling of our unique identity has been a priority. This issue articulates the importance of the interplay between personal difference and shared values and ideas: a great education forms a dynamic equilibrium between community and character.

Throughout our history, our Bellevue Hill campus has borne witness to momentous achievement and sustained creativity. Our sandstone buildings have inspired cherished memories and, as we move forward, it is an integral element of the School’s character to continue to support the further expansion of our tradition. Within this issue we cover the renovation of our much loved Perkins Building, which completes the refurbishment of our heritage precinct and completes the establishment of a vibrant space at the heart of the School which balances old and new and crystallises our ethos, purpose and spirit of place. Music is certainly thriving at Cranbrook and contributes a huge amount to the health of the institution.

Also within this issue, we are given insight into CETOP, the Cranbrook Explorers’ and Travellers’ Overseas Partnership, following their welcome return, post COVID-19, to Ladakh.

The expedition offered the opportunity to engage in active and sustained service by sharing educational resources and strengthening a well-established crosscultural connection. We see this spirit of service and aspiration evident within the lives and works of so many Cranbrookians: alumni have engaged in such a heartening range of fields, from film to medicine and from sport to entrepreneurial innovation, but, upon reflection, they look back with fondness upon the relationships built at school and the fun and adventure experienced here.

It is right that this issue also celebrates and recognises our teachers. They are, of course, the mainspring of our educational commitment both within and beyond the classroom. We also acknowledge our Year 12 leaders and commend them on their holistic and ego-free approach to their mission throughout their concluding time at school.

Preparation for the implementation of coeducation continues: the curriculum is being enriched and our programmes beyond the academic are expanding. We visit the Ken Handley Library, which still offers a space for the quiet discovery of other worlds and the establishment of a love of reading: it also now serves as a centre for the promotion of digital literacy and thoughtful use of information technology.

The vocation to teach continues to be a privilege: the nurturing of young minds is an optimistic, central and hugely influential task which unites us in the pursuit of the betterment of society. Cranbrook continues to celebrate its mission: the following pages reflect important elements within our practice, endeavour, community and character.

From the Headmaster

Nicholas Sampson Headmaster

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F E AT U R E S

SCHOOLS MUST A LSO A IM TO E X PA N D Y O U N G M I N D S A N D T O P R E PA R E S T U D E N T S T O F L O U R I S H W I T H I N A D U LT S O C I E T Y.

OUR NEW U NIFOR M DESIGN IS JUST ONE OF THE M A N Y STEPS W E A R E T A K I N G A S W E M OV E T O WA R D S C O E D U C A T I O N .

P R E PA R I N G

K E E P I N G LI T E R ACY A LI V E 10 AS T H IS Y E A R’S PR EF ECTS FI N ISH T HEIR CR A N BROOK EDUC AT ION, W E TA L K TO T H E M A BOU T T H E I R T IME AT CR A N BROOK .

C E T O P A I M S T O P R OV I D E S T U D E N T S , A N D T H E B R O A D E R C O M M U N I T Y, A C H A N C E T O O F F E R I N T ER NAT IONA L A ID A N D SU PPORT TO D I S A DVA N T AG E D C O M M U N I T I E S .

SERVICE

I N P R O F I LE : S I M O N W I N C E R 52 AROUND THE SCHOOL

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SENIOR SCHOOL

Leading Cranbrook’s Future Academic Reporting

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In Profile: Kyra Maya Phillips I B: Empowering Teachers and Students Smooth Sailing The Vision of the new SRC A Harmonious Transformation A Co-Curricular Snapshot

VOLUME II 2023

S C H O O L S I N T H E 2 1 S T C E N T U RY: I N S U L A R O R E LE VAT E D? 4 F O R C O E D U C AT I O N 6 I N A N AG E O F S H O R T A T T E N T I O N S PA N S C R A N B R O O K ’ S T E AC H E R S A R E U S I N G I N N OVA T I V E WA Y S T O E N S U R E O U R S T U D E N T S D E V E L O P B O T H A L OV E O F R E A D I N G A S W E L L A S V I T A L D I G I T A L L I T E R AC Y S K I L L S .

T H E H O N O U R O F LE A D I N G 2 0 AT C R A N B R O O K : C E TO P 2 4 AS HE T R E A DS T HROUGH A V E R Y D I F F E R E N T PA N O R A M A OF CINEM A, SIMON R EFLECTS ON HIS T IME AT CR A N BROOK .

JUNIOR SCHOOL

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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

Nurturing Young Minds In Profile: Roberta Henry

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PRE-SCHOOLS

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In Profile: Melanie Fleming

From the President In Profile: Dr David Cooper In Profile: Josh Kemeny COMMUNIT Y

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Development CSPA

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SCHOOLS IN THE 2 1 S T C E NTU RY: INSULAR OR E L E VAT E D?

BY NICHOL A S SAMPSON “ S C H O O L S M U S T L O O K O U T W A R D S A N D S E E K T O B U I L D PA R T N E R S H I P S W I T H L I K E - M I N D E D A N D S I M I L A R LY I N T E N T I O N E D I N S T I T U T I O N S I N O T H E R G EO G R A PH I E S A N D SO C I E TI E S I N O R D E R TO H O LD CU R R E NT K N OW LE D G E O F A P P R O A C H E S , I N I T I AT I V E S A N D C H A L L E N G E S E L S E W H E R E .”

READ THE ARTICLE IN A MORE READER-FRIENDLY FORMAT

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VOLUME II 2023

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T H E S O C I A L R E S E A R C H E R H U G H M A C K AY has

written extensively about the erosion of local community life in Australia against a societal backdrop of growing loneliness and declining social connectedness. Indeed loneliness, defined as a subjective experience of social isolation, has been identified as the next public health epidemic of the 21st Century.

In 2018, the British Government appointed a Minister of Loneliness to address the issue.

This year, Dr Vivek Murthy, the US Surgeon General, released an 85-page advisory paper, naming loneliness and isolation as “profound threats to our health and well-being.” He wrote of the importance of genuine community, warning that a failure to rebuild vital social connections would result in paying “an everincreasing price in the form of our individual and collective health and well-being … we will continue to splinter and divide until we can no longer stand as a community or a country.

Instead of coming together to take on the great challenges before us, we will further retreat to our corners—angry, sick, and alone.”

All of us have a fundamental and understandable need to belong—human beings are at heart social creatures with a deep desire to bond with others. This became particularly apparent as we experienced the deprivations of the COVID-19 pandemic.

As individuals and as a community we learnt again to value the essential and humanising need to connect, to see each other face-to-face, to break bread together.

Yet, paradoxically, this desire for connection is presenting real challenges as we move into the digital age. New tribal identities, often formed online, offer an appealing substitute for the communities we once had. While these connections may seemingly offer us all the positive aspects of group membership— acceptance, support, solidarity, loyalty—there is another, more dangerous side to this drive: an exclusivity and blind loyalty that can fracture society. Researchers are discovering that certain attributes of social media—particularly the ability of users to surround ourselves with information we already agree with and filter out information we disagree with—allow this form of technology to contribute to political polarisation. The social media algorithms that determine what content appears on our newsfeeds rarely show us new perspectives, instead offering up opinions we already agree with. Increasingly, there is precious little room for nuance or neutrality when it comes to any new local, national or global news. We are simply asked to “pick a side” by changing our avatar on Facebook or Instagram.

Schools are not immune to this paradox.

Healthy schools are busy places with lively internal cultures. They are powerful sources of community with shared routines, practices, and stories that bring people together.

Of course, schools defy easy analysis: they undertake a mixture of functions in a

myriad of ways. Schools can be neighbours, operating in the same setting and serving the same communities, but can be so very different in character, atmosphere and approach. And, of course, this variety provides families with a range of valid choices.

Nevertheless, this very vitality can feed the enemies of a great liberal education: introversion, tribalism, parochialism, complacency, and diminution of intellectual hunger. In essence, as well as offering a secure community where individuals can belong, schools must also aim to expand young minds and to prepare students to flourish within adult society. A vibrant school must counteract the forces of insularity and polarisation through the encouragement of broader perspectives.

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H O W A R E W E T O D O T H I S ? First, it is

essential that schools look outwards, seeking to build partnerships with institutions in other geographies and societies to hold current knowledge of approaches, initiatives and challenges elsewhere.

Cranbrook is currently in membership of two international groups, the G30 and WLSA, the World Leading Schools’ Association.

As a member of the G30 the School enjoys the opportunity to forge relationships between and among schools globally. The G30 is a community of around 30 schools from various parts of the world, with membership by invitation. The composition of the group changes over time but currently includes leading schools from North America, the UK, Europe, Africa, the Middle East, Asia, India and Oceania. It is both important and personally refreshing to belong to an organisation whose aim is to help school leaders look beyond the day-to-day individual concerns of a school to discuss broader issues in education that have a universal impact, regardless of geography. The G30 offers an annual conference which allows the opportunity to compare notes on current trends, challenges and opportunities as well as to explore ways of collaborating with trusted colleagues. Guest speakers come from the field of education as well as from a broad range of pursuits. In the past we have discussed issues as varied as environmental stewardship, wellbeing, the impact of pluralism, or preparing for tomorrow’s workforce. Given the impact of coronavirus, I have not been able to meet other heads in person since 2019 but this year I was delighted to able to attend the G30 conference in Sweden in April where we reflected upon the legacy of COVID-19 and considered the impact of emerging technologies, particularly the effect of digital transformation on society, economics and politics.

Cranbrook is also a member of the WLSA, or World’s Leading Schools’ Association, a joint educational foundation which brings leading universities in the USA and UK together with schools from China, the US, Canada 7

and Australia. The WLSA aims to promote cooperation and academic exchange and culturally broadening programmes between leading associate secondary schools in the world as well as experts in the field of higher education. The WLSA network connects associate school heads and faculty from some of the world’s leading schools to foster circular knowledge sharing; the network is continually collaborating and learning from one another through exchanges, conferences, publications and collaborations for both school students and staff. The WLSA’s aims are now being revisited in the post pandemic setting and will, I hope, offer interesting avenues to young Cranbrookians.

Second, it is also essential that schools challenge their students to look outwards through an enriched curriculum that builds deliberate connections so that students become internationally minded: responsible members of local, national and global communities. International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members. The International Baccalaureate Organisation (IBO) was established in 1968 to foster international mindedness amongst future generations. As an IB Continuum School, Cranbrook is an active and substantial part of an international educational community, embracing countries and schools. The IB delivers programmes to nearly two million students within the five thousand six hundred schools within one hundred and fifty-nine countries: we are, therefore, members of a transnational community of institutions and professional educators who have opted to deliver IB programmes. The IB is not perfect, but it is based upon principle, best practice, values and ideals: it is not subject to shortterm political imperatives or governmental change. It is designed to prepare young people for further study, not as an anachronistic full stop to full time education. Through to Year 10 we teach the NSW curriculum through the lens of the IB: thus, once again, local identity is complemented by global connection.

I I N M Y O B S E R VAT I O N S , the most vibrant schools

I have visited share some qualities: they trust their teachers, they are as independent, but also as self-critical, as they can be, and they see freedom, fairness and integrity as their mainspring. They forge connections globally, in order to be challenged and inspired by different ideas, cultures and settings. Such a prescription does not, indeed, lend itself to easy analysis or magical measurement: the steps we are taking at Cranbrook, however, towards coeducation, academic independence, global awareness and fulfilling partnerships with schools around the world are designed to support our pursuit of excellence.

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Years 11-12 long sleeve shirt

Awards Blazer

Cardigan

Years 7-10 long sleeve shirt

Socks

Shorts - relaxed fit

PREPARING FOR COEDUCATION Skirt

Vest

READ THE ARTICLE IN A MORE READER-FRIENDLY FORMAT

Pullover

Blazer

Dress

The announcement that the Senior School is set to become fully coeducational by 2029 is Years 11-12 an exciting and significant Tie change for Cranbrook.

Pant relaxed fit

Years 7-10 Tie

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VOLUME II 2023 UNIFORM THROUGH THE AGES CRANBROOK SCHOOL 1918 – THE PRESENT 1918 – 1919

No set uniform, many of the students wore suits or jackets and trousers. Small boys wore shorts with jackets. Ties were worn, a few bow ties for seniors.

Our new uniform design is just one of the many steps we are taking as we move towards coeducation.

1919 – 1931

The history of uniforms A S T H E M O N T H S R O L L B Y, and the concept of

girls commencing their Cranbrook education becomes ever closer to reality, the School has been meticulously planning and implementing various initiatives and changes. From staff training and development, interviewing our girls’ families in our waitpool to curriculum planning and uniform design, we are poised to provide a vibrant and inclusive environment .

Cranbrook’s new uniform, available from Term 4 2025, represents an important chapter in our school’s history, with only a few changes to the uniform since the School opened its gates in 1918, and no changes to the uniform since 1985.

When Cranbrook was founded in 1918, there was no set uniform. Students wore a suit and tie combination of their choice and senior students wore bow ties. By 1921, most students wore a darker jacket with knickerbockerstyle pants, long socks, and a tie. In 1931 the School Council wrote in The Cranbrookian: “The School Council has decided that, from the beginning of next year, all boys attending Cranbrook will be required to dress in a prescribed grey flannel. The material will be available at all leading tailoring firms, and no restriction is being placed upon the style and cut that tailors may wish to recommend to their clients. The idea of a uniform, even modified in this way, should be popular with everybody who is interested in Cranbrook, and should add to our prestige and esprit de corps”.

In 1942, The Cranbrookian documented the addition of a ‘new blue shirt that will become part of regulation attire’. Senior students wore a double-breasted jacket. By the late 70s there was a uniform in place which consisted of a mid-grey suit, black shoes and a tie.

In 1985, The Chronicle documented that the school Council had approved a new uniform, which included a navy blazer made from Onkaparinga flannel instead of a suit coat, and the school crest on the left-hand pocket.

The colour of the shirt was changed to sky blue. The sports uniform was changed so that only the Firsts wore the white tracksuit, with the remainder of the School wearing a white top with blue tracksuit pants.

The Chronicle states: “The Committee feels like the blazer would, firstly, overcome the problem which exists at present concerning matching coats and trousers.

Secondly, it would provide a definitive and atractive (sic) means of identification with the school which most people, and especially the boys, feel is necessary and desirable. Thirdly, it looks extremely smart.”

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By 1921 most of the School wore a darker jacket with tie and some wore knickerbocker pants. Some older boys wore double-breasted suit coats.

Those who wore knickerbockers wore long socks as well. All wore ties. During this decade, black shoes were the style with grey socks.

1921

1932 – 1933

School Council decided (in 1931) that from the beginning of this year a grey flannel was to be the school uniform.

No style was set for this grey flannel.

This was to set the boys at Cranbrook School apart from other schools and increase their esprit de corps!

1933

1933 – 1941

Senior boys wore the grey flannel with waistcoats and striped tie. Some time during this decade caps and hats were worn. By 1941 a new design of cap was being considered.

1942 – 1985

From late 1941 or from the start of 1942 the blue shirt was to be worn by all students. Interesting to note that some of the senior students wore a darker grey flannel as a suit. By the late 1970s uniformity with mid-grey suit, black shoes, and school tie. Also in the 1970s the soft grey felt hat (with blue school band and crest) was phased out.

In 1985 the School Council decided to remove the grey school jacket and replace it with a blue blazer with the school crest on the left breast pocket and the colour of the shirt was changed to sky blue, a lighter shade than the previous iteration. The caps and ties removed for kindergarten boys. In sportswear, only the first team in interschool 1sts sports teams (and swimming and athletics teams) would continue to wear the white tracksuit. The remainder of the School would wear the white top with blue tracksuit pants. These changes would phased in over 1986.

1980S – 1990S

From the late 80s to early 90s, a white shirt for musical performance was introduced.

1949

1965

1975

1985 – THE PRESENT

The school uniform has only undergone one major change. The school crest was changed by the School Council, on the advice of Mr Jeremy Madin, Headmaster 2001-2012. The major change that took place was the addition of a blue border around the already existing red boarder of the crest. Other small changes were made to the crest.

1986

ESSE QUAM VIDERI

Students performing in The School of Rock Musical

Preparing for coeducation.

A LT H O U G H M O S T O F T H E T E A C H E R S at

Cranbrook attended, and have previously taught in coeducational schools, all Cranbrook teachers, sports coaches, managers, and staff are receiving ongoing training to be ready for coeducation. Among other activities, our teachers have been working closely with schools including Barker, St Andrew’s Cathedral School, Winchester College, and Carey Baptist.

For co-curricular activities such as drama, coeducation will be a smooth transition. Head of Drama Chantel Munro says Drama is on the front foot. “We have always encouraged coeducation through productions and tours. In fact, many of our male students have very close friendships with females already from plays and musicals we have undertaken with girls’ schools.”

Parents considering Cranbrook for their daughters.

C H A R L O T T E B R O W N W A S G R AT E F U L to be

given the opportunity to visit Cranbrook in March this year, accompanied by her father Tim (OC 1988) and Grandfather Bill (OC 1959).

The Brown family have a long association with Cranbrook, commencing in the early 1940s with Bill’s older brothers Albert (OC 1942), Robert (OC 1950) and David (OC 1953).

The Browns thought the tour was an amazing opportunity to view the recently renovated facilities. Charlotte was particularly impressed with the pool and gym facilities, and Tim was somewhat envious compared to the old hydra-gym that had a total of about six stations and zero weights.

If given the opportunity, the Browns would love to send Charlotte to Cranbrook as a student in Year 11. Aged four years-old Charlotte accompanied her father and another Old Cranbrookian, Jun Sato (OC 1989) on a Cranbrook tour. After touring the School with the Satos, Charlotte announced that she would one day attend. Tim Brown said “At the time we laughed and told her that was not an option as Cranbrook was exclusively for boys, but she was adamant. Fast forward

“Drama is about empathy, inclusivity, finding your authentic self, all qualities very much in line with being able to empathise with the experience of our first female cohort. The actual course content does not have to change because we have always modelled an inclusive curriculum.”

CHANTEL MUNRO

to 2022 when Charlotte found in the news that it was being proposed to turn Cranbrook into a coeducational school, the dreams of a determined four-year-old were apparently becoming a very real possibility,” he says.

Another student, Sailor Rose, who is a sibling of Year 7 student Weston, said she is excited about the prospect of attending Cranbrook. “I am very excited that I might get to go to Cranbrook in Year 7. My brother has told me there is a big library there and that all the teachers are the best. It would be nice for me to have an opportunity to go to high school with kids of all genders, not just other girls. Also, the school grounds are very beautiful, and I like the school spirit,” she says.

Weston Rose says he is also excited about the prospect of his sister attending Cranbrook. “I’m proud that my family will be a part of this exciting new chapter in Cranbrook’s history - it’s an important step forward for the school’s culture and a great message to send to the world that Cranbrook is inclusive and progressive. As well as that, I’m excited that Sailor will get to experience the wonderful school and opportunities that I am lucky enough to experience,” he says.

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STEM opportunities for girls M AT H E M AT I C S T E A C H E R A M E L I A

F L E M I N G , advocates for girls having

the same STEM opportunities as boys.

She volunteers for Curious Minds, a charity providing opportunities for high achieving girls in Years 9 and 10 from rural or disadvantaged areas. The charity, which is run by the Australian Maths Trust, Australian National University (ANU) and Australian Science Innovations, matches girls with women who work in Science, Technology, Engineering and Mathematics (STEM) for a sixmonth mentoring programme.

Amelia worked with two girls on different research projects.

One project looked at different mathematical strategies to help with climate change, and the second looked at statistical analysis on trick maths questions.

Amelia said Curious Minds was extremely interesting from a cross cultural perspective. “It was fascinating to look at how an Indigenous student connected mathematic principles with cultural stories of her people,” she said. At the end of the research project, the girls travel either to Adelaide or Canberra to meet with their mentor and present their research. “Some of these girls had never been on a plane before, never visited a city before, hadn’t had anyone in their family ever attend University, let alone for a career in STEM. Girls can do STEM. It’s important we work to change this stigma, and seeing people working in STEM careers is integral to this.

In my previous role I worked at a coeducational school, so it’s lovely to work with girls again,” she says.

VOLUME II 2023

W H I L E I W A S S TA N D I N G O U T S I D E the school

BY DAISY TURN BULL

Director of Coeducation and The Academy

“Academically, pastorally, and in the breadth of our co-curricular activities, we are a school ready for coeducation.”

Casper Nicholson’s Cranbrookian posters

Chapel, watching families arrive for Open Day in Term 3, a colleague rang, “There are all these girls walking into the School, this is awesome!”

Sometimes it seems coeducation is already here. In the year since Cranbrook made the decision to go coeducational in 2026, our Open Days have become whole family affairs; a young girl no longer bored listening to staff speak about all that Cranbrook has to offer for her brother, but instead rapt with excitement at the chance of going on Cranbrook In The Field and participating in orchestras and sporting teams herself.

Cranbrook prides itself on providing a truly global education with both the HSC and IB programmes and has been engaging in staff professional development as we prepare for coeducation. Working with Dr Victoria Rawlings at Sydney University and other coeducational schools including Barker and St Andrew’s College, we have been learning how best to prepare our curriculum and pedagogy for coeducation. Some of our senior leaders have visited coeducational schools around the country including Carey Baptist College in Melbourne, where Cathleen Jin, Angelique Sanders and I have learnt from their executive and Year 12 Prefects about what worked and what didn’t along their coeducation journey.

Similarly, on the ground, the school culture whilst already celebrating diversity is embracing the change, as seen through the work of our Year 11 art student Casper Nicholson, whose Site Specific Artwork were posters of some of his female friends wearing the Cranbrook uniform with CRANBROOKIAN underneath them. We have students promoting diversity groups in The Chronicle, and we are engaging with girls’ schools for social and sporting events, including our 2023 Prefects being trounced by the Ascham Prefects at football in Term 3.

Casper’s portraits were not too far off the new Cranbrook uniform design. The redesign of the academic uniform, to accommodate coeducation, gave us a great opportunity to look at what we love about our uniform don’t touch the blazer! It also allowed us to explore being a coeducational community

Cranbrook and St Catherine’s students performing together at the Easter Concert

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progressing into the middle decades of the 21st Century, with options for all students to choose the type of pants or skirt they want to wear, and an interseasonal uniform recognising Australia’s changing climate.

The new uniform will be more sustainable, more easily cared for, and will offer a modern take on the classic Cranbrook uniform.

The contribution of the girls’ focus group was especially valuable. It was wonderful to hear the students talk about how they liked the options available in the coed uniform, and their choices over what they would wear.

As part of the process we consulted current students, female students from local schools, and members of the Cranbrook School Parents’ Association and School Council.

Language is often referred to as the hidden curriculum of a school, and that is something that we are updating as we move to coeducation, with teachers no longer referring to ‘boys’ and ‘gents’, but to ‘students’ and even Angus Stanford, Head of Rawson House’s ‘Children of the Brook’. While this year’s Prefects will be OCs by the time girls start, they are part of coeducation in that they have helped shape the language our younger students (especially in Year 7 through to Year 9) hear and get used to, for when coeducation starts.

We are also hosting coeducational dinners for students in Years 11 and 12 for their specific subjects, starting with a Drama dinner in Term 4, and looking at other subject areas in 2024. This will be an opportunity for students from across the area to learn from experts in their fields to bring to life their studies and engage with peers.

As I sat in the new Orchestra Room watching students present their HSC and IB Music compositions, I was overcome with a sense of how easily coeducational this situation could be. Academically, pastorally, and in the breadth of our co-curricular activities, we are a school ready for coeducation.

In regards to Sport, our junior years already compete against coeducational teams from Barker, and will be able to expand our sporting programmes. Furthermore, sports like sailing are ready to go, with a diversity not only of gender but age groups competing. Our Head of Rowing, Sam Carroll, is working on a coeducational rowing regatta and we have added Touch Football to our summer sports competitions.

Working with current students, I am meeting with Years 7 and 8 students in each House to present ‘Coeducation Myth Busters’ to inform and respond to their excitement and concerns about what coeducation may mean for them. We also held Parent Webinars in Term 4 for parents in different groups participating in coeducation.

In some ways, coeducation is two years off, and in another way, it is already underway - with Year 4 girls and boys coming on site for their interviews, beginning a ‘long orientation’ through which they engage with each other and develop friendships before they start in January 2026.

ESSE QUAM VIDERI

KEEPING LITERACY ALIVE READ THE ARTICLE IN A MORE READER-FRIENDLY FORMAT

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VOLUME II 2023

In an age of short attention spans Cranbrook’s teachers are using innovative ways to ensure our students develop both a love of reading as well as vital digital literacy skills.

M A N Y T E A C H E R S A N D PA R E N T S are faced

with the conundrum of how to keep literacy alive in the hearts of our students, as the instant gratification of smart phones and social media compete with the more leisurely pasttime of reading a good book. Anecdotally, while reading for fun remains strong in the early years, Cranbrook’s English teachers have noticed a general decline in reading in older years, especially once a student reaches Years 9 and 10. This sentiment is backed by research from the American Psychological Association, which indicates less than 20% of US teenagers read a book, magazine or newspaper daily for pleasure, while 80% use social media every day.

For many schools, the role of the library has become a delicate balancing act between promoting reading and teaching digital literacy. The library’s role is not just to help develop critical thinking skills that accompany the reading and analysis of physical books, but extends to include the critical evaluation of information, research and lessons about misinformation, which are crucial lessons not just for now, but to prepare students for life outside the school gates.

In the past five years, some schools across Australia have decided to remove physical books altogether in schools, in preference for virtual libraries. However, this transition is not echoed by Cranbrook’s librarians and English teachers, who say the benefits of reading a physical book account for better comprehension and critical thinking.

Research from the Scottish Library and Information Council found school libraries that have large, high-quality multi-format reading and information collections also improve student academic achievement, successful curriculum outcomes, information literacy and positive attitudes to learning.

Although eReaders such as Kindles are supported, Digital Literacy Leader and Teacher Librarian at the Junior School, Megan Light, says she recently surveyed students in Years 3 to 6 and found around 90% of students preferred reading a physical book to an electronic reader. “Numerous research studies support the importance of reading for a child’s development and highlight the profound impact that reading has on a child’s cognitive, emotional, and social development,” she says.

Head of English Stephen Henriques says technology is central to many students’ worlds and for many, it is firmly in their comfort zone. “However, as English teachers we encourage reading through print form as research has shown the tactile act 13

of holding a book encourages deeper immersion into the narrative form,” he says. “While digital texts have the value of convenience, print form remains the overwhelming favourite as it allows students to slow down and take a breath,” he says.

Library Assistant Siobhan Morrell says the act of reading is also great training for improving attention span and the ability to think deeply. “Reading fiction is great way to develop empathy and emotional intelligence, which leads to better interpersonal skills, which are becoming increasingly important in a digital world,” she says.

The role of the library E N G L I S H T E A C H E R N I C O L A S D I C A M P L I says

the library plays a pivotal role in English lessons, with one library lesson every cycle for Years 7 to 10, with students in Years 7 and 8 supported by a Teacher Librarian. The Year 7 reading programme also sees one mentor period every cycle in the library.

During Geography, students head to the library to focus on digital literacy, research skills, critical thinking around online information, and how to communicate and share information responsibly and successfully. In senior classes students are also taught research and referencing skills, and how to organise information.

Nicolas says the library is also a place for students to meet and to play board games and collaborate for clubs at lunchtime, recess and before school. He also runs a popular book club, Starbooks Café, during lunchtimes on Tuesdays. “This year we have looked at Holes, War-Cross, and Of Mice and Men, and are planning on looking at Heartstopper. The club has been a fantastic place for students to discuss their insights and opinions on what they are reading with peers, which challenges their individual perspectives and introduces them to alternative ways of viewing the same texts. It’s also a good way for them to meet like-minded peers, so the club serves a dual social and literacy function,” he says.

Supporting digital literacy H E A D O F T H E L I B R A R Y A N D D I G I TA L

S E R V I C E S in the Senior School, Tara Schmidtke,

says the library at Cranbrook is the heart of the School. “A modern library needs to be more than a repository for books. It needs to be a living, breathing space that encourages reading, and also the sharing of ideas, sparking imagination, and fostering connections between peers,” she says.

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Digital learning plays a significant role within the library, to ensure the School remains at the forefront of technology that supports education. “There’s a genuine concern of getting lost in the sheer volume of information - it’s a bit like trying to drink from a firehose,” Tara says. Within the library setting, students receive targeted lessons in digital and information literacy focusing on providing the skills to become a discerning thinker. “Students need to be able to adeptly scrutinise the information they come across,” Tara says. “With AI finding itself into every aspect of our daily lives, it’s even more crucial for our students to be wellversed in these competencies,” she says.

Cranbrook’s ethos is to look at the whole child and digital learning can be a useful tool depending on the individual learner profile.

“Students process information differently and digital tools may help to support that. For some, reading is challenging, and the mechanics create a barrier to accessing the content.

What is best for one student is not necessarily the best for another,” Tara says. “While I will always prefer a paper book over an e-book

RETHINKING E NG LISH PE DAGOGY #POETRYISNOTDE AD

Cranbrook English teacher Kate Kovalik says students without literacy are lost. “Literacy empowers people to access information and the resources they need to live their lives,” she says.

After teaching poetry in Cranbrook’s Senior School, Kate surveyed students in her Year 7 class and found their interest in poetry was a ‘mixed bag’. “The feedback was mainly negative. Students thought poetry was pointless, old fashioned and boring,” she says.

Through Cranbrook’s Teacher Inquiry Group, Kate conducted research into whether teaching poetry with a more contemporary lens would increase interest and engagement. “Students are online, they are used to interacting in real time. I wanted to look at what would happen if we united our curriculum with some of those familiar experiences,” she said.

After watching the film Whale Rider, the Year 7 class then wrote a poem based on a character of choice’s perspectives. They then went online to Canva to publish their poem in a creative format as a multi modal piece with text, including symbolic images.

The class then published their poetry in class and were given real-time feedback, as they would on social media platforms.

To conclude her research, Kate had each student submit a voice recording of their experience.

Analysis of this feedback found students enjoyed the process, saying the published poetry helped them build empathy for characters, was dynamic, and they enjoyed receiving realtime feedback in a format they were used to.

“It was great to see teenagers writing and enjoying poetry in a format that went beyond just words on a page,” she said. “I will definitely use this unit again. It worked well for an extension class, because it gave the students more agency and freedom. With some more scaffolding, we could re-work this unit to appeal to different groups of students as well.”

TIPS TO E NCOUR AGE RE ADING

there are some great advantages to reading online. For those who are self-conscious about their reading level, an e-reader means that others cannot see the cover of the book they are reading. Digital versions of books also have in-built dictionaries to assist students in understanding the vocabulary. Being able to isolate lines of text can support dyslexia and other processing challenges. That being said, there is some research that would suggest that reading printed media is better for comprehension and critical thinking,” she says.

Megan Light, Digital Literacy Leader at the Junior School says leading children’s technology researcher and parent Dr Kristy Goodwin’s book, Raising your child in a digital world, provides research and practical tips that outline the seven essential building blocks of child development and explains how technology can both support and inhibit each of them. “Reading on screen and off screen both have benefits, particularly in the areas of relationships and attachment, language development and executivefunction skills. Importantly, it’s how we balance and align technology to children’s developmental needs,” Megan says.

The Junior School recently renamed the library the iCentre. Megan says this reflects the physical and virtual spaces where students can be inquirers, imaginative, inspired, insightful, ideate, show integrity, use information technologies… “and the ‘i’ list goes on. The digital age is embraced rather than combatted.

With the advent of digital media, our learners engage in multimodal reading, which includes reading text, images, videos, and interactive content online. Classroom teaching includes explicit instruction on these various semiotic systems. In context of inquiry and research, we take a balanced approach, where we firstly consider the purpose of the task and age group, and then make informed decisions regarding relevant sources and applications.

Teaching and learning experiences are planned for students to develop the transdisciplinary skills that underpin thinking, research, and communication,” she says.

Megan says the iCentre’s print collection aims to include diverse voices and true representation. “We are particularly passionate about showcasing the work of First Nations authors and illustrators such as Greg Dreise, Kirli Saunders, Dub Leffler and Charmaine Ledden-Lewis. With an inquiry approach, we teach students to plan, gather and synthesise information from experts, books, observations, as well as online sources. This also has implications for the ways we develop and embed the critical information and media literacy skills across the programme of inquiry from Kindergarten to Year 6,” she says.

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Australian Children and Young Adults author Tristan Bancks recently spoke to Senior School students in the Packer Theatre. “The students were very engaged, asked good questions,” he says. “In my talks, I bring my writing journey to life using pictures, videos, music, maps, and personal anecdotes. This invites students into the story and gives them a good sense of whether the right book for them,” he says.

Tristan uses technology when writing his books for research and to find details. “I will ‘cast’ the characters by finding images of actors that I would want to play the character in a film. I will use Google Maps Street View or Apple Lookaround to explore locations for my story. I’ll watch YouTube videos of news stories related to my idea. I then use those artefacts to illuminate the story for students. I create a video book trailer and a soundtrack playlist for every book. Technology can be enormously helpful in the creative process,” he says.

Tristan says reading is incredibly important when writing creatively. “At best, the writing process feels like I’m reading a good book. I’m right inside the story and time disappears,” he says.

W H AT A R E YO U R F I V E T I P S F O R E NCOUR AG ING CH ILDRE N TO RE AD?

1. Let kids see you reading 2. Have books around the house and read together 3. Take kids to the library and bookstores 4. Play audiobooks in the car 5. Listen to what kids like to read and make it available to them while always providing other options to stretch them.

Maintaining a love of reading in the Junior School R E A D I N G I S V E R Y M U C H A L I V E in the Junior

School, with 18,000 books and other items borrowed each year. Megan says borrowing is an expectation that becomes a habit.

“Developing a love of literature is based on relationships. The connections we work on building and facilitating for our students are on three levels. The relationship between the reader and their peers, teachers and parents, the relationship between the creators and the reader, and of course, the book and the reader,” she says.

The library fosters a love of reading in the early years by celebrating books as friends and objects to cherish and enjoy. “One of our favourite display-based activities is inspired by the picture book, The Lonely Book by Kate Bernheimer. The Kindergarten to Year 2 students are encouraged to empathise with titles from our picture book collection that are feeling a little “unloved”. A mystery display of brown paper packages provides a powerful way to promote literature and reading as our friend,” Megan says.

One of Megan’s favourite Junior School experiences is the Black Out Pyjama Parties during Book Week, where students can cosy up in and read by torchlight in bookshelf beds. “We invite guest authors in to talk about

VOLUME II 2023 CRANBROOK LIBRARIANS RECOMMENDED READING

Cranbrook’s librarians have a deep love of all literature, are widely read and are interested in a student’s interests, enabling them to suggest a wide range of books for their child.

Here are some of the books they are currently recommending.

JUNIOR SCHOOL

The Wild Robot

by Peter Brown The Little Wave

by Pip Harry Grimsdon trilogy

by Deborah Abela Rabbit Soldier, Angel, Thief and Waiting for the storks

by Katrina Nannestad The Wolf Wilder and The Explorer by Katherine Rundell

their books, because an author’s books and experiences directly correlates to an increased interest in students’ reading,” she says.

“The Secret Reader is another experience for students in Years 3-6. We invite a teacher to read and write reviews about new releases that are shared in Library sessions.

The secret reader also includes personal clues and connections to the books in their reviews, slowly revealing their identity. The students loved it! And it got them interested in reading those books,” Megan says.

Megan works closely with Junior School Library Technician Elizabeth de Wit to interact with every student and teacher, every week.

“Through planned learning experiences, activities, displays and conversations, we aim to inspire learning, reading and creativity.

Being yourself and knowing the child is paramount, as is maintaining high expectations balanced with playfulness,” she says.

Encouraging teenagers to read SE NIOR SCHOOL E NGLISH TE ACHE R ANNA H I T C H C O C K says the English Department

continues the enthusiasm of primary school reading by giving students in Years 7 to 10 ten minutes at the start of every English lesson to read books of their own choosing, as well as a library lesson once a fortnight devoted entirely to reading for pleasure.

Anna says research suggests parent modelling of reading is one of the most impactful ways to encourage students to read.

“When young people see the adults in their lives devoting time to reading for pleasure, leaving their own technology aside, and then talking about what they have read, students see for themselves that reading is both a worthwhile and lifelong activity,” she says.

Head of English Stephen Henriques says our students have never been so busy, which creates another barrier for reading. “Busy is good, yet, during downtime, we need to encourage our students to pick up a book,

rather than their phone or a video game controller. To combat the trend, we create a reading friendly environment, provide access to diverse reading materials in our fantastic library, and share recommendations of culturally relevant books in our end of term emails to students,” he says.

Encouraging students to read requires a combination of strategies that can make reading more engaging, relevant, and, most importantly, more enjoyable. To achieve these goals, Stephen says English teachers and Teacher Librarians give students short concise and engaging stories that “hook” a student into a world they have not experienced before. “Reading, despite being classed as an individual act, is an avenue into a social situation. By talking about a text and sharing our insights with each other, we become more social in a world in which we have become too immersed in our own devices,” he says.

“In any conversation with a student, I show interest in what they are reading, whether they are enjoying it and if they would recommend it.

If they don’t like the book, that’s okay, as long as they give me a well-founded opinion and can justify their reasons. Conversations about reading are key to winning the battle,” he says.

Stephen also encourages adults to read in front of kids. “I’d encourage parents and children to read the same book together as it can strengthen relationships and provide a shared activity that can deepen a bond,” he says.

Anna says students need adults to indicate to them that time spent reading is valuable. “Often students are driven by what is right in front of them, their tech, and the gratification they receive from this immediate connection, in their minds, outweighs the longer-term benefits of reading widely - academic success across their subjects, improved employment prospects, and even health benefits,” she says.

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SENIOR SCHOOL

Monster by Walter Dean Myers Hatchet by Gary Paulsen Once by Morris Gleitzman The Boy at the Top of the Mountain by John Boyne An Absolutely True Story of a Part-Time Indian by Alexie Sherman’s A Monster Calls by Patrick Ness The F Team by Rawah Arja How Do You Live by Genzaburo Yoshino Car Crash by Lech Blaine The Anthropocene Reviewed by John Green Dracula by Bram Stoker Nineteen Eighty-Four by George Orwell Cry the Beloved Country

by Alan Paton No Country for Old Men by Cormac McCarthy The Road and The Body

by Moray Dalton Love that dog by Sharon Creech Lenny’s Book of Everything

by Karen Foxlee The Fantastic Flying Books of Morris Lessmore by William Joyce

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P I C T U R E D F R O M L E F T T O R I G H T: M AT T H E W W I L C O X E N , M A R T I N C AY Z E R , K AT I A K H VAT O VA , R I C H A R D M I L E S , A R I D R O G A , J A M E S S H E L L E R , J U L I E S O O N , G E O F F L O V E L L , VA N E S S A C A R D O N N E L , J P M O O R H E A D , A M E L I A S A LT E R , S A M A N T H A R O B E R T S , S T U A R T R O B I N S O N

LE A D I N G C R A N B R O O K ’ S F U T U R E AT T H E S C H O O L’ S A N N U A L G E N E R A L M E E T I N G in June, the

PROFILING GEOFF LOVE LL , PRESIDENT

standing Councillors were re-elected to their positions for the next three years. The School Council subsequently reelected Geoff Lovell as President of Council, and elected Amelia Salter and James Sheller as Vice-Presidents.

The Council comprises a diverse group of enthusiastic individuals, with a sound mix of experience relevant to the task of governing Cranbrook in the years ahead.

Having settled itself in during the first semester of this year, the Council is now turning its energies towards planning for the future. A new Strategic Plan for the School is being developed, which will include the important transition to coeducation from 2026 onwards, accompanied by a planned expansion to the size of the Senior School. Also being considered, among other initiatives, is how to embed the IB in the School’s educational programme, and how to further strengthen the Junior School and the School’s experiential outdoor education programme.

The School Council is collaborating well with the Headmaster and the School’s senior leadership team. This spirit of partnership extends to the Cranbrook Foundation, the Cranbrook School Parents’ Association, and the Old Cranbrookians’ Association, each of which is being led by a member of the School Council, namely Vanessa Cardonnel, Sam Roberts, and Marty Cayzer respectively.

As a well-rounded and distinctive educational community within the context of contemporary society, Cranbrook has a duty to be true both to its traditional foundations and to the search for renewal. The School Council is committed to this balance as it works with the Cranbrook community to inspire, protect and lead the School. By doing this together, we will enable our students to explore, enjoy and fulfil their potential.

Geoff has over 30 years’ experience as both a non-executive director and a senior executive, in both the for-profit and for-purpose sectors.

In addition to his role at Cranbrook, Geoff is currently an Independent Director of Ability First Australia, Chairman of Ability First Australia Community Housing Ltd, and Chairman of the St Paul’s College Foundation.

Previously, Geoff has been Chairman of the Council of St Paul’s College at the University of Sydney, Chairman of the Australian Indigenous Mentoring Experience (AIME), Deputy Chairman of Council at Sydney Church of England Grammar School (Shore), President of the Shore Parents’ Association and a member of the investment committees for the Indigenous Real Estate Investment Trust and the Indigenous Land and Sea Corporation.

Geoff has First Class Honours Degrees in Engineering from the University of Sydney and in Philosophy, Politics and Economics from the University of Oxford, where he was the inaugural Bradman Scholar.

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COUNCIL MEMBERS

Geoff Lovell, President Vanessa Cardonnel Martin Cayzer Ari Droga Katia Khvatova Richard Miles JP Moorhead Samantha Roberts Stuart Robinson Amelia Salter James Sheller Julie Soon Matthew Wilcoxen For the full biographies on each member of Cranbrook School Council, please visit

VOLUME II 2023

K E E P I N G PA R E N T S I N F O R M E D

Academic Reporting & Student Success

R E P O R T I N G AT

Cranbrook Senior School TERM 1

Meet the Mentor Day Access to Canvas to view student/ teacher feedback on both formative and summative tasks. (Years 7-10) Written feedback on formal assessment tasks in addition to general feedback on a range of formative tasks. (Years 11-12) Progress Report (Years 7-10) Full Report (Years 11-12)

Cranbrook’s approach to regular and ongoing feedback ensures a more cohesive partnership between parents and educators, fostering a supportive and collaborative environment that benefits the child’s academic, social and emotional development

I T E M P O W E R S PA R E N T S to actively engage

in their child’s education and creates a sense of trust and partnership between home and school. It is through continuous feedback and ongoing reporting that the foundations for a lifelong love of learning can be solidified.

A strong and trusting relationship between a school, parents and their child is one of the most significant and powerful ways to ensure a student can make the most of their educational opportunities. An important element in building such a relationship is the process used for sharing information about a student’s learning progress between educators, families, and the child. Effective communication about learning development and achievement can foster the collaborative and supportive relationship needed to facilitate the best learning outcomes for any child.

To proactively build this trusting relationship from Pre-School through to Senior School at Cranbrook, we prioritise feedback as fundamental to the learning process and we highly value contact with parents and students throughout the academic year. The evaluation of student learning, feedback and various forms of reporting is extensive. All schools will approach reporting differently whilst still adhering to state and federal provisions which stipulate a range of baseline requirements for schools. Primarily, this involves producing a formal report twice a year. The frequency, variety and quality of feedback provided to our students far exceeds this. It is reflective of the dedication of our staff and epitomises their desire to know and grow the learners in their class. At Cranbrook, throughout the year, we look to provide families with an ongoing comprehensive and holistic picture of their child’s development and progress, academically, socially, and emotionally. It is one of the most significant ways in which we honour and celebrate each student’s individuality.

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Parent Teacher interviews (Years 7 & 12) TERM 2

Access to Canvas to view student/ teacher feedback on both formative and summative tasks. (Years 7-10) Written feedback on formal assessment tasks in addition to general feedback on a range of formative tasks. (Years 11-12) Progress Report (Years 11-12) Full Report (Years 7-10) Parent Teacher interviews (Years 8-11) TERM 3

Access to Canvas to view student/ teacher feedback on both formative and summative tasks. (Years 7-10) Written feedback on formal assessment tasks, including the IBDP Mock examinations and the HSC Trial examinations, in addition to general feedback on a range of formative tasks. (Years 11-12) Progress Report (Years 7-10) Full Report (Years 11-12) Parent Teacher interviews (Year 12) TERM 4

Access to Canvas to view student/ teacher feedback on both formative and summative tasks. (Years 7-10) Written feedback on formal assessment tasks in addition to general feedback on a range of formative tasks. (Year 11) Progress Report (Year 11) Full Report (Years 7-10)

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ADRIAN HARRISON

“Ultimately, we seek to use feedback and reporting as a means of building student capacity. In Year 7, we know of the positive impact families can have in supporting the work undertaken at school, yet as the students progress through the years their capacity for selfassessment is developed. Throughout this process teachers use a myriad of tools to assist in this. The best feedback provides information not just about current performance, but also about how to improve future performance.”

Feedback to our Cranbrook families from Pre-School to Year 12 comes in various forms, from informal conversations, oral feedback, written commentary on both online or hard copy, student-led conferences, or more formal parent-teacher meetings, progress reports and written semester reports. Ensuring the feedback about learning is regular and specific, addresses potential areas for growth, as well as achievement and current performance, can help families and the school to work well together to assist the student to maximise every learning opportunity.

Regular feedback to parents offers them insight into their child’s academic performance, strengths, and areas potentially needing improvement. This ongoing communication can positively impact the child’s self-esteem and their enjoyment of learning, by helping families appreciate and understand how their child functions as a learner within the school group learning environment. At Cranbrook a three-way communication flow between student, teachers and parents is greatly encouraged and valued, as it is this interaction that is key to ensuring the best student outcomes and educational experience.

When parents are regularly updated about their child’s progress, they can feel more engaged, more connected and become active participants in their child’s learning.

They are more likely to have conversations about schoolwork, ask questions, and provide a supportive environment that encourages their child’s academic pursuits.

Conversely, these updates on a child’s progress allows teachers to tailor their lessons to suit the students, whether they display high potential traits or need additional support to grasp concepts being covered.

As an IB Continuum school, we are able to use a common language that weaves through the Primary Years (PYP), the Middle Years (MYP) and the Diploma (IBDP) programmes. Most notable are the ‘learner profiles’ and the ‘approaches to learning’ which underpin our teaching and therefore, the way in which we provide feedback and reporting from Pre-School to Year 12.

This active engagement with parents and inclusive approach extends to encompass standardised assessments, including NAPLAN and AAS testing, conducted at various intervals throughout the year.

By fostering this continuous dialogue, Cranbrook parents are provided with a wellrounded and comprehensive understanding of their child’s learning journey.

Whilst Cranbrook students continue to perform well against national benchmarks, such as NAPLAN, ACER and the AAS standardised assessments, the School also uses the outcome referenced criterion benchmarks to support our teaching and learning programmes. In the Junior School, regular internal assessments are used to measure student achievement of NESA outcomes, which are articulated in syllabus documents that cover all learning disciplines.

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These assessments also evaluate a student’s understanding of the concepts, skills and knowledge taught within the PYP units of inquiry. Updates on the student’s learning are provided at the end of each unit via the Progress Reports. Semester Reports then summarise a student’s achievement in the acquisition and transfer of knowledge, skills and understanding within and between subject areas, at a particular point in time.

At Cranbrook Senior School, internal assessments benchmarked to standard descriptors provided by both the IB and NESA are also used. These allow for measurement against current peers, and for increasing the accuracy of projections.

Christina Koika-Cellini, Cranbrook Junior School’s Assessment and Data Coordinator, explains that it is more than just relaying a set of results to parents at set times in the year, and teachers “offer personalised feedback in students’ workbooks to serve as a valuable resource for parents to engage with their child’s learning journey. These written responses are directly aligned with the details presented in the progress reports, ensuring a cohesive understanding of the student’s development”. And, at Cranbrook Junior School, the “commitment to personalised engagement goes beyond the written word teachers also complement these comments with meaningful oral dialogues, fostering a well-rounded and thorough assessment process that truly encapsulates each student’s progress and potential for growth.”

This is reflected in the Senior School, according to Adrian Harrison, Director of Curriculum, who explains that personalised feedback is provided through the STAR (Strengths, Targets, Attitude and Reflection) framework that is used to provide feedback to students across all subjects: “Our full reports offer more detail than progress reports and these include pastoral comments, as well as feedback on service initiatives and co-curricular activities where relevant.”

Similar holistic reports are provided in the Junior School each semester and at Pre-School levels where developmental profiles are shared with families annually.

Conversations are intentionally centred around providing robust support and insights to parents regarding their child’s ongoing progress. The concept of continuous, sustained assessment - whether in the form of formal evaluations or informal observations - has long been an integral aspect of a teacher’s role from the moment they step into the classroom. As a result, the transition to more regular, timely or continuous reporting has been a natural progression.

Christina Koika-Cellini believes, “The power of education is to make a difference for all our children and support their learning journey by identifying the next step in their learning. We are able to track, measure and monitor this vital process through our everyday formative, diagnostic and summative assessment tools.”

VOLUME II 2023

R E P O R T I N G AT

Cranbrook Junior School TERM 1

Parent Information Evening with Year Level Teaching Teams and families.

A structured dialogue-style meeting designed for parents to collaboratively exchange valuable information about their child early in the school year.

An end of Term 1 or start of Term 2 dialogue-focused meeting with teachers crafted to facilitate mutually sharing of essential insights regarding a student’s progress.

Scheduled meetings, initiated by either teachers or parents, available at any point during the year and involving any designated staff member.

CHRISTINA KO I K A- C E LLI N I

“The power of education is to make a difference for all our children and support their learning journey by identifying the next step in their learning.

We are able to track, measure and monitor this vital process through our everyday formative, diagnostic and summative assessment tools.”

Written Progress Reports integrated into students’ class workbooks at the end of each unit.

Adrian Harrison adds, “Ultimately, we seek to use feedback and reporting as a means of building student capacity. In Year 7, we know of the positive impact families can have in supporting the work undertaken at school, yet as the students progress through the years their capacity for self-assessment is developed. Throughout this process teachers use a myriad of tools to assist in this. The best feedback provides information not just about current performance, but also about how to improve future performance.”

Whether students go on to study the HSC or the IB Diploma Programme, the approach to maximising student success via continuous reporting through the IB Continuum is vital.

With regards to our formal school reporting, both the IBDP and HSC formal school reports are similar. These are extensions of formal reporting procedures in Years 7-10 with pastoral and co-curricular overviews.

Students also receive information relating to performance, grade levels and marks.

Where they differ is that the IBDP will offer a ‘progress’ grade or mark for a student whilst the HSC will receive a rank against their cohort for individual formal internal assessments.

Ongoing feedback and continuous reporting help offer a holistic understanding of a child’s progress, beyond purely the academics. Consistent communication between parents and teachers offers families insights into their child’s behavioural and social development. These are vital for a child’s growth and allow parents to understand and share any behavioural or emotional challenges that their child might be facing.

Teachers are then able to collaborate with the parents to create strategies to promote positive behaviours which ultimately will have a crucial impact on a child’s academic achievements later in their schooling, ensuring the opportunity for greater future success.

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Student workbooks with written feedback sent home at the end of each term to share with families.

Specialist Progress Reports sent home with the student in an envelope at the end of each unit.

TERM 2

Progress Reports, as described above.

Student workbooks, as described above.

Written formal Semester 1 Reports provided at the end of Term 2.

Scheduled meetings, initiated by either teachers or parents, as described above.

TERM 3

Progress Reports, as described above.

Student workbooks, as described above.

Student-led Conference where the student leads their parents on their learning journey for the current year.

Scheduled meetings, initiated by either teachers or parents, as described above.

TERM 4

Progress Reports, as described above.

Student workbooks, as described above.

Year 6 Exhibition where the Year 6 students share their learning with the whole Cranbrook community.

Written formal Semester 2 Reports provided at the end of Term 4.

Scheduled meetings, initiated by either teachers or parents, as described above.

ESSE QUAM VIDERI

Profile

TE ACHE R PROFILE:

K Y R A M AYA P H I L L I P S Kyra Maya Phillips is an economist and journalist, who recently completed her Master of Teaching to become an English and History teacher. Kyra has written extensively for publications including The BBC, NPR, The Economist, The Financial Times, TIME, Newsweek and Harvard Business Review. She is also the co-author of The Misfit Economy: Lessons in Creativity from Pirates, Hackers, Gangsters, and other Informal Entrepreneurs.

ENG LISH AND HISTORY TE ACHER

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VOLUME II 2023

Tell me about your professional background.

I was trained as an economist and began working in that field in London after graduate school. I was particularly interested in the economics of the environment - how to ensure the world is an economically viable place. I worked in this field at the same time as working as a journalist at The Guardian.

I became serendipitously pigeonholed into the black market of economics, which is how The Misfit Economy came about.

You co-authored The Misfit Economy.

Tell me about this book.

My book was a child of its time - in 2015 - a time when innovation and creativity was a buzzword in business when I was doing a lot of consulting work as an economist.

I noticed that people within companies were struggling with driving innovations and getting the best out of their people. At the same time, I was speaking to gang leaders, drug dealers, pirates, and hackers who really didn’t have much trouble doing that at all.

In your Tedx Reykjavik talk, you mention a convicted drug trafficker, turned successful entrepreneur called Duane. Why did he leave such a big impression on you?

Duane’s ability to be still is a crucial and valuable skill that is in great danger today.

To be still is an act of resistance these days. Duane used his time in jail to press pause, to choose how to derive meaning from experience. Even without a period of incarceration we can take a step back and assess the behaviours and the actions that are carrying us through our lives. We can observe the cultures of others, including misfits, to develop a perspective that will help us to question the processes, the habits and the thoughts that have become second nature and automatic. When we pay attention, we might be able to realise people who we least expect to be our teachers end up teaching us.

You also created The Point People, a group of women all working in policy and innovation for systemic change. How has this experience impacted how to teach in the classroom?

The Point People first convened in 2010 to address significant global challenges, and we did a lot of work with the City of London at this time. This has given me a real understanding of how systems are built, and how they can collapse, which I discuss a lot with my students.

What made you change careers from economics and journalism to teaching?

Becoming a teacher is always what I wanted to do. It was a matter of time.

Reading has always sustained my life, as well as literature and history. I worked a lot with people who had been to jail to help prevent them reoffending, and I found the moments when I was working with young people to be the most rewarding of all.

Is teaching everything you hoped it would be?

When I am teaching, I feel like I am in my natural habitat. I love being in the classroom.

It’s intellectually stimulating as well as practical, which is the best fusion for me because intellectual growth is very important.

Being in a position where I get to perhaps create more civic minded, more responsible citizens, is not to be taken lightly, especially in this day and age of quick wins and misinformation, where thinking critically is just so important.

How has your past experience impacted how you teach in the classroom?

My personal philosophy with both English and History is to uncover the history beneath and the stories which are obscured and not told, to look at why a story is not told - and to think about who this would benefit. The kind of anchor to almost every lesson is to look beneath the history, so to complicate and to problematise anything the textbook says. Even a timeline will not give a full picture of what changed and what stayed the same. This is the core of critical thought.

I want my students to walk out of a lesson being about the think critically. I’m not saying they always do - but it is important.

What do you think of differences between the way you teach and the way you were taught?

My parents were very well read and valued education, but my grandparents were illiterate.

When I think about my grandfather, he was the wisest person I have ever met in my life.

He couldn’t read, could only write his name, but he taught me the value of considering stories from the element that is obscured.

That was his deal. He was a very religious man and every religious story he told us was always as if he was reading and analysing a novel. For someone who couldn’t read, that was an informative experience, growing up around the table and listening to that type of critical thinking from a man who could not read or write. I took that into my studies, and I hugely benefited from looking at the world not from a black and white perspective.

It was much easier to grow up without a mobile phone than it is for students today.

It was much easier that way because it was normal for things to take time. We had to go to the library to research. I feel like that was extremely healthy. Now we - not just students but adults as well - have become pathologically impatient. Because our brains have been rewired, with an internalised capitalism where everything needs to be quick, and everything needs to be productive. There is a huge amount of value in being completely unproductive sometimes. It is so healthy.

Now it’s an act of resistance to do something that takes time. It’s an act of resistance to pick up a book and read it or even to watch a film.

And when we grew up that was normal. This is something to be aware of.

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How do you encourage your students to develop a love of literature?

I try to show students the utility of reading.

For me it’s about showing students that you can learn how to live well, when you read well.

If you read a book well, you can read the world, and you are at a great advantage if you do that.

Reading a book laterally with a critical lens, to read beneath, to analyse sources… if you read a book that way, you’re going to look at the world and not just see what’s on the surface.

What do you think about the IB? I think it’s wonderful because it produces critical thinking and the enforced interconnection between disciplines is huge. The HSC is siloed, but understanding History and English is helped by understanding philosophy and political theory, and the IB facilitates that.

How do you interweave important conversations in your lessons?

Every History teacher at Cranbrook discusses agency - essentially, what can students do when they witness racism and bigotry? This is planned, explicit teaching, but there are also unplanned moments in teaching. Many young people today love Kanye West and so we explored this idea. It’s complicated because some of the boys tell me he makes very good music, so we look at whether you can separate the art from the artist and whether you can like what someone produces, but dislike what they say. Students are still learning and are vulnerable, and it’s important to think critically about issues such as this that exist in society.

Tell me more about how you teach students about complicated narratives put out by Kanye West.

Some students are fascinated by the history of Nazi Germany, but misinformation is at the heart of the issue. I recently wrote two lessons - both are anchored in Kanye West’s music and the severely dangerous remarks he has made, and the dangerous way in which he has used his huge platform and influence on young people. We look at the concept of race as a construct and antisemitic myths, where they came from and why they were created. We take Kanye’s comments and look at whether you can match these remarks to these myths that are based on the construct of race, and then we talk about how you don’t have to accept this. Teaching is about knowledge.

Why did you choose to work at Cranbrook?

I completed my prac with Dr David Thomas, Cranbrook’s Historian, and loved everybody who worked here. Ultimately, I chose to work at Cranbrook because it is becoming coeducational. It is important for boys to experience young women expressing their opinions in the classroom.

ESSE QUAM VIDERI

Senior School

The honour

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VOLUME II 2023

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What it means to be a leader at Cranbrook To be a leader at Cranbrook is an honour.

As this year’s Prefects finish their Cranbrook education, we talk to them about their time at Cranbrook, what being a leader means to them, and what they will miss most about their time here.

T H E I N T E R C O N N E C T E D N E S S O F E D U C AT I O N

and leadership flourishes within the Cranbrook gates, as year after year a new wave of Prefects take the stage to exemplify the values of the School. Over the years some of our most successful Cranbrookians have been involved in leadership positions.

Our Prefects act as the main source of connectivity between the student body and broader school authority. For many, leadership is an extension of their education. They are required to be role models and to show trustworthiness and cooperation in all aspects of their final years of schooling, while also encouraging positivity for students in years below them during their formative years.

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ESSE QUAM VIDERI

Senior School

The honour What’s the most valuable thing you have learned during your time at Cranbrook?

Everything happens for a reason. During my time I’ve had a hard time being in rehabilitation for injuries and not being selected for the teams that I aspired to make. But this created an avenue for me to tap into my ability to be vulnerable with others and to create valuable relationships that will hopefully last a lifetime.

What will you take away from your education and your leadership duties?

Something is not given to you unless you ask for it. Not asking questions or not asking for help was a flaw of mine before coming to Cranbrook. When I arrived, I eventually built the courage to ask for help with any concerns that I had, and with this, I was able to exponentially thrive within all aspects of myself, whether it was sports, academics, or my social life.

SCHOOL LEADER PROFILE

K A L E B A H - C O LT

What will you miss most?

The boarding house. Being a boarder means that you live at school during the time that school is on, which means you’re away from home more than you’re at home during the year. So, the boarding house eventually becomes a home itself to you, in some cases, it becomes more of a home given the familial atmosphere that is formed within the boarding house. This is created by not only the students

What’s the most valuable thing you have learned during your time at Cranbrook?

From the moment I arrived at Cranbrook in Year 7, a culture of individuality was instilled within me. I found that no one was the same and no one was judged for being different; as a result, I learned that the best thing I can do is be myself and be accepted.

What will you take away from your education and your leadership duties?

Grasping Pythagoras’ Theorem has been the pinnacle of my education at Cranbrook!

For my leadership duties, I would have to acknowledge everyone as an individual instead of as a group. For the people you are setting an example for, make them feel you’re their equal rather than an authority figure.

SCHOOL LEADER PROFILE

JAC K C U L L E N

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but the staff as well. Although they may not try to, they always end up playing much more of a parental role rather than just a supervisor or a mentor, and this creates a sense of belonging for boys to express their true selves in and around the house. The boys automatically create a sense of brotherhood when you enter, always happy to laugh but also have a chat about anything and everything, replicating that sibling love you would get at home.

Most significant moment in your time here?

The most significant moment would have to be the day I was announced as the Head of Street House during House Assembly. It is a position I always aspired to acquire the day I entered the boarding house. Receiving this position meant I could not only lead the younger boys as a positive and hard-working leader from the front, but also give back to them by supporting them through their challenges and endeavours.

Fondest memory?

My fondest memory of my time at Cranbrook is the most recent Rugby Presentation Night, where I presented my speech to the rugby community. Expressing my gratitude to the community made me realise how much the community has done for me during my time here at Cranbrook.

Most significant moment in your time here?

Since arriving at Cranbrook, the most significant moment to me was probably becoming House Captain. I just put my best foot forward, showed my true self, and was accepted for it.

Fondest memory?

My fondest memory would be when my brother played 1st XV rugby, and although I was so young, I remember being carried around Hordern Oval after beating Aloys.

At the time, I felt like the king of the world, and I will constantly be reminded of that moment whenever I see Hordern Oval.

VOLUME II 2023

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What’s the most valuable thing you have learned during your time at Cranbrook?

During my time at Cranbrook the most valuable thing I’ve learnt is what it’s like to be a part of a culture that values individuality. Some people will never get to experience what that’s like and having spent six years as a part of that culture I feel as if I will be able to carry it on and create a positive environment for years to come.

What will you take away from your education and your leadership duties?

I think what I’ve learned from being in leadership positions at Cranbrook is that leadership is mostly being a friendly face to serve others who need help. Specifically, as House Captain, I’ve enjoyed just getting to know the younger boys better and trying to bring everyone closer together.

SCHOOL LEADER PROFILE

S TA N L E Y T H O M S O N

What will you miss most?

I’ll miss the camaraderie most without a doubt. I look at other schools and see that they’re not so much a whole as Cranbrook is. Whether it’s everyone studying together in the college or sitting with your mates at lunch laughing I’ve made so many memories.

What’s the most valuable thing you have learned during your time at Cranbrook?

During my time here I have heard many older boys talk about “do everything” in terms of what Cranbrook has to offer. I certainly agree with that point, extending out of your comfort zone is so very important in development across your high school years. To expand on that, I would say the most valuable thing Cranbrook offers is the opportunity to build relationships with so many unique people with unique passions. Cranbrook teaches you to open yourself up and be yourself, and because of the sheer amount of students, someone is bound to share a similar passion.

It’s so important to make an effort to get to know other people, especially across year groups, as they can often become the most rewarding relationships. Developing strong bonds with the boys in your own year group is crucial too as these are the boys you are with every day, you mature together, you learn from and lean on as you share the high school experience.

Most significant moment in your time here?

I think in terms of significance it was probably when I was sitting in assembly, and it hit me that it was my last ever assembly. Since then, I started to look around and just appreciate everything at school a little more.

It may not seem significant, but it was just the strangest feeling to me as I’ve had so many opportunities and done so much here that it never really crossed my mind how much I’ve grown over the last six years.

Fondest memory?

My fondest memory would without a doubt be playing in the Friday Night Lights basketball competition at Waverley. We won by two points on the last play of the game, and I felt ecstatic! I remember looking up into the crowd during the game and seeing how the Cranbrook boys came in their masses to an away game and cheered so loudly that I couldn’t hear anything on the court.

organise a House full of boys. My Housemaster, Mr Papandreas, has been so great in establishing a strong student-led House. He has given me a wide breadth of experience in leadership. Making mistakes is all a part of learning and leading. Learning from mistakes and acting on feedback are my biggest takeaways from both education and leadership.

What will you miss most?

What I will miss most about Cranbrook is the sport. As someone who competes in sports at a high level outside of school, to play and train every week with a mix of boys, some from different years, is so fulfilling. These are some of the strongest bonds you form as you progress through the years. The development of relationships with the coaches across various sports is something that I will miss greatly.

of leading SCHOOL LEADER PROFILE

ED PROCTER

What will you take away from your education and your leadership duties?

I will take away the opportunity to lead and 25

Most significant moment in your time here?

My most significant moment would be leading a House in its founding year. I feel I have learnt so much and have been in a position where I am fortunate enough to tangibly see the changes I make.

ESSE QUAM VIDERI

Senior School

S E RV I C E AT C R A N B RO O K : C E TO P 26

VOLUME II 2023

An interview with Elizabeth Fletcher AHEAD OF THE 2023 RETURN OF CETOP’S

trip, we spoke to Elizabeth Fletcher, Head of Year 11 College and English Teacher on the unforgettable memories from her trip to Ladakh in 2018.

The Cranbrook Travellers and Overseas Partnership (CETOP) aims to provide students, and the broader community, a chance to offer international aid and support to disadvantaged communities.

W I T H T H E P R O G R A M M E S PA N N I N G back to the

early 2000s, travellers within the partnership have traversed landscapes nothing like their own with the sole purpose of serving impoverished communities. Cranbrook students who participate in the CETOP programme are taught invaluable lessons on the hardship of disaster-struck communities and are introduced to the realities of poverty through first-hand encounters. While at first being on the ground in these communities is unfamiliar to some, it is through these experiential trips that students start truly harnessing the importance of interculturality within a world outside of their own.

At the forefront of the programme is education. CETOP is holistically dedicated to educating those who both attend the trips and those living within the rural communities.

Their motto, Local education for lifelong learning, embodies their beliefs. Since 2007 there have been teacher-to-teacher exchanges on the ground in Ladakh, a rural village in India, while there have also been teacher-training programmes set up in Nepal.

An important component of CETOP’s ethos is to extend classroom learning through cross-cultural interchanges, particularly through a connectedness of interests. Many students bond with children living in these communities through creative exchanges of art, outdoor play, reading and sporting activities. Teachers contribute by offering teaching resources where access to learning materials is scarce. The relationships and support garnered through these trips are unparalleled and allow all who attend the trip to grow their emotional maturity and empathy while also allowing them to discover their introspectiveness and learn the skills needed to foster multicultural cooperation.

The last CETOP trip was in 2018, what do you remember most from that trip? What do you think the biggest change since then will be?

I remember the beauty of the landscape, whilst in the remote village of Shara, or trekking through the mountains of Ladakh - I was constantly in awe of the views around me and the incredible little villages that we would walk through. The camping and trekking experience really enhanced this as you felt fully immersed in the land and culture of the region. To then see the impact that CETOP has had on different communities over the years and being so involved in contributing further to their ability to realise their visions of education and self-sufficiency, was a very special and humbling experience.

Since the last trip, how has CETOP been supporting the remote communities of Ladakh and Nepal?

Since the pandemic restricted travel worldwide, it was nearly impossible to connect with Ladakh and make a meaningful contribution there. Despite this, our President of CETOP - Renate Carius - was able to speak to our partner on the ground several times to learn of ways in which the communities were helping protect themselves with few resources at hand.

What is your fondest memory during your time as a CETOP member?

Raising money with the students of Northcott House back in 2018 when I was a Housemaster, and we were in the run-up to the trip. We held a fantastic bake sale to raise funds that allowed us to buy a generator for The Chamshen Women’s self-help group.

This allowed them to continue powering their small-scale jam and juice enterprise and, the experience of seeing exactly where funds can go to help a community was incredible.

I bought lots of their self-made jam home to share with the students of Northcott when we returned - such a rewarding experience.

Why do you think CETOP is an integral part of the Cranbrook Community? How has CETOP had an impact on the lives of students and families at Cranbrook?

CETOP is extremely unique and provides a very real and authentic experience of what it means to be globally minded. Students in our Junior School learn about the work of CETOP at a young age and can embark on a trip to Nepal. To continue that journey of raising funds, awareness, and connection in the Senior School, is special and, even more so, when students enjoy that experience with a parent. Having successfully supported over 135 initiatives in the last 30 years and placing 27

an emphasis on working with people in rural and remote communities, CETOP has built a range of special and trusted relationships in both Nepal and Ladakh, undoubtedly leaving many students and families of Cranbrook with the fondest of memories and appreciation that will last a lifetime.

Now that we have passed through a couple years without international travel, what is CETOP’s biggest priority? How does the association plan on strengthening the relationship between the rural communities and the association?

Our upcoming trip represents an opportunity to reconnect with communities we have supported in the past and consider new initiatives. We will return to The Chamshen Women’s self-help group (SHG) which is a small-scale income-generating enterprise run by ‘41 Friends’ - a group of village women living in the remote Nubra Valley, Ladakh.

CETOP has supported the women’s group since 2009 and we spent a couple of days with them in 2018. In late summer the group harvest the local sea buckthorn berry and apricots to produce juices and jams. The products are sold locally in the Nubra Valley and transported over the high mountain passes for sale in the main township of Leh. The proceeds of the sales cycle back to local education and health care initiatives as determined by the SHG. On this trip (2023) our aim is to reconnect with the ‘41 friends’ after COVID-19 lockdown, learn of their new visions and offer financial support to enhance their independence and well-being objectives.

It will be our first visit to the Lamdon School situated in the Nubra Valley, Ladakh.

The school was established in 1997 as a co-educational school catering for grades one through to eight. With a strong history of supporting schools in Ladakh, CETOP were approached by the Headmaster to support their aims to construct a kindergarten. The kindergarten will boost the opportunities for very young children to learn within their local culture. On this trip, CETOP aims to find out more about their plans for the kindergarten and then if feasible, offer our financial support.

Since 1986 the Leh Mahila Mandal (LMM) has operated as a women’s welfare group.

This group is dedicated to improving the lives of women in Ladakh by raising awareness of health and hygiene and, through vocational training, the group aim to destigmatise female menstruation. In 2022 the LMM received a machine from a European NGO and is now able to manufacture biodegradable feminine sanitary napkins made from local biodegradable materials in a sustainable way. With an uptake in the initiative in the Leh urban centre, the LMM is seeking financial support to increase their napkin delivery to remote regions of Ladakh. CETOP aims to offer financial assistance towards purchasing a small van so they can distribute feminine hygiene products to outlying communities.

ESSE QUAM VIDERI

This year, during the September school holidays the CETOP explorers returned to the ground in Northern India to revisit the Shara Valley and the Himalayas.

Senior School

W E S P O K E W I T H Will Roberts, Year 11,

Nicholas Jolly, Director of Academics / Deputy Head of Senior School and Angelique Sanders, Director of Student Wellbeing about their return to the villages and the power of cross-cultural relations.

Why do you think CETOP is an important initiative?

Through CETOP, we’re able to help mountainous, remote communities that sometimes lack previsions that Australians take for granted. It is an extremely valuable experience, one that is grounding and insightful beyond any other programmes that I have done, both through school and externally.

More so than other charity organisations as well, CETOP has a real focus on understanding and responding to the needs of the communities. I experienced this firsthand during my Junior School trip, where we got to visit the brick-making machine CETOP had funded. Such equipment is central to improving the village’s facilities. This brick-laying machine was used to make the local school, as well as various small shops, clinics and housing.

An Interview with Jackson Parker, Year 11 W H E N H E W A S I N Y E A R 5 Jackson

Parker travelled to Nepal. He tells us it was one of the most memorable experiences he’s ever been on.

What was your last trip with CETOP? What do you remember and how old were you?

My last CETOP trip was in 2017, and I was 10 at the time. I remember most of the trip quite well, it was like nothing I had previously done and remains one of the most memorable experiences I’ve ever been on.

What part of that trip had the biggest impact on you?

The three days we spent hiking the mountains had the most profound impact.

Aside from the spectacular views and campsites, we came across some of the schools and villages that CETOP supported and were able to speak to some of the kids who have learnt English at the local schools we’ve helped build or support.

What valuable lessons or memories do you carry with you after going on that CETOP trip? What did it teach you?

How much CETOP’s efforts improve the living conditions and opens pathways for children in Nepal and overseas. An education at Cranbrook is something that myself and the student body oftentimes take for granted, but seeing how influential learning English, maths and literature was incredible, and something that I frequently think about.

What is favourite memory of the last CETOP trip?

My favourite memory from the hiking would be when we reached our maximum altitude. We had hiked for three days uphill (to around 4500m vertically) and finally reached the ridgeline on top of a mountain range, however, it was misty that afternoon. We woke up the following evening to clear skies and views of multiple 8000+ metre peaks, quite literary from our breakfast tent.

My favourite interaction would be when we visited one of the schools and spoke to a young boy, who was maybe only a year or two older than us who spoke English fluently. With his help as a translator, we played handball, board games and some soccer with the Nepalese students.

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Will Roberts, Year 11 During the last school holidays, I was fortunate to go on the CETOP trip to Ladakh in Northern India. I knew the Himalayas would be something very special but what I didn’t expect was meeting so many extraordinary people and learning all about their way of life.

Our first stop was Leh where we spent a few days climatising to the altitude of more than 3500m. We had so much fun bargaining in the markets and exploring the winding narrow streets, busy with locals, stray dogs and even cows! The next six days we spent camping and hiking. We travelled to the beautiful Shara Valley, the site of the nursery school built by CETOP many years ago. It was so special to meet several children who had been to the nursery when they were younger. We also visited a few monasteries, one of which was so remote and where we had our prayer flags blessed by a monk.

We hiked through the most dramatic and arid mountains, reaching an altitude of more than 4100m. Then, each night, we set up camp in a new village. Without fail, the local kids would join us for a long game of cricket.

Even though most did not speak English, we came together through sport. It was brilliant!

The second part of the trip we spent in the Nubra Valley, which was once part of the Silk Road. It was a real adventure travelling up and over the narrow Khardungla Pass at 5560m, the highest road in the world!

During our stay we visited the Lamdon School. It was incredible. We spent the morning with the students which was the absolute highlight of the trip for me. It was remarkable to learn that despite their remote location and limited facilities, they achieve fantastic results. One of their students is even attending Harvard University! It was interesting to see that not only is there a strong focus on academics but also on sport, particularly martial arts, and volleyball.

We also visited the small village of Chamshen where CETOP support a successful women’s jam and juice cooperative. We were welcomed with a traditional greeting ceremony and were dressed in their local clothing before enjoying afternoon tea and dancing with these special women.

CETOP has really made a difference to these communities over the last 16 years. I look forward to continuing my involvement and would highly recommend anyone going on this trip in the future.

It was a life changing experience.

VOLUME II 2023

Angelique Sanders, Director of Student Wellbeing We had the privilege of engaging with local women’s groups and schools which allowed us to learn about their incredible work. We began with a visit to Leh Mahila Mandal (LMM), a women’s welfare group that is dedicated to improving the lives of women in Ladakh by promoting health and hygiene awareness. They also provide vocational training, with the aim of destigmatising female menstruation. They were eager to exchange with our students as to how to enhance their educational efforts, with a focus on a broad range of topics impacting young people.

Our second women’s group visit took us to The Chamshen Women’s Self-Help Group, a small-scale income-generating enterprise run by the ‘41 Friends’ in the Nubra Valley. This incredible group harvests local sea buckthorn

berries and apricots to produce juices and jams, selling locally in the Nubra Valley and Leh. The proceeds from these sales cycle back into local education and healthcare initiatives. We enjoyed tasting the local produce, donning traditional Ladakhi attire, and dancing with the wonderful ladies who are making a difference in their community.

Our two school visits included the Shara Valley High School and the Lamdon School, in the Nubra Valley. The welcome for us at the Lamdon School was a highlight with the entire school lining the driveway as we entered. Our visits included a chance to visit classrooms as well as an opportunity for all students to come together and share songs and dances.

Our interactions with these phenomenal women’s groups and schools have left us with unforgettable memories. The connections we made and the experiences we had were truly remarkable and we look forward to CETOP maintaining the connections.

Nicholas Jolly, Director of Academics / Deputy Head of Senior School The September 2023 tour to Ladakh marked a significant milestone as it represented the first CETOP trip since the pandemic. Anticipation ran high among the 26 participants, comprising staff, students, and parents, all looking forward to reuniting with our friends in Northern India.

The journey began in Leh, Ladakh’s captivating capital, perched at an altitude of 3500 metres. Acclimatising to the high elevation was a gradual process, so the initial days were spent taking it easy, soaking in the scenery of the Himalayan town. The group’s next destination was Thiksey, a place steeped in history. The town boasts a 15th Century monastery as one of the most impressive in the Indus Valley. The travelling party enjoyed its first taste of the outdoors, camping in the quaint hamlet of Shara, home to the nursery school previously constructed with the support of CETOP. Here, the group immersed themselves in the beauty of the valley, indulging in walks, trying Ladakhi archery, participating in a Puja ceremony at the remote village monastery, and engaging with students, teachers, and parents at the Shara Nursery School. Following this interlude, the group embarked on a four-day mountain trekking expedition, navigating through the majestic 6000-metre peaks of the western Himalayas.

The ascent of the Meptek Pass, standing at 4070 metres, proved to be a particularly rewarding challenge. The stark beauty of Ladakh’s arid landscapes left an indelible mark on all participants. The group then embarked upon the journey to the incredible Nubra Valley. This trip takes in the drive over the Khardongla Pass, which, at 5560 meters, is the world’s highest road. In the Nubra Valley, students and parents had the opportunity to experience a glimpse of the ancient Silk Road while riding on the back of two-humped Bactrian Camels. A trip back to New Delhi and then on to Agra for a visit to the iconic Taj Mahal rounded out this most memorable service-learning experiences for all.

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ESSE QUAM VIDERI

Senior School

IB: EMPOWERING TEACHERS AND STUDENTS N AV I G AT I N G T H E I B O P E N S TH E WORLD TO OUR STUDE NTS , A LLOWI N G TH E M TO B ECO M E AC TI V E , C O M PA S S I O N AT E A N D L I F E L O N G LEARNERS, AND EMPOWERING THEM T O V I E W T H E W O R L D W I T H E M PAT H Y A N D A S E N S E O F G L O B A L C I T I Z E N S H I P. Y E T T H E I B ’ S T R A N S F O R M AT I V E I M PA C T I S A L S O S E E N I N T H E O N G O I N G ‘ E D U C AT I O N ’ O F O U R TE ACHE RS, E NRICHING THE PR ACTICE O F O U R A S S I S TA N T H E A D O F S O C I A L SC I E N C E , V I C TO R I A H OU N S LOW A N D OUR DIREC TOR OF PROFESSIONAL L E A R N I N G , C AT H L E E N J I N .

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VOLUME II 2023

Innovative Teaching - Learning from world leading schools.

V I C T O R I A H O U N S L O W , Cranbrook

Lifelong learning B Y C AT H L E E N J I N , DIRECTOR OF PROFESSIONAL LEARNING, CRANBROOK SCHOOL .

Change is a recurrent theme in the life of education. In fact, we must embrace change by being open-minded, flexible and adaptable. How teaching and learning evolved through COVID-19 in 2019 and artificial intelligence in 2023 are excellent recent examples of this. More on an organisational level, when Cranbrook became an IB Continuum school in 2021, it changed my capacity as an educator in a way I could never have imagined.

Initially, as a member of the teaching staff, I undertook training to deliver the Middle Years Programme and the Diploma Programme and worked collaboratively to design programmes and assessments by networking with other IB schools in Sydney. Attending the annual IB global conferences and visiting other international schools with the academic leadership team expanded my world of education and showed me that it is a collective global mission to encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right. And this, too, applied to me as an IB educator.

In July, I was accredited as a member of the IB Educators Network (IBEN) after completing a rigorous six-week training.

I can now lead IB workshops to grow and support IB teachers around the world.

Again, this goes back to my mission, my why, to give back to the profession and share expertise to elevate each other. Just as IB programmes develop the whole student, IB professional development cultivates the lifelong learning and development of IB educators as compassionate and internationally minded adults, working together to deliver holistic education for our young people that build intercultural understanding and respect.

Education is a lifetime journey not affected by age or gender. It is a pivotal driver of change, advancement, and equality in society. Nurtured through education, we become the best version of ourselves, not only fulfilling our vocational needs in the rapidly changing world but translating our knowledge, skills, and values for the greater good. As responsible global citizens, we owe it to our humanity.

Assistant Head of Social Sciences and Psychology teacher, is the winner of Cranbrook’s 2021 Mark McAndrew Award, an annual prize awarded to the Most Innovative Teacher to further their professional learning. Victoria chose to travel to the UK in the July school holidays to visit two schools who have exceptional results with the IB Diploma Programme, and to complete her Category 2 IB Diploma Psychology teacher training.

Victoria visited King’s College School in Wimbledon, a day school for boys from Years 7 to 11, and a coeducational school for the final two years of school (which in the UK is Years 12 and 13). King’s College School consistently rank in the top five IB Diploma Schools in the world, making it a fantastic opportunity for Victoria to meet with the School’s Head of Psychology and their IB coordinators.

“The time spent at King’s College was really insightful and reassuring.

It reinforced that how we deliver the Diploma programme at Cranbrook is best practice on a global scale. Much of the discussion was around supporting the students through the two-year course and how key components of the Diploma programme are delivered. With the additional requirements outside of the subject groups, including CAS and Extended Essay, it is impressive how much has been incorporated into the school day to ensure students have the best support and guidance to complete the tasks. The Diploma programme at Cranbrook offers a breadth of subject offerings, the opportunities to prepare for university through the extended essay and internal assessment tasks and a well-rounded educational experience.”

Victoria also met with the Head of Psychology and the IB coordinator at St Edward’s in Oxford. St Edward’s students had just completed their May exams for the end of their Diploma, so it was perfect timing for Victoria’s visit. “I was able to collaborate with teachers on high impact strategies for assessment, to best reflect their progress during the two-year course and design programmes that cater to the diverse range of interests and needs of the psychology students.

We collaboratively aligned students’ vocational and academic ambitions to their chosen fields of study which can be used to guide the students in their decision-making process when it comes to subject selection.”

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The three-day Category 2 Psychology Diploma course Victoria attended at St Clare’s in Oxford brought together teachers from all over the world for an intensive course. “Since all of my previous training and IB professional development had been online, due to COVID-19, it was such a breath of fresh air to work and collaborate, face to face, with other psychology teachers, with the same passion to develop the subject.

It allowed for insightful discussion and the enthusiastic sharing of ideas. I was able to collaborate with teachers from Canada, China, Austria, Belguim and the Netherlands with the course leader joining us from Doha - what an example of gaining global perspective! With the syllabus changing in 2025, it was a fantastic opportunity to network and consult with these teachers on how best to implement the upcoming changes.”

Victoria enjoyed learning techniques she will be able to use in the classroom.

“The discussions we had reemphasised the need to encourage independent study whilst providing students with the tools and strategies to help them achieve this effectively. We always spend the first couple of weeks doing an Introduction Psychology which introduces the subject, dispels myths about the subject and outlines what it takes to be successful with regard to their organisation and time management.”

ESSE QUAM VIDERI

Senior School

TOM BREWER

Smooth Sailing Sailing has been popular at Cranbrook since the 1950s, with students attracted to the skill, preparation, and camaraderie of Teams Racing, as well as the lure of Sydney Harbour.

T H E R E A R E M O R E T H A N 60 students in the

Senior School’s sailing team, with many students joining Cranbrook’s Learn to Sail Programme in Year 4. Tom Brewer, Cranbrook’s Head of Sailing, goes as far as saying that sailing is Cranbrook’s most successful sport.

“Sailing is unique because it’s all about experience and skill for the most part, with mixed age groups, forcing kids to break out of their bubble. For Teams Racing, younger kids start crewing for older kids who steer the boat, providing a rich culture of camaraderie and mentorship,” he says.

Cranbrook’s fleet includes an Optimist Class for under 16s, and a 420 Class for Under 19s, both of which compete in Interclub regattas. Pacers are used for Teams Racing Championships. These races include three boats each containing two sailors, who work as a team to block opponents as they race around four marks in ten minutes.

“It is a fast and manoeuvrable race. The blocking method is similar to most team sports, such as AFL, Rugby or Basketball, where you

block an opponent to gain an advantage.

Teams Racing relies on great communication, decision making and working as a unit. You need to be able to observe the environment to anticipate the wind, to see what gusts are coming and to work out your strategy.

It’s a thrilling sport that doesn’t have time for mistakes to be made. It’s also weather dependent and unpredictable. No two sailing days are ever the same - the weather, the wind, the marks - everything changes,” Tom says.

This year Cranbrook achieved exceptional results, with the 1sts winning the State Championships against 16 other schools.

Cranbrook was then invited to compete in the National Championships in South Australia. The 1sts came fourth and the 2nds came eighth, a stunning achievement given that the teams raced against the top five schools from every State.

Director of Sport Matt Grice believes sailing has experienced remarkable success and growth in recent years, making it a flourishing school sport. “The opportunity to spend part of the school day sailing on Sydney Harbour is readily embraced by many students. The dedication and passion of the students and coaching staff have been instrumental in this upward trajectory. Not only has the team grown in numbers, but their skills and techniques have also excelled.

The camaraderie and team spirit within the sailing community at Cranbrook has fostered an encouraging and supportive environment, 32

“It’s a thrilling sport that doesn’t have time for mistakes to be made. It’s also weather dependent and unpredictable.

No two sailing days are ever the same - the weather, the wind, the marks everything changes.”

attracting students to join this thrilling sport.

Sailing has become a space for all students to excel at Cranbrook School,” he says.

For many students, sailing doesn’t end when they leave school. Otto Henry (OC 2020) and Grae Morris (OC 2021) are serious contenders to represent Australia at the next Olympics. Many alumni compete in the Sydney to Hobart each year, as well as Match Racing at the Cruising Yacht Club.

Tom says when Cranbrook becomes coeducational, girls will be welcomed into the sailing team: “It will be an easy transition because sailing is already a mixed sport - it is already coeducational.

We already compete against girls’ schools like Ascham, and we will be strongly encouraging girls to join the sailing team.”

VOLUME II 2023

INSPIRING CHANGE

THE VISION OF THE NEW STUDENT R E P R E S E N TAT I V E COUNCIL Each year a new President of the Student Representative Council (SRC) is appointed and this year the new torchbearer of student leadership and innovation is Anthony Tauszik, Year 12, who has taken on the mantle with unwavering determination and a clear vision.

A S H E E M B A R K S O N T H I S R O L E amidst a

time of significant change in Cranbrook’s history, Anthony talks to us about what has inspired him, his plans for the SRC and how he plans to ensure the SRC’s transformative journey under his guidance.

What inspired you to take on the role of Student President for the SRC? I’ve been lucky enough to be at Cranbrook since Kindy, and this place has given me a lot. You’ve always got people looking out for you, whether it’s the older boys, your teachers, your mentor, or your Housemaster.

I really value that aspect of school, and I want to make sure it’s continued.

Some of the most incredible contributions comes from students, and as a community, we harbour immense talent and skill. I wanted to create an environment where that talent and skill could be used to accomplish meaningful change. I think we can enhance so many aspects of our school through increased student voice and agency. It’s important that students feel valued and heard. So that’s been really rewarding, and it’s shaped a significant component of our agenda this year.

As the President, how do you envisage inspiring and motivating fellow students to actively engage in the activities of the SRC? Overall, it’s been great to work with the members of the SRC, they’re bright, driven, and capable. There are always points of difficulty though, so it’s important to reinforce the purpose and path of a project. Asking questions like why we started this in the first place, what value is it going to provide to

the community, and how can we overcome challenges, are helpful in motivating reps.

We’ve tried to define roles and responsibilities more clearly. Going to a teams-based structure has delegated authority and encouraged boys to take initiative and drive projects. But overall, I’ve found selfdetermination has been the most effective way to get students involved. Whenever there is an opportunity to adopt another person’s contribution, I try to take it, not purely because the contribution itself might be valuable, but also because of the value in having reps that feel their words and actions count.

Could you share some of the initiatives or projects the Council has achieved so far?

In Term 1 the focus was building a foundation for the year. We designed and implemented a complete brand kit, manufactured a banner for events, increased communication with the student body through email, the student newsletter The Chronicle, and assembly announcements, as well as establishing consistent and recurring student voice surveys to gather feedback. We established permanent digital suggestion boxes in every House and created new SRC and The Chronicle pages with contact information for all reps as well as including minutes of all SRC meetings. The SRC also purchased two chess sets for each House and has proposed the purchase of ping pong tables for Houses to reduce mobile phone usage. We have established the SRC’s Library Of Things, where students can borrow laptop chargers, calculators, and headphones.

In Term 2 we ran the Project Kindness Mufti Day Bake Sale breaking the Council’s previous fundraising record, raising $3,607 and helping over 100 families. In Term 3 we ran the CETOP Appeal Week. We had two bake sales and three BBQs over both the Junior and Senior campuses. We broke our fundraising record again and raised a total of $7993 for CETOP initiatives in India and Nepal.

In Term 4 the SRC ran a sleep out for Year 12 with Rough Edges in Darlinghurst, raising money and awareness for homelessness. We ran Connections, our Indigenous Fundraising Evening for parents and OCA, with the aim of building a Starlink network for Ulpinyali. We ran our last appeal week of the year for ReLove, which included a bake sale, mufti day, and BBQ. To finish the year off, we coordinated Cranbrook’s involvement in Toys & Tucker.

background and character. I want us to make sure we keep those qualities and attributes particularly as we move to coeducation and student numbers expand. I think the last thing we want to become is an institution with strict rules and governance. We aim for a liberal education where the environment is the educator. That to me is one of the most important parts of Cranbrook’s identity and I think the last thing we want to do is lose that to bureaucracy or hierarchy.

What do you hope to achieve through these initiatives, and how do you anticipate they will benefit the student body and the school community as a whole?

I think many of our internal initiatives will create better outcomes for students. However, many of the projects we’re working on will have an immense impact beyond our gates, from down the road in Darlinghurst, to Ulpinyali in the NT, and to India and Nepal.

Given that our school is transitioning to coeducation, in what ways do you believe the Student Representative Council can contribute to making the transition to coeducation a positive and enriching experience for everyone?

I see the SRC playing a large role addressing any possible teething problems in the initial years of the transition to coeducation, to make sure female students are represented by working with the student body and the executive.

Are there specific areas of concern or aspects of school life that you aim to address through your role as president?

What makes Cranbrook unique is diversity of

In Anthony’s capable hands, the SRC’s path ahead promises not only fresh initiatives but will chart a course that aligns seamlessly with the aspirations of our school community.

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ESSE QUAM VIDERI

Senior School

A Harmonious Transformation Since the late 1970s the Perkins Building has been home to some of Cranbrook’s finest musicians, and in 2022 it underwent a transformation to embrace a new era of musicality. We are delighted with the renovations of a school building that has been an essential part of our campus since its origins and is at the very heart of our vibrant and energetic Music Department. This renovation has harmoniously blended the old and traditional, with the new and the aspirational and we are excited to see how it will enrich the musical education of our students.

READ THE ARTICLE IN A MORE READER-FRIENDLY FORMAT 34

VOLUME II 2023

The Revitalisation of the Perkins Building

C R A N B R O O K ’ S M U S I C D E PA R T M E N T moved

back into Perkins at the start of Term 4 this year, less than a year after the renovations commenced and with significant enhancements and substantial modernisation. From sound proofing walls and doors in percussion rooms to additional breakout spaces and increased natural light, the builders have combined modern features with the building’s original features to ensure it was kept true to its history and foundation.

Craig Nichols, Cranbrook’s Director of Facilities, says: “It was important to work closely with the Heritage Consultants to ensure that both the structure and the façade were kept true to the building’s foundation. With this in mind the colours of the exterior walls and window frames were kept as close to the original tones and in keeping with its heritage.”

In the consultation and demolition stages, the builders faced a series of obstacles.

“There are inevitable challenges when working with a building that is over a century old, and all the engineering and building code requirements that are needed today versus when it was built” says Craig.

In terms of the upgrades, the most significant is in the AV solutions which will help make the building more in line with areas completed during the extensive renewal of 35

the Senior School campus and the building of the Vicars Centenary Building. These new AV solutions include features such as the ability to view and record in the recital room from the recording studio, as well as between the new Orchestra Room in Vicars Centenary Building and the recording booth in the Perkins Building. Specialist music equipment located in all learning areas places the aural experience front and centre for the student.

At the forefront of any renewal projects must be a focus on sustainable features.

The new Perkins Building incorporates a range of energy-efficient systems as part of its computerised building management system, and the building has been upgraded to LED lighting which uses less energy than the old fluorescent lights which had been installed many years prior.

Throughout the demolition and the subsequent redevelopment and refurbishment, the builders worked in constant communication with the School’s facilities team to ensure minimal disruption to the school week and ultimately the students’ daily routine. A significant amount of the demolition work was achieved during school holidays. We are very grateful to the builders for their understanding and patience working around the school’s timetable.

ESSE QUAM VIDERI

Senior School The excitement surrounding the reinvigoration of the Perkins Building has been growing for several months in the lead up to its opening, and not least by the Director of Music, Phil Beverley, who details how the importance of dedicated spaces is invaluable for the Music Department: “With some clever design we’ve managed to really maximise the space whilst maintain the aesthetics of space.

The dedicated spaces for music making and listening to music was at the heart of the design brief. Our Performance Plus Programme will benefit from the facilities that will be available and allow us to grow and expand masterclass series and solo performance across the School,” he says.

The revitalised Perkins Building reflects Cranbrook’s long standing and unwavering commitment to nurturing the musical talents that reside within these walls. As we open the doors once more to this building, we carry with us the echoes of the past and the promise of generations of talented Cranbrook musicians to come.

Julian Baggett, Year 11 “I believe that the renovation will enhance my enjoyment of music here at Cranbrook. With Year 12 looming, I cannot wait to go back to Perkins when it is complete to hopefully develop as a composer and performer.

I am sure the renovation will most certainly have begun to attract many new students to the Music Department looking to learn a new instrument or join an ensemble and band, improving music holistically.”

Wesley Woodhouse, Year 11 “The renovation’s greatest ability is undoubtably the universal access it grants to my fellow musicians. While the music department is staffed by incredibly motivated and skilled staff and has many musicians ready and willing to learn and contribute, its only limits up to now have been the amount of space available, and time restrictions due to limited spaces. With the new building, grunge guitar can be rehearsed with Vivaldi cello concertos in the next room, at the same time as electronic music development in the lab, with classical trumpet players performing downstairs.

Due to the breadth and flexibility of the new spaces, every student gains a greater access to making their own music and building their own experiences.”

FROM THE ARCHIVES Shoe polish and pastille candy: the handwritten time capsules of Cranbrook’s first students “ W H E R E A R E T H E Y N O W ? ” is

the question posed by one of the century-old notes recently unearthed by construction workers renovating the Perkins Building.

After the dust had settled, not one, but three notes were unearthed - one in a tin of Kiwi shoe polish, and two in a pastille candy box.

The first was written in 1922, the second in 1923, and the third in 1924. Scrawled across their crinkled pages are the names of illustrious Cranbrook alumni, promises of eternal service to the School, and a

M A I N B LO C K (PERKINS) CLASSROOM 1933

36

request that the notes not be disturbed - essentially, written time capsules. Sadly, it’s a little late for not disturbing them.

Their place of rest has been exposed, and with it, memories of Cranbrook’s past: revealing the criss-crossing lives of some of Cranbrook’s first graduates and where those lives begun.

All three notes share some common features: they all contain the form and year of the group and a list of names. The first note, dated 1922, is significantly more spartan than its successors. Simply containing the form, year, and names, it is distinguished by a skull and crossbone emblem on the opposite side of the note and a provocative question at the bottom

VOLUME II 2023

THE MESSAGE WRITE RS

of the page: “Where are they now?” The second note takes things a little further.

Once again containing the standard form, year, and names, this note adds a paragraph of preamble. The authors wax lyrical about their “vow” of “eternal service to this School” and their earnest request that “you who find this Sacred Document will not disturb it from its place of rest.” The third note is similar, but identifies each signatory’s position in the student leadership team (Head Prefect, Day Boy Prefect and others).

The names of 20 Cranbrook boys are signed across the three notes, some of them repeated and some of them appearing only once. But how and why did these boys come together to create their respective time capsules? Well, school leadership, boarding, and repeated attempts at the Leaving Certificate are the most likely explanations. Four of the nine signatories of the first note were Prefects, while all but one of the second note’s signatories, and all the third note’s signatories were as well. And the tradition was most likely passed down by three people: Geoffrey Lindley and Francis Crago, the 1923 Head Prefect and 1923 Boarders’ Prefect respectively, who were both signatories of the 1922 note and 1923 note, and Gregory Walker-Taylor, the 1924 Head Prefect who was a signatory of both the 1923 note and 1924 note. 1924 appears to be the final year of this tradition, an odd outcome considering Maurice Cay, a signatory of the third note, went on to be Head Prefect in 1925 - but perhaps further notes will be found hidden across the School in coming years.

The hiding place for these historical treasures also gives valuable insight into how and why these notes came to be. Completed in 1921, the upstairs of the Perkins Buildings, where the notes were found, housed four dormitories for Cranbrook’s boarders. The boarder

The unearthing of the tins in the Perkins Building renovation led to lots of questions in our School as to what happened to these young scribes, and what did they go on to achieve after they left Cranbrook School behind. Our Archives Department delved back into old school records to piece together glimpses of what they got up to after leaving Cranbrook…

FR ANCIS ORR CR AGO (OC 1923)

connection is made crystal clear in the second note which, in its predictably elaborate prose, states that “these illustrious names belong to the Boarder members of the form VI A - 1923.”

Even after Cranbrook, the signatories of the three notes continued to live remarkably connected lives. Eleven of the 20 boys went on to study at the University of Sydney together, with seven of them at Paul’s College.

A handful continued to be actively involved in Cranbrook’s alumni community, serving on the OCA committee and attending one of the first Old Cranbrookian meetups at Loosen’s Café in 1924. They also maintained connection in smaller, more intimate ways. Francis Crago and John Mansfield were named co-Godfathers of Reginald Maffey’s newborn son John in 1935 - baptised by none other than Reverend Perkins in the Cranbrook Chapel. And Geoffrey Carroll and Wilfred Johnson both worked at Smith, Johnson, and Co. as public accountants for a number of years. Presumably, all the rest kept in touch as well but most likely in ways that weren’t recorded in the diligent reporting of the Old Cranbrookian’s Column.

So, bound by their shared dedication to school leadership, boys who stayed on for additional years, and the close quarters of early 20th Century boarding, these 20 boys, across three notes, across three years, wanted to be remembered by history. In that spirit, let’s remember them…

Written by Marlow Hurst, Assistant Archives Officer Edited by Dominique Novak d’Hennin, Archives Officer 37

Briefly took part in an interstate caravan tour with the Misses Joan and Betty Rayner’s Theatre of Youth.

G E O F F R E Y B R AY LINDLEY (OC 1923)

REGINALD ERROL MAFFEY (OC 1923)

Followed in his father’s footsteps to become a doctor.

JOHN LESLIE MANSFIELD (OC 1923)

Worked for Commonwealth Oil Refineries.

Architect, later the President of the Town and Country Planning Institute.

JAMES GORDON MAWSON (OC 1922)

M A C G R E G O R M U R R AY SCOTT (OC 1923)

Coroner of Cooma.

A E N E A S J O H N L I N D S AY MCDONNELL (OC 1922)

One of the Monuments Men. WILLIAM THOMAS MEALE (OC 1923)

Honorary Secretary of the Cootamundra Golf Club.

WILFRED NEVILLE JOHNSON (OC 1922)

Followed in his father’s footsteps to become a Chartered Accountant.

RICHARD MA X WELL MEARES (OC 1923)

Studied Engineering at the University of Sydney.

HENRY CHARLES HUNTER WHITE (OC 1922)

Veterinary Scientist at the Glenfield Veterinary Research Station.

GEOFFREY GOULBURN ASHTON (OC 1922)

Member of the family polo team of four brothers who dominated Australian polo in the 1930’s. In England they won 17 of 25 tournaments and in the USA five out of seven.

GEOFFREY CARROLL (OC 1923)

Returned to work at Cranbrook and later Geelong Grammar School.

An enthusiastic supporter of the Riverina Movement - which advocated for the secession of the Riverina region from NSW. G R EG O RY E DWI N WA LKE R TAY L O R ( O C 1 9 2 3 )

Lieutenant in the Australian Royal Navy.

M A U R I C E C AY ( O C 1 9 2 5 )

Studied medicine at Edinburgh University.

T H O M A S W A LT E R MITCHELL (OC 1924)

First Old Cranbrookian to become a Cabinet Minister.

WILLIAM VERO READ (OC 1925)

Followed in his father’s footsteps to become a solicitor.

D AV I D G E L L E L D E R (OC 1925)

Champion Golfer.

RICHARD NEVILLE C A M E R O N S TA C Y ( O C 1 9 2 4 )

Regrader, buyer, and seller of wool in a partnership with a Mr Stuart and Mr Evans.

ALEX ANDER JEFFREY JOBSON (OC 1924)

Worked on the staff of The Economist.

ESSE QUAM VIDERI

Senior School

A CO-CURRICULAR SNAPSHOT C O - C U R R I C U L A R AC T I V I T I E S P R OV I D E O P P O R T U N I T I E S F O R O U R S T U D E N T S TO D E V E LO P Q U A L I T I E S T H AT E X T E N D W E L L B E YO N D T H E C U R R I C U LU M . S P E N D I N G T I M E A N D D E LV I N G D E E P I N TO A N AC T I V I T Y C A N I N F O R M C H A R AC T E R , B U I L D C O U R AG E A N D R E S I L I E N C E , D E V E LO P M AT U R I T Y, G R I T, A N D S E L F - C O N T R O L .

C O - C U R R I C U L A R AC T I V I T I E S A L S O T E AC H S T U D E N T S L I F E - LO N G L E S S O N S A B O U T T H E P O W E R O F P R AC T I C E A N D P E R S I S T E N C E .

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VOLUME II 2023

VISUAL ARTS C R A N B R O O K ’ S V I S U A L A R T S programme

fosters a culture of creative exploration and personal growth, empowering students to challenge their artistic boundaries and express themselves through diverse media.

Assistant Head of Visual Arts Katherine Young says students are fortunate to have opportunities to extend their learning and artmaking outside of the usual programming, with artmaking excursions, gallery visits and working with specialists to hone their technical proficiency and confidence in a range of traditional and contemporary artforms.

“This year marked a significant milestone with the introduction of a dedicated ceramics studio, providing students with a space to explore the opportunities of wheel throwing, hand building and glaze application,” she says. “Accomplished artist and ceramicist Casey Chen’s residency in Term 1 proved enlightening, offering invaluable guidance to our senior students, and contributing to the ceramic studio’s establishment. Casey worked closely with students across various courses and in Open Studios, expanding their understanding of ceramic forms and the creative potential of glazing.”

In addition to ceramics, our Year 12 HSC students had the unique opportunity to

participate in a specialised resin workshop with renowned artist Claire Tennant. Under Claire’s expert tutelage, students transcended their artistic boundaries, exploring innovative techniques and expanding their horizons.

Our Open Studios co-curricular programme provides extension workshops designed to enhance essential skills across a wide range of artistic media. Thursdays are dedicated to students in Years 7 to 9, where they hone technical proficiency in printmaking, ceramics, and oil painting.

On Wednesdays, senior students receive personalised guidance to develop their practical work for their Visual Arts courses.

The Year 12 cohort celebrated their artistic journey through the HSC Body of Work exhibition. Their creations not only displayed their artistic prowess but also underscored the profound impact of their artistic journey, a testament to the nurturing environment that Cranbrook School provides for budding artists.

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ESSE QUAM VIDERI

Senior School

PHOTOGR APHY WORKSHOPS AN D E XCU RS ION S S T U D E N T S W I T H A PA S S I O N for photography

are fortunate to be a part of organised excursions and workshops designed to push and extend boundaries in their learning. Many recognised photographers have shared the nuances of their photography practice with students over the years. These include Peter Solness on light painting and Bob Moseley on making tintype plates using early pioneer camera technology. Students have also connected in conversation with photojournalist Angus Mordant (OC 2016) based in New York via Zoom, listening to his anecdotes on published photography assignments.

Visual Arts teacher Julian Wrigley says locations are key when planning a good photography excursion. “Cranbrook’s Wolgan Valley campus has provided the backdrop for many light painting workshops with photographer Peter Solness. His ability to get students involved with refining camera technique with the play of light has generated many imaginative works. The concept of painting and drawing with light in bush or

urban settings like Newnes and Cockatoo Island add dramatic effect to the final product,” he says. “With the city of Sydney illuminated in May, Vivid provides students with many photography challenges. Knowing how to capture light installations requires a good knowledge of camera settings and framing to achieve best results.”

When photography exhibitions arrive in town, the opportunity for students to be immersed in a photographer’s practice becomes essential in understanding their body of work. These have included Wildlife Photographer of the Year Awards and Steve McCurry’s Icons. Through such intensive experiences, deeper investigations are possible, inspiring students to unpack the techniques and concepts required to produce high quality photographs.

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VOLUME II 2023

MUSIC T H E C R A N B R O O K M U S I C Department has

achieved remarkable milestones, which according to Director of Music Phillip Beverley proves that when passion meets perseverance, the results are nothing short of spectacular.

“The year began with a crescendo as the Easter Concert took centre stage, spreading its musical magic across three venues that varied from the catacombs of the car park, through to the grandeur of the Centenary Hall and finishing with our choir in the Memorial Chapel,” he says. “Following this, our Contemporary Music Night at The Factory Theatre in Marrickville raised the bar yet again. A staggering 26 bands, each unique in their style and sound, came together to create a night to remember. The energy was electric, and the performances left the audience in awe.”

The annual Town Hall Concert is another defining moment, and has become a staple of the Cranbrook calendar, with 650 students from Years 3-12 united on stage.

“The students came together to prove they are greater than the sum of their parts.

The power of collaboration and the joy

of making music together were palpable, reminding us of the profound impact music can have on our lives,” Phillip says.

The Spring Festival brought yet another wave of talent to the forefront, with nearly 330 soloists taking the stage across seven key venues in the Senior School and four venues in our Junior School. Phillip says this is testament to the dedication and hard work that our students put into honing their craft.

A joint tour between St Catherine’s and Cranbrook School culminated in a musical adventure through the Czech Republic, Hungary, and Croatia, with more than 120 students showcasing their talents on a global stage.

Phillip says the refurbishment of the Perkins Building will unite students with music and anticipation even more in the future. “As we celebrate the end of this incredible year, let us remember that music has the power to unite, inspire, and transcend boundaries.

We can’t wait to see what harmonious achievements the future holds,” he says.

DRAMA T H E D R A M A C O - C U R R I C U L A R C A L E N D A R is

filled with exciting opportunities. The Junior Theatresports team made it through to the regional finals and - at the time of writing may be included in the State final to perform at the Enmore Theatre. A Production Club, to educate students about the demands of working backstage - including running lights, sound and stage management - has started and an excited group of younger students are thrilled about this fresh opportunity.

Head of Drama Chantel Munro says students don’t just study Drama: “They become intensely passionate about the act of creating, of inhabiting a character, of collaborating with like-minded peers to produce work that inspires, shocks and entertains an audience.”

This year’s student-directed production encompassed three short plays in a variety of styles, collectively called Corridors. Students Cormac Watt, Toby Minnett, Gus Heerey, Will Murray, James Rivlin and Wesley Woodhouse from Year 11 selected, cast, produced and rehearsed a short play using actors from Years 9 to 11, under the guidance of an experienced teacher-mentor. “Student-directed plays offer an invaluable opportunity to be guided through the process of creating a play, where they are on the other side of the stage. Our students walk away feeling like they have a lived dramatic experience. And that’s what makes them so passionate about the subject,” Chantel says. More than 350 audience

members watched the plays, performed in the Packer Theatre over two evenings.

The Junior Production allows students in Years 7, 8 and 9 to develop their own passion for drama. Great Expectations was put on in Term 4 to much fanfare and delight.

The Drama Tour 2023, which took place in the Term 3 holidays, saw 50 students immersed in both Eastern and Western cultures. This included travelling to Butoh, Kabuki and Noh workshops and performances in Japan, before heading to London for physical theatre and Shakespearean studies. “The skills these students will bring back from this trip will enhance every class they enter thereafter, bringing maturity and worldliness to their Cranbrook experience,” Chantel says.

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ESSE QUAM VIDERI

Junior School

Nurturing Young Minds: The holistic role of co-curricular activities For a number of years now, a Cranbrook Junior School student’s school day no longer starts at 8.30am and finishes at 3.15pm.

From before 7am until after 4.30pm every school day, the Junior School welcomes students onto campus to participate in a variety of compulsory and optional co-curricular groups that broaden and enhance their school learning experience.

With our underpinning value of ‘honouring each student’s individuality’, these activities can be a powerful way for students to explore interests outside of the usual school curriculum and make connections with others who share similar interests.

COMPULSORY CO - CURRICUL AR ACTIVITIES

begin in Year 3 for all our students who engage in sport across the school year.

Weekly training for basketball, soccer, cricket, rugby, water polo, sailing, multisport or tennis takes place before or after the normal school, depending on the season. These sessions supplement the in-school sports training that occurs each Friday afternoon after lunch and the weekly Physical Education and Fundamental Movement classes taught across P-Year 6. With specialised coaches, as well as staff managers, these sessions allow in depth time for the teaching and repeated practice of key skills and techniques essential for each sport. Importantly, these activities also instil a sense of discipline and time management. Children learn from an early age the importance of regular practice and maintaining a routine, which are valuable habits for a balanced and organised life.

From Year 2 on, opportunities to audition for musical groups are provided. On top of a comprehensive weekly P-Y6 classroom Music programme, which from Kindergarten includes a fortnightly year level choir lesson and compulsory string, or brass and woodwind instrumental lessons in Years 2 and 3, there are ensembles for almost every instrument and level. These groups allow students the thrill and challenge of learning to perform in a group: for example, guitar and string ensembles, auditioned choirs, bands and orchestra.

Students in the Junior School have fortnightly drama lessons with our Drama Specialist Teacher, as part of their normal school offering. In Year 5, all students are invited to audition for the annual Junior School play which is performed in late Term 3. A large percentage of the cohort will form part of the 42

cast or crew, adding a commitment of up to two additional rehearsal afternoons after school each week, as well as several weekend rehearsals, over two terms.

Although a big commitment for the students involved, it is one that brings wonderful opportunities to form a different sort of team or ensemble, and the experience can be the start of a passion for dramatic performance and engagement that is carried into the students’ Senior School years. These activities play a vital role in supporting emotional development. They offer an outlet for selfexpression and creativity, allowing children to explore their emotions in a safe manner.

The skills acquired in ensemble performances, be they musical or dramatic, like those honed playing team sport, are transferrable to so many other life situations: the capacity to work as a team for a united purpose; the ability to listen to and respond to colleagues to make better long term decisions; the skill of working collaboratively to improve overall performance of the group; and the ability to lose or fail - and know how to come back and start again - are just a few soft skills that are being practised every week by every student taking part in these training sessions. You can learn about soft skills, but it is the regular usage of them in real situations that makes them part of who you are.

Engaging in group activities, whether it be a team sport or a drama production, cultivates teamwork, cooperation, and leadership skills. These experiences teach children to communicate effectively, resolve conflicts, and collaborate towards common goals.

In addition to these weekly opportunities, and the provision of before and after school care available from 7am until 6pm each day of the school term, Cranbrook also hosts between 45 - 50 optional co-curricular activities for students between Years 1-6, resulting in hundreds of students engaging in one or two of these groups every week. The activities change every term to allow a student the chance to try something new without a lengthy commitment.

The range is enormous and includes options to learn or enhance a sporting skill (cross country, cricket, sailing, rugby, football, basketball, multisport, tennis or martial arts), or pursue other interests, for example, coding, LegoTechnic, robotics, debating, French, speech and drama, dance, drawing, ceramics, printing, or chess. The Cranbrook Swim School also offers swimming lessons and squad sessions for all levels.

New optional activities are considered every year, with an eye to provide variety and things of interest for all students.

It is important for balanced, healthy development to allow children unstructured or free play time regularly, but involvement in one or two of these optional co-curricular activities weekly can bring some wonderful benefits too.

By broadening the usual school curriculum and allowing more time to engage in an area of

VOLUME II 2023

keen interest, these activities can help fuel a passion for life, deepen key skills or build confidence in an area where a student might feel less capable. All of these can enhance a student’s overall development more broadly.

For students newer to the school, involvement in optional co-curricular sessions can help expand friendship opportunities and groupings, which are so important for a child as they start to become part of the school community and feel at home in the environment.

Optional co-curricular experiences can also provide the chance for a child to try something new. If this is not a natural area of strength for a student, these sessions can be a safe and supportive way to help a child develop greater confidence when approaching change or challenge. Building the skills to be able to be brave in such contexts helps students to grow and develop genuine resilience.

Furthermore, facing challenges and setbacks in these activities builds resilience.

Whether it’s losing a game, facing a difficult piece of music, or dealing with a failed experiment, children learn to persevere and bounce back from disappointments. This resilience is a vital life skill that will serve them well beyond their school years.

Regular engagement in optional cocurricular activities often brings children into contact with students in different year levels or outside of their usual friendship groups.

Interest in the activity is the link and so children can find others who share their passion. As students get older, connection with others through shared interests can be significant emotionally and socially.

Engagement in constructive and positive co-curricular experiences often helps them find a supportive tribe. Making a genuine connection with others over a shared passion is something that research has repeatedly shown to be vital for our children as they move towards puberty and the teenage years.

By participating in a variety of different activities over their time in the Junior School, students can come to learn more about themselves, foster their own personal passions, explore new interests, harness skills about how to work alongside others and develop the capacity to appreciate differences, as well as similarities, between people. Balancing time for free play with some structured co-curricular activities can allow our children to make the most of all things on offer and assist in developing the soft skills they will need as they grow up into useful and positive members of society.

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TE ACHE R PROFILE:

R O B E R TA H E N RY For Roberta (Robbie) Henry, a former Melbournite, it was the mid-June warmth that drew her into Sydney’s circle. The relocation was serendipitous and as she embarked on a new journey Cranbrook was her guiding light, and still is. Robbie reminisces on her journey into the Junior School as a treasure trove of learning and growth. At its heart, the Junior School reflects a love of learning and appreciation of education inextricably, but it’s teachers like Robbie who encapsulate and foster this energy within the classroom.

Y E A R C O O R D I N AT O R / Y E A R 4 T E A C H E R

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THE LITTLE THINGS IN LIFE R O B E R TA H E N R Y

“It’s not just about the academics here; it’s about fostering a holistic environment where everyone feels heard and supported.”

C R A N B R O O K I S A C E L E B R AT I O N of unity

and inclusivity - a place where everyone feels heard and supported. Now, as Year Coordinator Robbie is further contributing to the growth and development of young students, preparing them for a life of inquisitiveness, cognisance, and a passion for learning.

What does your role as Year Coordinator entail?

Year Coordinators often serve as a point of contact for students’ academic, social, and emotional needs. Along with my team, I provide guidance, mentorship, and counselling to students, helping them navigate challenges and achieve personal and academic goals. My role is often the bridge between parents and the School. I work closely with teachers to ensure that the curriculum is being effectively delivered.

Cranbrook Junior School is a very social place, and I am often responsible for organising and/or overseeing events specific to our year group, such as excursions, assemblies, parent information sessions, and special events such as Mother’s Day or Grandparent’s Day. What do you most enjoy about this role?

As a Year 4 Coordinator, I have the chance to witness and contribute to the growth and development of young students. I also enjoy the leadership responsibilities, such as guiding and supporting fellow teachers. Finding creative ways to make learning engaging, establishing rewarding relationships and working closely with other educators, staff members, and parents allows me to build a strong sense of community within the School.

I feel very fortunate to also contribute to school-wide initiatives, policies and discussions that help to shape the educational environment for all students. Perhaps the most rewarding element is the moment I get to celebrate achievements with the students. Witnessing the “aha” moments when a student grasps a challenging concept or achieves a personal milestone can be incredibly fulfilling.

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

As I’ve been here for 19 years, there are so many. I feel very privileged to work at Cranbrook and to have seen the transformation of the Junior School over my time. When I began at Dickins House, it was just students from K-2. There were only six classes (two for each year level) which made it a small, special place to work. As we have developed it has been wonderful to be part of the transformation of the campus to K-6. Another favourite moment is the annual Year 12 Assembly, where students who were in the Junior School return for a celebration of their years at the Junior School. It is so wonderful to see these students after so many years. I can still see their little faces, but now in these grown-up bodies! Being part of a family’s journey through Cranbrook is an honour and I feel very fortunate.

What do you think are the biggest challenges for the children at Cranbrook Junior School?

Children have increased academic pressure, societal expectations, and personal challenges facing them today. Developing healthy social skills, making friends, and navigating social dynamics can also be challenging for some children, particularly when considering their online presence.

In what ways do the Junior School children bring joy to each of your days?

The moments when a student’s face lights up with understanding when they solve a problem they once found challenging, or when they make a connection between their learning and the real world are the moments that I cherish. Celebrating achievements and creating a supportive classroom community are also heartwarming experiences. And of course, the funny things they say are always a welcome moment for a giggle!

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

Enjoy all the opportunities that the School provides and try to cherish the moments along the way. The years fly by, and before you know it, you’ll be one of those Year 12 boys’ parents sitting in that assembly wondering where that time went.

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HAPPY PL ACE

My favourite happy place is my balcony. I am lucky enough to have an amazing view of the harbour and as a Melbourne girl, pinch myself every day that this is what I get to come home to.

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

“You’re off to great places! Today is your day! Your mountain is waiting, So... get on your way!”

Doctor Seuss

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

That is a tricky one. My husband is an amazing cook, so I have so many recipes to choose from.

It would be a close competition between a juicy roast on a Sunday and a lemon tart with cream!

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Profile

TE ACHE R PROFILE:

MEL ANIE FLEMING For Melanie Fleming it was becoming a parent that kindled her dedication to nurturing the development of young minds, as she began to fully appreciate the profound significance of the early years on a child’s life. It was this deep-seated aspiration that led her to Cranbrook’s Pre-Schools.

E D U C AT I O N A L D E V E L O P M E N T T E A C H E R

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What influenced you to become a pre-school Educator?

Before working at Cranbrook, I was a primary school teacher and worked in schools both in Australia and in Italy, where I lived for seven years. While my previous engagements as a primary school teacher afforded me the privilege of influencing the educational growth of older students, my deep-seated aspiration was to actively participate in shaping the formative stages of a child’s learning journey.

My transition into early childhood education at Cranbrook represents a culmination of my passion and commitment to providing a strong foundation for young learners. It is a privilege to be part of the crucial initial stages of a child’s educational journey, where the seeds of curiosity, discovery, and lifelong learning are sown. My experience, both as a parent and an educator, has instilled in me a profound understanding of the unique significance of early childhood education, and I am wholeheartedly dedicated to nurturing the potential of the young minds entrusted to my care.

How long have you been with Cranbrook, have you always been at St Michael’s?

I have had the privilege of working with Cranbrook for seven years, during which I have had the opportunity to contribute significantly to both of our pre-schools firstly as a teacher and now as an Educational Development Teacher.

My current role entails a close and collaborative partnership with our dedicated teaching teams, with the overarching goal of addressing the unique and evolving needs of each child under our care. This encompasses a wide spectrum of responsibilities, ranging from tailored challenges for specific children in particular domains to comprehensive support aimed at enhancing their skills.

Together with the teachers, I engage in identifying and addressing a range of developmental aspects. These include cognitive aptitude, gross and fine motor skills, play and social competencies, speech and language proficiency, sensory processing abilities, as well as self-care and organisational skills. My commitment lies in ensuring that every child receives the targeted assistance required to foster their holistic development.

My primary objective is to provide guidance and inspiration to our team of educators, fostering an environment where teaching practices are informed by the most current research in child development and education. Through collaboration, ongoing professional development, and a deep commitment to the latest research and best practices, we collectively strive to create a nurturing and enriching environment for our students’ growth and development.

How does the Cranbrook Pre-School curriculum set the children up for success?

The curriculum is thoughtfully designed to set children on a path to success by harnessing

the power of play and a comprehensive educational framework. At its core, our curriculum is based on the Early Years Learning Framework (EYLF), which revolves around a play-based approach. Recognising that children are inherently inclined towards play, our educators meticulously craft play provocations that guide children towards purposeful engagement. This deliberate scaffolding by teachers ensures that play serves as a vehicle for extending their knowledge.

In tandem with the EYLF, we embrace the Primary Years Programme (PYP) curriculum, which enriches our learning environment. This marks the beginning of the PYP journey for those who continue their educational journey with Cranbrook. Through our Units of Inquiry, children not only acquire knowledge but also cultivate essential attitudes and dispositions for learning. They embark on a path to becoming global citizens, aligning harmoniously with Cranbrook’s overarching vision and mission.

In essence, our curriculum sets children up for success by fostering a love for learning through play, imparting valuable skills and knowledge, and instilling the values of global citizenship. This holistic approach equips them with the tools, mindset, and values they need to thrive academically and in life, aligning seamlessly with Cranbrook’s educational mission and vision.

In what ways do the pre-schoolers bring joy to each of your days?

The pre-schoolers consistently infuse each day with joy in several remarkable ways.

Their unfiltered honesty and candidness are particularly refreshing, reminding me of the purity of their perspectives. Witnessing their unwavering engagement in play and the profound learning that unfolds through these activities is truly inspiring. Furthermore, it never ceases to amaze me how capable these young children are, demonstrating their innate curiosity and a genuine passion for learning. Observing their boundless enthusiasm and inquisitiveness as they embark on their educational journey brings immeasurable joy to my daily experiences.

Looking back on your time with the Pre-Schools, what has been your favourite or most inspiring moment?

What consistently inspires and resonates with me is witnessing the remarkable growth and transformation of our young learners throughout their time here. Every child enters our doors with a unique set of skills and knowledge, and it is awe-inspiring to observe how these evolve over the span of one, two, and sometimes even three years. The journey of nurturing and shaping these young minds into inquisitive, adaptable, and lifelong learners is a privilege and a profoundly rewarding aspect of our role as educators. This ongoing transformation, where children blossom into individuals brimming with potential, encapsulates the essence of why I find my work with the Pre-Schools so profoundly fulfilling.

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THE LITTLE THINGS IN LIFE MELANIE FLEMING

HAPPY PL ACE

My happy place is when I am on holidays with my husband and three beautiful children!

F AV O U R I T E B O O K T O R E A D TO PRE -SCHOOL CHILDREN

The Smartest Giant in Town

by Julia Donaldson

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

My family love food so I feel like I am constantly cooking but fortunately, I do love cooking.

I enjoy switching off and focusing on something completely different.

A favourite is Osso Bucco!

What words of wisdom would you give to parents considering starting their children at St Michael’s for pre-school?

View your child’s education as a collaborative partnership between home and school. When parents and educators work together with shared goals and open lines of communication, the child benefits the most. Your active involvement and engagement in your child’s educational journey can have a profound impact on their overall development.

Recognise that each person who interacts with your child brings a unique perspective to the table. Teachers have valuable insights into your child’s behaviour and learning in an educational context. Combining these different viewpoints can lead to a more comprehensive understanding of your child and provide a holistic approach to their development.

Understand that education encompasses a wide array of facets, far beyond academics alone. While academic growth is important, it is equally vital to nurture your child’s social, emotional, and physical development.

Encourage and support your child in exploring all these dimensions of learning.

Lastly, embrace the joy of watching your child grow, learn, and develop during their time at pre-school. Cherish the milestones, both big and small, and appreciate the unique experiences and relationships that this educational journey will bring to your child’s life.

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OCA

The Old Cranbrookian spirit is strong this year and I have been so privileged to have experienced it at several gatherings. We are a wonderfully eclectic group of alumni who have the greatest stories to tell.

I P L A N O N T R Y I N G to tap into as many of your Cranbrook

memories as I can over the next two years. Headmaster Nicholas Sampson and I were privileged to have caught up with Old Cranbrookians in Melbourne in June - Simon Wincer (OC 1960), Boris Schedvin (OC 1953) and Peter Hone (OC 1952) to name just a few. I saw Bill (OC 1959) and Tim Brown (OC 1988), Geoff (OC 1953) and Jane Plasto and it was fantastic to see father and son Simon (OC 1988) and Ozzie Gill (OC 2022 - our youngest OC to attend a reunion this year) in Dubbo. I caught up with some great mates in Brisbane; Nick Burnham (OC 1989), Tony Hammond (OC 1960), James Dale AC (OC 1967) and the Class of 1983 was strongly represented by Rohan Kerr and Matthew Sulman. Plus, so many more who I was grateful to meet for the first time or catch up since our school days together.

Our new format for reunions has been well received. The OCA Terrace has been a great place to catch up for reunions over the course of the year, looking out over Hordern Oval.

The Terrace was also a lovely end to our recent Sports Day in September, after losing the David Thomas Cup to the School, the OCs were grateful for a chance to cool off there.

I was honoured to meet Josh Kemeny (OC 2016) at a lunch before he began his World Cup campaign with the Wallabies. He was grateful to know that he had the support of the entire Cranbrook community. A highlight for me was the recent Vintage Club Day - it doesn’t get any better than an impromptu speech from Jim Maxwell AM (OC 1967)! The Year 11 and 12 Networking Evening saw some of our great OCs return to share professional insights with the students. It was great to see some people like Ben Franklin (OC 1989), Leo Coates (OC 2002), and Steve Solomon (OC 2011) in the room.

From the President of the Old Cranbrookians’ Association

We held our inaugural OCA lunch on October 20 in Sydney CBD. My committee led by Hamish Thomson (OC 1997) did a fantastic job pulling this lunch together for the first time. We hope this event becomes an annual or bi-annual event that allows classmates to get together for mini reunions rather than wait ten or five years for their class reunion. To close out the year we held our AGM at the School on Monday 11 December.

I am looking forward to doing it all again next year and more!

Marty Cayzer (OC 1988) OCA President.

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O OLD CRANBROOKIANS

D R DAV I D C O O P E R OC 1964

C Professor David Cooper was a pioneer in the medical field, a devoted father and a proud Cranbrookian. Here we revisit his extraordinary life.

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“Every member of the team has a role to play. Everybody’s individuality has a right to shine.”

F R O M D AV I D ’ S C R A N B R O O K I A N OF THE YEAR SPEECH IN 2005

Medical Career F O R M O S T O F H I S M E D I C A L C A R E E R , David

dedicated an unwavering amount of research and dedication to the prevention of HIV and infectious diseases. In 1986 he was appointed Director of the National Centre in HIV Epidemiology and Clinical Research established by the Australian Government in response to the AIDS epidemic. David led this centre, which was eventually renamed the Kirby Institute, until he passed away in 2018.

His colleagues at the Kirby Institute considered his contributions as extraordinary saying he firmly advocated health as a fundamental human right in all his endeavours. His leadership as a clinician and researcher was also exceptional.

Following David’s passing in 2018, The Hon. Michael Kirby noted that David’s intellect combined with his great heart was what made him a pivotal leader during the epidemic: “David’s special gift was having both a huge intellect and a huge heart. It was his intellect that made him a leader in the global response to the AIDS epidemic and

led to the building of the Kirby Institute. But it was his great heart that all who knew him, his family, his colleagues, and his patients, could witness every day. He was first a clinician, and that made him a great scientist.”

During his career, David’s work contributed to a number of significant discoveries that helped people better understand HIV in order to develop medications for treatment and policies to prevent transmission. In the 1980s he was the first to describe the seroconversion illness, or primary infection which indicates the onset of HIV. He made other important observations with his colleagues including mother to child transmission and the fact that lipodystrophy was a side effect of treatment rather than due to disease.

These findings provided critical insights into the management of HIV, informing prevention measures and setting a new direction for treatment development.

David was involved in the development of virtually every HIV treatment over the decades which ultimately led to the optimal use of 50

life-saving combination treatments that are available today. He also led Australia in one of the world’s largest trials of PrEP, the HIV prevention medication that has significantly reduced HIV transmission in Australia.

Having been a key leader in Australia’s world-leading HIV response, he was dedicated to enhancing the capacity of countries across the globe especially in our region. He facilitated landmark collaborations in many countries including Thailand and Myanmar For his enormous impact and immense contribution to HIV and infectious disease research, policy and practice, David was made an Officer of the Order of Australia in 2003 and posthumously made a Companion of the Order of Australia in 2018.

The Kirby Institute is David’s legacy.

Today, it continues vital research into eliminating infectious diseases globally, carrying forward David’s vision that everyone, no matter their circumstances, should have access to good health.

VOLUME II 2023

School Years T H R O U G H O U T H I S S C H O O L Y E A R S , David

excelled. He attended Cranbrook from 19551964 and perhaps began his love of research in 1959 when he was one of the Junior School student librarians. His family recall that he famously skipped Year 2 in 1955 and went from Year 1 straight to Year 3. His mother assumed this was because he was so bright, though David maintained that he was put into the 3rd-class line by mistake. After all, he was so tall. He was 18 months younger than the rest of the students in his year and preferred his studies and music to sport. His unwavering commitment to a team began back in school when Cranbrook announced him as the scorer for the cricket games and the manager of the football team - this was something he took much pride in. In Cranbrook’s first production of a Gilbert & Sullivan opera in 1960 David was one of the First Lord’s Sisters, Cousins, and Aunts in H.M.S. Pinafore. This instilled a lifelong appreciation of the music and humour of Gilbert and Sullivans opera and love of opera in general. In his Senior School years, he worked his way from Senior Librarian of the Science Library to Head Librarian. In 1962 he gave a talk on genetics at the Cranbrook Mathematic Society and in 1964 sat his leaving certificate where he received 2nd Class Honours in Mathematics I, as well as ‘A’s’ in French, Mathematics 1, Mathematics II, Physics, and Chemistry.

He received an Open Entrance Commonwealth Scholarship from the

Department of Education based on his leaving certificate results. At the age of 15, he went to Sydney University to study medicine.

His wife Dorrie Cooper, recounts that David loved learning and truly appreciated the education he received at Cranbrook.

He thought very highly of his teachers, and in particular he spoke very highly of his mathematics, Latin, and French teachers.

It was past Headmaster Mark Bishop who instilled a love of science into a young David Cooper. Mark taught David science and acted as a mentor for him, David would often assist him in the science lab as a monitor.

Throughout his tertiary education, David leaned on the skills he learnt at Cranbrook.

In the ‘70s David met the then Dr. Ron Penny at Sydney University who inspired David to pursue immunology. Ron moved from Prince Alfred Hospital to St Vincent’s around the same time David finished his medical degree so David elected to do his medical training at St. Vincent’s Hospital.

In 1981 David married his wife Dorrie and they moved to Boston where David did a fellowship at Harvard Medical School. This was around the time of the first reports of AIDS, and David knew immediately that it wouldn’t be long before the disease migrated to Sydney and most likely to St Vincent’s Hospital where he would return. Following their return to Australia in 1983 the first case of HIV in Australia had already been reported.

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At the beginning of the AIDS crisis his two daughters Bec and Ilana were born, whom he adored. When they were young David always read to his girls at night, regardless of his long and stressful day at work. As they grew older he often helped them with their algebra and chemistry homework, something he loved. His family and his colleagues adored him beyond measure. Many have commented on his dry wit and his great humility. He was often referred to as a walking encyclopedia as his wealth of knowledge was immense. His key interests began in his Cranbrook days. He loved music, opera, theatre, reading, history, and politics and enjoyed trying other languages. He loved travel, often fascinated by other people and cultures. He loved birds and flowers, but Science was always his career path.

Dorrie Cooper recounts that; “David and Ron worked tirelessly trying to do their best for very sick patients at a time when there was no cure and while there was community panic and a media outcry. Discrimination reared its ugly head and David and Ron, both Jewish and very aware of discrimination, would not have a bar of it. Together with the Sisters of Charity, they did their utmost to ensure that all patients were treated with dignity and respect.”

Not only is he remembered as a pioneer of medicine, but as a bookloving student, a brilliant scientist, a compassionate clinician, a loving husband, and an eye-rollingly funny dad.

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J O S H ’ S L O V E O F R U G B Y began during this

O OLD CRANBROOKIANS

JOSH KEMENY OC 2016

C

JOSH KEMENY’S JOURNEY TO HIS FIRST RUGBY WORLD CUP THIS YEAR, WA S N O T W I T H O U T I T S SETBACKS BUT IT HA S B E E N H I S PA S S I O N F O R THE SPORT AND HIS U N WAV E R I N G T E N A C I T Y T H AT H A S K E P T H I M O N H I S W O R L D C U P PAT H .

time at Cranbrook where he found his home in the back row, playing two seasons in the 1st XV, and in 2016 was Captain of the 1st XV. He was then selected to play for NSW Schools later that year. Two years later Josh represented Australia in the World Rugby U20 Championship in France, whilst enrolled to study a Bachelor of Sport and Exercise Management at the University of Technology in Sydney. Following Josh’s Super Rugby debut in 2020, he was unfortunately injured whilst playing club footy, with a painful ACL rupture after which began the start of a 15-month recovery process.

Shortly after Josh flew off for the Rugby World Cup, the EQV editorial team managed to have some time with Josh to chat about the highs and lows of his rugby career so far, and how it was playing sport at Cranbrook that had such a significant influence on his love for rugby.

How did you feel about being in your first Rugby World Cup? The Rugby World Cup and the Wallabies are two things I’ve watched closely and strived to be in for a long time. Being able to play in the World Cup is an opportunity not many are afforded so I went in with the mindset that I had to grab it by the horns and make the most of it!

Can you please tell me about your life after Cranbrook - what are you most proud of?

After leaving Cranbrook in 2016 I lived a pretty normal life. I began studying at university, travelled a bit, had casual work in hospitality and retail, but I always prioritised my rugby. This was often a challenge but I’m glad I sacrificed some small things then! I played for Sydney University and studied simultaneously at UTS. I played in the Under 20’s World Cup in 2018, which was a critical moment in my rugby career to that point, which motivated me to take try and take it to the professional level. I moved to Melbourne to take up a Super Rugby contract at the end of 2019, a huge moment for me and my family! I’m most proud of all the risks I have taken, and challenges I have overcome, to get to that point. Cranbrook and my rugby opened me up to a huge circle of amazing people that I keep close to this day.

You were injured recently - how did you rise above the pain and inconvenience of your injury to get back to playing Rugby on the world stage?

Injury is part and parcel with a contact sport like rugby, it just happens sometimes. This one however presented a heap of challenges I hadn’t experienced before that tested me in a lot of ways. When rugby becomes your job and your everyday, the weight of long-term 53

injury can be heavy. I learnt the hard way, that prioritising mental health and communicating openly with those around you is paramount.

Injury, like many things, is a rollercoaster that has good periods and bad. Being able to acknowledge those good and bad times was key for me and something I learnt along the way …15 months later I found myself back on the field. In my opinion, all you really need in rugby is confidence. You get that from being prepared every day in what you do and playing on a consistent basis, which sometimes requires a bit of luck!

What has been a highlight of your playing career to-date?

Debuting for the Wallabies this year in Sydney in front of family and friends is definitely the biggest highlight. Having the people there that have been with me for the ride was a massive bonus!

Did playing sport at Cranbrook have an influence on your life after school?

Sport is such an integral part of life as a student at Cranbrook. I believe that the sports I committed so much to, rowing and rugby, taught me a lot of transferrable skills and attitudes. You can’t succeed in those sports without strong diligence to your craft and mental fortitude to push through pain. Sport also puts you in high pressure situations. These moments are ones we sometimes succeed in, but often fail too.

Did anything at Cranbrook encourage your interest in Rugby?

I found Cranbrook nurtured anything you were interested in and supported you in anything you needed. I wanted to become a better footy player and thanks to my time at Cranbrook I had a wealth of expertise and facilities in front of me. It was up to me to determine how deep I wanted to commit to it. That’s the beauty of it, it’s up to the students how much they wish to go for it. I took it with both hands.

Do you have a favourite memory of your time at Cranbrook?

I have a heap of amazing memories from school and school sport. What I cherish most is the people I met and am still connected with today. Some of my best friends, coaches, mentors, and teachers have added so much to my life. I hope I’ve had a similar effect on some of them too!

Looking back six years, what advice would you give your 18-year-old self, who was just starting life outside school?

Set the standards you hold yourself to very high and live by them every day. Celebrate the good moments and the good people around you. Good things will happen!

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O OLD CRANBROOKIANS

SIMON WINCER OC 1960

CRANBROOKIAN OF THE YEAR 2002

C

For Simon Wincer, storytelling is inherent. His creativity is unwavering, and as a renowned international film director, his success is unparalleled.

From Free Willy to The Man from Snowy River his artistry elucidates emotion effortlessly. Silhouetted against the backdrop of the Australian film sphere, Simon has remained a pioneer within the industry for his climactic cinematic approach to each project he works on. As he treads through a now very different panorama of cinema, Simon reflects on his time at Cranbrook with nostalgia and fondness.

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A YO U N G S I M O N W I N C E R was very much

opposed to nap time at St Michael’s PreSchool. At that time -1948- the Pre-School was located on Church Hill, and it was where Simon met his best mates, whom he still calls his closest friends. It was inevitable that Simon would go to Cranbrook from such a young age. Having grown up only five minutes away from the Bellevue Hill campus his interest was piqued by the harbour view and the convenience of walking to school. Throughout his time at school, Simon was an avid football player, enjoying a number of seasons undefeated. But it was through his efforts in leadership that he first found creativity: “I suppose leadership was my biggest takeaway from Cranbrook. I could not have achieved success in my television and film career without the values I gained at Cranbrook both on the sporting field and in the classroom,” he says.

In 1960 Simon was the proud Prefect of Northcott House and later went on to become School Prefect. This final year of schooling sits in Simon’s mind as one of his fondest memories

VOLUME II 2023

“Nothing in the world can take the place of persistence. Talent will not: nothing is more common than unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts.

Persistence and determination alone are omnipotent.”

as he began to tip-toe off the sporting field into academia in preparation for life out of school. “My last year (1961) was so crammed. I was a School Prefect, House Captain, Rowing Captain, and Vice-Captain of Football and to cap it off the recipient of the Holmes à Court prize, which was a thrill for me and a delight for my parents. Despite my school life revolving around sport, I also achieved 1st class honours in Economics and 2nd class honours in English in my Leaving Certificate.

And I had a great group of friends,’ says Simon.

Creativity, though, specifically started to flourish in art class, Simon recalls: “To have had the opportunity to have art classes taken by two gentlemen who were to go on and become world-famous artists, Justin O’Brien and Geoffrey Smart. Wow, how great was that?”

After he left Cranbrook, he fell into television at the ABC and each project he worked on got bigger and bigger. He attributes part of his success to not only his education but the resources of his school life: “The facilities at

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Cranbrook are incredible, the Packer Theatre in particular. You should appreciate everything during your schooling, keep your head down, and watch as many movies as you can!”

For any young creatives or budding filmmakers, Simon’s adage comes from the 30th President of the United States, Calvin Coolidge: “Nothing in the world can take the place of persistence. Talent will not: nothing is more common than unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent.”

Now, 41 years later, Simon is working with the Melbourne Symphony Orchestra for one of his earliest projects The Man from Snowy River. The film will be shown alongside the live orchestra across venues in Australia and will be coming to Sydney in February of 2024. A spectacle not to be missed.

ESSE QUAM VIDERI

Community

CONNECTION EVENINGS

O C G AT H E R I N G S

Gatherings were held in Dubbo, Melbourne and Brisbane for Old Cranbrookians in the earlier part of 2023.

Old Cranbrookians from across generations 1954 to 2022 - residing in the Central West - Dubbo, Narromine, Coonamble, Eurimbla, Molong and Wellington - gathered for dinner at the Dubbo Golf Club. A great bunch of people with some hilarious tales of life as a Cranbrook boarder.

Peter Hone (OC 1952) organised a dinner for 15 OCs and their partners to attend the Royal South Yarra Lawn Tennis Club with the Headmaster and the OCA President, Marty Cayzer.

A gathering of 30 OCs and their partners on the Brisbane Riverfront was a great way to reconnect with our QLD alumni. Great connections were made between OCs, especially between Marty Cayzer (OC 1988) and Professor James Dale AC (OC 1967) who will be working together in the future.

Throughout 2023, the Development Office has held Connection evenings across various industries for Old Cranbrookians and current and past parents.

Building & Construction was hosted by Andrew Moore, Cranbrook’s Chief Operating Officer; Finance was hosted by current School Council Director and current parent, Amelia Salter; Marketing, Media and Communications, hosted by Tom Dusseldorp (OC 2000), current parent and Foundation Board Member; and the Law evening was hosted by James Sheller (OC 1987), current parent and School Council Director.

Development Connecting with our community 2 0 2 3 I S A L O N G W AY F R O M 2 0 2 0 , evidenced

V I N TA G E C L U B D AY

by the number of community events we have been fortunate enough to hold on and off campus this year. The Development Office, in partnership with Cranbrook Foundation, the Old Cranbrookians’ Association, and the Cranbrook School Parents’ Association, has welcomed close to 2,000 guests to the School this year to celebrate and fortify their ongoing connection with Cranbrook.

Over 100 Old Cranbrookians and their partners, from the Classes of 1947 to 1973, attended the Vintage Club Day at Cranbrook School on Wednesday 23 August. Highlights included having their names called out as part of a ‘Roll Call’ in assembly, seeing the Senior Campus with Year 11 students as their guides, lunch in the Governor’s Ballroom and an impromptu speech from Jim Maxwell AM (OC 1967). We were pleased to be able to award Jim his Old Cranbrookian of the Year honour pocket for 2014.

Our special thanks to Vanessa Cardonnel (Chair, Cranbrook Foundation, and current Year 7 and 9 parent), Samantha Roberts (President, CSPA, and current Year 5 and 11 parent) and Martin Cayzer (President, OCA, and current Year 8 parent). Their support of and partnership with the School and the Development Office ensure we have a strong community for the future.

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VOLUME II 2023

REUNIONS

A combined reunion event for the Classes of 1993, 1998 and 2003 was held this year on Saturday 17 June where we welcomed 150 Old Cranbrookians on the OCA Terrace in the Vicars Building.

They were able to take a tour and then gather for refreshments and to watch the 1st XV on Hordern. We were then pleased to welcome the Classes of 1988, 1983 and 1978 to their reunion for the Cranbrook vs Knox game on Saturday 29 July, in a similar format. Special thanks to Jamie Malouf (OC 1995) and the Staff at the Royal Oak Double Bay for their support with these events.

YEARS 11 & 12 NETWORKING EVENT

On Tuesday 15 August, 380 Years 11 and 12 students were hosted in the Packer Theatre for a seminar and then in the Centenary Hall for a networking evening with experts made up of Old Cranbrookians and current parents. These experts represented Law, Engineering, Marketing & Journalism, Health, Technology & Science, Sports, Arts & Media, Government, Policy & Defence, Entrepreneurship & Start-Up, Architecture, Design & Planning, Business, Banking & Funds Management and Property.

Our special thanks to the parents and Old Cranbrookians who made this such a fantastic and vibrant evening.

O C A S P O R T S D AY

The sun shone for the second year in a row on our annual OCA Sports Day. The day progressed beautifully and by midday it was clear that the students had persevered to take back the David Thomas Cup from the OCA. The School defeated the OCA in water polo, tennis, chess and sailing while the OCA was successful in soccer, basketball and touch rugby.

This event would not be possible without the Cranbrook Sports Department led by Matt Grice, as well as the countless number of volunteers who assisted on the day.

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ESSE QUAM VIDERI

Community YEAR 12 HOEDOWN

F AT H E R & S O N W E L L N E S S M O R N I N G

CSPA As another year draws to a close and the end of year celebrations are now behind us, I would like to extend a huge thank you to our Year 12 Representatives Shanon Folden, Michaela Boland and Skye Bouvier for their extraordinary effort in organising so many wonderful events. I know all the Year 12 families have really appreciated the opportunity to come together in their final year and will have many treasured memories as a result.

A L L O U R O T H E R Y E A R G R O U P S have

also been very busy organising a variety of events including morning teas, parent drinks, bowling afternoons and for the first time a wellness morning for fathers and sons to name a few. Over 15 events were held each term this year.

In August, we were fortunate to be involved in the very successful Year 11/12 Networking Evening. More than 25 parents manned the BBQs and produced enough sausage rolls to feed 400 hungry boys. It was a great event and fantastic to see the boys so excited about their future careers.

We also held our second Secondhand Uniform Sale for the year. More than 750 uniforms items were recycled and 100% of the proceeds ($7,755) were donated to Thread Together. We are very grateful to all the families that have donated uniforms and to all our wonderful volunteers that help us make it happen.

Our next sale will take place in the Senior School on the day before School returns next year. Donations can be dropped off at any time to either the Senior School or Junior School receptions.

In Term 4 we hosted the Junior School Drinks on the Driveway after a long break. It was a wonderful celebration to finish off the year and we loved catching up with all our Junior School families.

Finally, we have launched a small range of CSPA Parent Merchandise. We are selling Cranbrook tote bags, scarves, key rings and dog leads and all profits will be donated to the Cranbrook Scholarship Fund to support Bursaries.

Thank you to all the parents that have nominated to join the CSPA Committee for 2024. It is fantastic that we have had so much interest and we have lots of great things planned. Of course we welcome all parents to volunteer at any time. More information and our contact details can be found on the parent portal, Cranbrook Connect.

Warm wishes Sam Roberts CSPA President

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CRANBROOK TOTE BAG

YEAR 12 MOTHER/SON BRUNCH

D R I N K S O N T H E D R I V E W AY

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