EQV Volume I 2023

E Q V ESSE QUAM VIDERI

I M M E R S E D I N A R T A T B U N D A N O N M O R E T H A N 10 0 Y E A R S O F D E B A T I N G A SE A RCH FOR T H E BEST YOU A RTIFICI A L IN TELLIGENCE A ND ITS ROLE IN THE CL ASSROOM

VOLUME I 2023

VOLUME I 2023

I T I S A T R E M E N D O U S H O N O U R T O P R E S E N T you with the

fourth issue of EQV. In this issue, we explore the meaning of Esse Quam Videri, our School Motto, which has not lost any relevance with the passage of time. In fact, a topic for debate in today’s society could be just that: the aim to be, rather than to seem to be, is even more powerful in the modern age because of the rise of social media, the need for instant gratification and an obsession with celebrity culture.

One of the rich and vibrant co-curricular activities we offer at Cranbrook is our debating programme, which celebrates its 101st birthday this year. Debating is inextricably linked with the International Baccalaureate, encapsulating its dedication to teaching global mindedness and highly valued presentational and persuasive skills which can be used well beyond school. Whilst our Bellevue Hill campus offers a world of opportunity, it is the understanding of contemporary challenges, understanding our place in society and our place in the wider world that creates truly global citizens. With this in mind, sustainability is a topic of great interest to our students, as we understand the impact of our actions on the environment and strive to create conscious and responsible generations of active young citizens.

The rise of artificially generated content has caused a media maelstrom in the past six months. Cranbrook’s approach is not to rush to ban such technological advances, but to take time to understand and to educate our students about their benefits and pitfalls, and to think critically about automatically generated content and its many implications. Our inquiry-based learning approach will help us to harness and leverage technological advances such as ChatGPT for the good, and we are excited to see where these generational advances can lead us.

We celebrate our teachers: Thomas McDonnell, our Indigenous Education Coordinator, talks about Cranbrook’s relationships with the Yolngu people of Arnhem Land, and the Wiradjuri people of Wolgan Valley, as well as his experiences with students on annual trips to Central Australia.

Christina Cellini, our Assessment & Data Coordinator, manages academic data that helps drive our School’s curriculum goals and helps teachers in the Junior School make informed decisions relating to student learning.

We also celebrate our students: Charlie Whelan shares his experiences at his SBS internship during the FIFA World Cup, James Pelly and Daniel O’Regan talk about their leadership roles, and Eero Bacon and Hamish Murray share the sustainability initiatives they have enacted within our vibrant School.

As demonstrated by this magazine, Cranbrook aims to be a school that fully embraces the power of its motto.

The philosophy to be yourself, and to understand the role you play in the world, is demonstrated in every exchange of ideas, because society is lifted when we aspire together.

Cranbrook is a school where every child is encouraged to find their individual strengths rather than to settle with a majority, and it is fitting that, as we look forward as an educational community, we are also steeped in our legacy.

From the Headmaster

With warmest wishes Yours sincerely

Nicholas Sampson Headmaster

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F E AT U R E S

W E M UST R E STAT E A N D R ET U R N TO T H E C U LT I VA T I O N O F W I S D O M A N D V IRT U E AS OU R M A I NSPR I NG .

MORE TH

DEBAT ING AT CR A N BROOK H AS I NC R E ASE D I N POPU L A R I T Y E X P O N E N T I A L LY.

A S E A R C H F O R T H E B E S T YO U 10 CR A N BROOK SCHOOL U PHOL DS GLOBA L MI N DEDN ESS AS A FOU N DAT IONA L PIL L A R OF EDUC AT ION.

AI AND I

A R E W E MISSI NG A N OPPORT U N I T Y FOR A I T ECH NOLOGY TO EN H A NCE LE A R N ING?

I N P R O F I LE : J O E D U S S E LD O R P 52 SENIOR SCHOOL 18 21 26 30 32 34

JUNIOR SCHOOL

In Profile: Thomas McDonnell Year 12 Student’s Big Break IB Explainer Leading By Example Developing A Gameplan For Success Sustainability

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Immersed in Art at Bundanon In Profile: Christina Cellini

VOLUME I 2023

T H E M E A N I N G B E H I N D O U R M OT TO 4

H A N 1 0 0 Y E A R S O F D E B AT I N G 6 W E D I S C U S S VA L U E S A N D CON N ECT IONS T H AT C A N A NCHOR S T U D E N T S I N T O D A Y ’ S D I G I T A L AG E .

B E YO N D V I C TO R I A R OA D 14 T S R O LE I N T H E C L A S S R O O M 2 2 W E TA L K TO OU R YOU NG O C OF T H E Y E A R 2 0 2 2 A B O U T H I S PA S S I O N F O R THE MEDIC A L FIELD A ND MEMOR IES OF CR A NBROOK.

PRE-SCHOOLS 44

46 47 50

COMMUNIT Y

In Profile: Abigail McFarlane

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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

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From the President In Profile: Ned Henderson In Profile: Sam Levy

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Development CSPA

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T H E M E A N I N G B E H I N D O U R M O T T O

BY NICHOL A S SAMPSON MINUTES FROM THE FIRST MEETING OF THE CRANBROOK SCHOOL COUNCIL ON 6 JUN E 1918, WRIT TEN IN BL ACK IN K WITH A C AREFUL H A N D , R E V E A L A R E C O M M E N D AT I O N F R O M A S U B - C O M M I T T E E M A D E U P O F T H E H E A D M A S T E R , R E V E R E N D F.T “ P O L LY ” P E R K I N S , A L O N G W I T H T H E C H A I R M A N O F T H E S C H O O L , A N D T H E H O N O R A B L E S E C R E TA R Y: “ T H AT T H E M O T T O O F T H E S C H O O L S H O U L D B E E S S E Q U A M V I D E R I .”

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O U R F I R S T C R A N B R O O K I A N tells us that Perkins referred

to the Motto on the first day of school: “Boys (were) urged to make an honest attempt to live up to it. (They) were reminded that wherever they went they carried in their keeping the good name of the School, and that in order to keep it unsullied they must behave well, not only when they knew that they were under observation, but also when they thought themselves unobserved.”

Perkins also urged a faithfulness to the School Motto in the foreword to the first Cranbrookian. “May this expression of our character always reveal us loyal to the highest and best of traditions,” he wrote, “in heart and spirit faithful to our School motto, “Esse Quam Videri”; may no lie in word or deed, no underhand deceit, no sham, no idle boasting, no arrogant selfpraise find expression … but a love of truth, goodness and sincerity by which the humblest among us in age or rank may add to the character and glory of our School.”

We should be thankful for the clarity and centrality of this message. As school life becomes ever more complex, the competing imperatives of measurement, competition, political pressure, economic scale, technological change, compensation for the diminution of other social agencies and the erosion of respect for institutions can obscure the heart of our mission: we must restate and return to the cultivation of wisdom and virtue as our mainspring. Above all, we are concerned with the pursuit of truth, excellence and integrity.

The phrase, “to be, not to seem to be,” has a weighty philosophical history, weaving its way through a discussion of virtue in the writings of the ancient world.

The phrase first appears in the work of Aeschylus, one of Athens’s great dramatists. In Seven Against Thebes, the warrior Amphiaraus is described as a “most soundminded man”; one who resists the battle-frenzy of his fellow citizens. In contrast to the shields of other warriors, Amphiaraus’ simple bronze shield boasts no swaggering signs or symbols, “for he does not wish to seem, but to be the best as he harvests his mind’s deep furrows, from which his careful resolutions emerge.”

Plato in The Republic borrows the phrase from Aeschylus in a dialogue exploring the concept of justice and fulfilment. The perfectly just person would be “a simple and high-born man, who, to quote Aeschylus, does not wish to seem but to be good.” Again, in Plato’s Gorgias, Socrates insists, “that above all things a man should take care not to seem to be but to be good in private and in public … and that all flattery with regard to both oneself and to others, to few or to many, must be fled.” For Plato wellbeing, or fulfilment (eudaimonia) is the highest aim of moral thought and conduct, and the virtues are the dispositions and skills needed to attain it. It is critical to “know yourself” and the first and best victory is to conquer self. Virtue is itself the good life.

We next find the phrase in the works of the Roman lawyer, scholar, philosopher and statesman Marcus Tullius Cicero, in his famous essay, De Amicitia, where he writes about true friendship. In this context, Cicero emphasises that a true friend does not have a reputation for virtue but is virtuous: “For many wish not so much to be as to seem to be, endowed with real virtue.” Like Plato, Cicero explores what it is to be truly virtuous, resisting fakery, falseness or flattery. He argues that integrity is essential, for “hypocrisy pollutes truth and destroys sincerity.”

Finally, the Roman historian Sallust references the phrase in his history of the War with Catiline, contrasting the grand ‘look at me’ gestures of Caesar with the virtues of Cato the Younger. Cato is portrayed as moderate, restrained, and full of integrity. Sallust writes that Cato “preferred to be good rather than to seem to be good; hence the less he sought fame, the more it pursued him.”

Up until the Renaissance, these classical conversations about the virtuous life, using examples of the lives of virtuous rulers from the classical world, influenced humanist scholars and helped rulers to govern well. Academic Nick Spencer believes there was one clear assumption: “Virtuous rulers— generous, compassionate, merciful rulers—won.”

It was Niccolo Machiavelli who articulated a different view in the sixteenth century. Born into a tumultuous era in his native Italy, he had spent a lifetime observing the business of ruling, noting in particular the tenuous link between virtue and success. “I could give you an infinite number of examples from modern times, and show you numerous peace treaties and promises that have been broken and made completely empty by the faithlessness of princes: these knew well how to use the ways of the fox, and they are the ones who succeed,” he writes in The Prince.

M M A C H I AV E L L I U P E N D S O U R M O T T O into “Videri Quam

Esse”: to seem, rather than to be. He argues that a ruler doesn’t need to have virtuous qualities: “but it is necessary that he (sic) appear to have them.” In order to “win over the affection of the common people” Machiavelli advises that a ruler should act in such a way as to give an impression of greatness, spirit, seriousness and strength. While it’s good to appear to be “pious, faithful, humane, honest, and religious” a ruler needs to remember that when the need arises “you can and will change into the opposite.”

The tension between the idealism of Plato and Cicero and the pragmatic realpolitik of Machiavelli is evident throughout modern history. We are accustomed to the art of spin and declarations of false news. Yet as a school we must rise to the challenge of equipping rising generations of citizens with the skills and moral compasses to distinguish between personal promotion and the pursuit of the greater good. For us, our motto and its history throw down a challenge: are we concerned with the creation of a profitable impression or with the pursuit of wholeness and truth? As human beings, do we choose to champion justice, morality and authority or bow to the temptations of force, strength and power? Do we spend our lives and talents building the land of might or right? Mr Perkins’ answer is clear, and his injunction is ever more relevant.

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DR BRUCE CARTER, HEADMASTER (1985- 2000)

I know of no school where the students are so aware of the presence of its motto and of its significance well beyond their time at school.

A Cranbrook boy (as with girls in the future) takes our motto seriously and personally as a mark that indicates what is genuinely special about being a member of the Cranbrook community and hence society.

The motto is included in the School Song. It will be referred to in assemblies.

Every boy can quote it and translate. It is significant that time and time again obituaries will conclude with ‘esse quam videri’ as a reflection of a life well lived.

The School can be proud.

JEREMY MADIN, HEADMASTER ( 2 0 0 1 -2 0 1 2 )

In practical terms ‘to be rather than to seem’ is manifested in doing something worthwhile, not taking credit by talk or halfhearted involvement. Not seeking public acclamation.

Several years ago a classic example of Cranbrook boys living the motto was the remarkable response to Mrs Edwina Parsons’ call for volunteers to turn up in formal uniform at 6am one Sunday morning to help the organisers of Breast Cancer Awareness Week. Their job was to set up thousands of metal silhouettes in the Domain, white ones in memory of the many women lost to that insidious disease in the year just past, a host of pink ones making a powerful statement about so many who were diagnosed but who survived, and a small but significant group of blue ones that – to the boys’ surprise – indicated men who also battled with breast cancer.

So many boys responded to the call that numbers had to be limited. And the job was done in a fraction of the time expected by the grateful organisers. While they were working I asked the boys why they turned up. ‘It’s for our mums’ said one. Another piped up ‘And our sisters’.

Esse Quam Videri.

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Skills beyond the technical D E B AT I N G I S R E V E R E D for its ability to hone skills including

MORE THAN 100 YEARS OF D E B AT I N G

public speaking, teamwork, critical thinking, persuasive writing, logic and listening. Yet debating coach Jeremiah Edagbami says the skillset goes well beyond the merely technical. “What we teach is how social issues build empathy and how economic issues build an understanding of the practical impacts of policies. For example, we put ethical decisions forward – would you rather give $1 to one hundred wealthy people who live in Vaucluse, or would you give $100 to one person who is struggling to make ends meet? Debating teaches students about humanity and how philosophies affect policies. As leaders of the future, Cranbrook boys can look at global issues, and learn to be better thinkers and more humanistic business and political leaders. Students are also exposed to knowledge about the world – for example they will need to know about topics such as the war in Yemen, and how this has impacted global policy. They learn not everything is black and white,” Jeremiah says.

Debating coach Millicent McKendry says debating teaches students how to combine the art of speech, physical demeanour, intelligence, and empathy to be a convincing advocate. “In the younger years, the creative elements of debating and the encouragement of teamwork is paramount. With a plethora of constant news, a contemporary challenge is helping the boys analyse and discern current commentary of today’s volatile and intertwined political, social, and economic issues,” she says.

Millicent believes the nature of debating demands diligence, rational thinking, and organisation to develop convincing arguments in a one-hour prep session. “Students embrace these high expectations to grow as a debater. Furthermore, the ability to speak publicly is a fine attribute in any calling; by staying committed, students will be nurturing their mind and developing highly transferrable skills,” she says.

English Teacher and Debating Coordinator Ben Smith believes debating is also unique in that it attracts such a breadth of personalities. “Debating is a place where quirkiness is embraced. This makes it really interesting and attracts unique perspectives to arguments – you are forced to consider other people’s perspectives using civil reasoning,” he says. “When debating you need to be openminded. You need to prioritise arguments and ensure every person has a voice. I refer to the words by poet John Dunne – ‘No Man is an Island’ - it is a team activity in every sense,” he says.

In the same vein as the International Baccalaureate, debating celebrates having a global mindset, a skill that is transferrable beyond school. Ben says debating also connects Cranbrook to schools all over the world.

“Engagement is global,” he says. In the last few years, Ben has facilitated Cranbrook’s involvement in international debating competitions – held online – against countries including Japan, China, UAE and Uganda to name a few.

To emulate Shakespeare’s Hamlet – to debate or not to debate – there is no question!

Despite being a rigorous academic co-curricular activity for the past century, debating at Cranbrook has increased in popularity exponentially in the last five years – even a pandemic could not curb the growth of lively Friday night competitions!

This year 140 students in the Senior School tried out for debating teams, with the option to participate in this inclusive programme either socially or competitively.

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Year-round approach to debating B E N S M I T H H A S P U T T O G E T H E R a year-round debating

programme to cater for all levels of confidence – from social debates to CAS, ISDA, Eastside, House debating, Inter-State and International competitions.

Ben has adopted a strategic debating schedule across every term and has hired specialist debating coaches to lift the competitiveness of Cranbrook debating teams.

“The year-round competition has been instrumental in helping students maintain skills across the year,” Ben says. “We have also created partnerships with other schools, such as James Ruse, Melbourne Grammar and Churchie in Brisbane, and we now hold an annual Debate of Origin against Queensland and Victoria. This inclusive and collaborative environment has taken Cranbrook’s debating teams from strength to strength,” he says.

Debating success I N 2 0 2 1 A N D 2 0 2 2 , Cranbrook won the junior and senior

divisions of the University of Sydney Union Schools Debating Tournament, and in 2022, Cranbrook came second by one debate in the CAS competition, which Ben says is the School’s best result ever. Two Cranbrook teams also reached the semifinals for ISDA in the past two years: “To reach the levels in competitions we are achieving is absolutely fantastic,” he says.

In 2022 and 2023, Cranbrook has debated in a higher standard of pool of schools, which Ben says makes for an even more competitive and tougher environment for our school.

Over the past three years, Cranbrook has entered the International Debating Championships, run by New York University and the Brewer Foundation. Cranbrook was the only Australian school team to reach the top stages of this global competition – making the Top 64 teams in the International Public Policy Forum in 2022 and Top 32 teams in 2023.

Cranbrook’s debaters often go on to achieve great things. The 2022 Debating Captain Jack Zheng was nominated to the University of Melbourne’s First Grade National Debating team, which made the semi-final of the Australian Intervarsity Debating Championships. The 2021 Debating Captain Emil Droga ranked 30th in the NSW State Debating Trials, receiving a ‘highly commendable’ from the adjudicators. Emil has continued debating at Harvard University where he is currently studying.

Topics D E B AT I N G T O P I C S C A N B E E X T R E M E LY C H A L L E N G I N G , and

Jeremiah says any topic must be controversial. “Topics must be about a subject people disagree about. For example, we look at current affairs such as the recent State election and analyse whether or not people are good at voting, by looking at the topic of donkey votes versus democracy. A topic might be something like: ‘All people should be allowed to sell their rights to vote’. A topic like that provides an interesting and balanced argument for both sides,” he says.

Millicent says debates also give teenagers a voice on topics they might not speak up on naturally, and to learn the skill of setting personal opinions aside for the benefit of the team. “As a teenager, you are not always invited to discuss current affairs in a structured way. To this end, debating is valuable because a legitimate defence has to be built to support one’s thoughts.

My school debating team was on the affirmative side for the topic ‘That we should ban the Melbourne Cup.’ Although I would have preferred to be in support of the Melbourne Cup, I had to set my personal opinions aside and see the debate from a different perspective if I wanted my team to win,” she says.

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In their own words GUS ROBINSON, YEAR 9 What skills has debating taught you?

The main skill is the ability to be able to think critically about current world issues. Critical thinking is an important tool: it allows us to make sense of and unpack the world around us, which in turn helps us with formulating coherent and interesting arguments which is the whole point of debating.

What has been your favourite debate topic?

One of the most interesting topics I had was: ‘That we should allow vigilantes to capture criminals in Australia’. We were on the negative side. I found this debate particularly enjoyable because of the strangeness of the topic and the arguments that came out of that.

What is your favourite speaker position?

Second - because it allows you to lay at least one point (unlike third) while still presenting rebuttal.

BRIAN NGUYEN, YEAR 8 What skills has debating taught you?

Debating has taught me confidence, collaboration and argumentation.

What is your best memory of a debating competition?

My first debate. The topic was, ‘Should learning to code be compulsory in schools?’

After I presented my speech, my teammates were really encouraging and told me that my speech was good. We won that debate!

What has been your favourite debate topic – and were you affirmative or negative?

My favourite debating topic was ‘That the captains of national sporting teams should be elected by the community’ and I was negative.

ALEX HONG, YEAR 11 What do you like the most about debating?

The coaching programme at Cranbrook has some of the highest quality coaches who are debaters of amazing calibre.

What is your best memory of a debating competition?

Probably the CAS competition last year, especially the last round against Barker.

We won our CAS debating division.

What is your favourite speaking position?

Anything except first or second Affirmative.

Generally, I prefer second Negative or third, but first Negative is ok.

ETHAN GOLDBERG, YEAR 7 What skills has debating taught you?

Debating has taught me the skill of arguing well. This is beneficial for all aspects of life. For instance if you want to become a politician the skill of arguing is essential to pass laws. It is also useful if you

want to be a lawyer and so many more opportunities and careers rely on this skill.

What do you like the most about debating?

I like the fact that we get different topics every week which allows us to inquire and think about a massive range of issues and parts of society.

What has been your favourite debate topic?

My favourite topic was ‘That schools should substantially reduce their reliance on paper’. We were affirmative.

It was my favourite because it was a really interesting topic to grasp.

OWE N MAG E E , YE AR 12 D E B AT I N G C A P TA I N What skills do you think you use in debating?

An essential skill that I use and can make or break a debate is the ability to communicate and work with your team. From many of my debating experiences in a range of different teams, clearly communicating and discussing the case with the rest of the team can make our substantive clearer and more consistent throughout the debate. I have to be able to think critically through comparative weighing of cases to prove that my side of the debate has an overall more significant benefit than the oppositions, as well as being able to actively adapt my case as the debate changes and evolves.

What skills have you developed in debating that could help you prepare for life outside the school gates?

Debating has developed my understanding of world issues and expanded my general knowledge. My ability to critically think, form clear and conscience arguments and present this in a confident way has also been significantly developed from the debating programme at Cranbrook and has prepared me for many experiences in life outside of and after school.

What is your favourite memory of a debating competition to-date?

My team in Year 7 had not had the best of luck throughout the start of the Eastside competition and were struggling to win debates despite our best efforts. Despite being one team member down we managed to win our first debate in Round 5 of the Eastside 2018 competition, and it was a truly joyous moment for myself and my team as all of our hard work from every Friday night had finally paid off.

What has been your favourite debate topic?

My favourite debating topic was ‘That we should have a Royal Commission into Media Diversity in Australia’ and I was affirmative.

It was a topic I was already interested in outside of school and had been following it quite closely in the media, thus I already knew many of the arguments from both perspectives of the debate and I was able to form a rigorous, detailed argument and summary of the debate at third Affirmative speaker.

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What is your favourite speaking position?

I really enjoy being either a third speaker on either side of the debate or being a second speaker on the negative side of the debate. These speaking positions allow me to look at the debate from a more macro perspective rather than being confined by specific pieces of substantive.

D ’A R C Y R I C H A R D S O N , Y E A R 1 0 Why did you decide to join debating at Cranbrook?

I find myself arguing a lot and I wanted to hone my skills! All debaters I’ve come across are very outgoing and outspoken people (comes with the territory) which makes for a very dynamic crowd.

What is your best memory of a debating competition?

The final rounds of last year where we were in the running to win the ISDA competition.

Our whole team was working towards a handshake from our notoriously hard-line coach and with each win we were feeling more confident. Unfortunately, we got booted out at the semi-finals, but we still managed to score the coveted handshake.

What has been your favourite debate topic?

‘That all important sporting events should be televised on free to air television’ was an interesting topic. This is unique as a lot of topics grapple with big concepts such as international relations and feeling like I had a stake was an interesting and new way to view a debate.

P E T E R WA N G , Y E A R 7 What skills has debating taught you?

Having good reasoning and logic and translating this into powerful words.

Debating is more about the logic and reasoning behind a point, rather than the statistics and studies. Statistics are easy to say to one another, but the logic is much harder to think about and makes you stand out.

What has been your most memorable moment when debating?

My most memorable and successful debate was last week in the debate against The Kings School. When they were about to say a point, we had already covered it and found a way to counter it before they had said the point.

What has been your favourite debate topic – and were you affirmative or negative?

‘That we should lower the voting age to be 16’. I strongly agree with this topic. Voting seems like a fun task.

What is your favourite speaker position?

I really like being first affirmative because I can set our model, say the definition, and decide many important things in the debate that the other speakers don’t get the privilege to do.

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A SEARCH FOR THE B E S T YO U CONNECTING IN T H E D I G I TA L AG E

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Fuelled by the use of technology, our teenagers are growing up in a world that is in some important ways foreign to their parents. In this context, Cranbrook’s motto – Esse Quam Videri – to be rather than to seem to be – has never been as relevant as an inherent value system which can ground our students.

Headmaster Nicholas Sampson, Head of Junior School Michele Marquet, and other teachers and experts talk about the values and connections that can anchor students.

Real-time social connection and school values that celebrate loving-kindness, individuality rather than an isolating individualism, inclusivity and respect can help create teenagers who leave school to be happy and respectful in their relationships, their community and their workplace.

Cranbrook’s value system I N T H E L AT E S T P E R S P E C T I V E S P O D C A S T , (which can

be found at www.cranbrook.nsw.edu.au), Headmaster Nicholas Sampson and Head of Junior School Michele Marquet discussed the significance of Cranbrook’s School Motto, which reflects the School’s ethos. Both drew a distinction between a limiting, self-centred individualism versus the encouragement of ‘individuality’ that celebrates the individual but also has an outward focus.

“It’s really the difference between individuality and celebrating that, and individualism, which promotes the wants and needs of the individual above what’s beneficial for society,” Michele Marquet said. “Our School is trying to instil in our students the idea of knowing who they are, but at the same time knowing how they are going to contribute to the world and to create a better society as a result of that.”

Our Headmaster saw the School Motto as reflecting a commitment to the elevation of truth in every respect.

“It is not just about putting aside play acting and selfpromotion, it is actually about a search for the best you,” he said. “It’s about self-knowledge, not self-centrality.

We love to see extraordinary gifts, we love to bring them out. We love to see the less glamorous, more private journeys of self-improvement that give us the biggest joy as educators. But we’re also concerned – increasingly I’m afraid – because of the times and because of the political climate, on what is best for society, because I think we’re at risk of losing some binding qualities that hitherto have been accepted as being essential, they now seem to be either negotiable or cerebral.”

Nicholas Sampson emphasised the importance of discipline in self-development. “All too often the presentation of how we develop as people is seen through the world of entertainment,” he said. “These days celebrity and fame seem to be instantly available. It is an instant pursuit. All these wonderful shows I never watch on television appear to be about being famous before you are ready. What I hope we are doing is teaching young people the rigorous process of self-discovery which is all about the unglamorous side of self-knowledge. Building an understanding of yourself, rehearsing, practising the disciplines of a liberal education, applying those to the pursuit of your own potential but not in a celebrity-centred way, but because when society is lifted, we lift together.”

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The role of the IB

The importance of connection

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

I N T H E N E W T E E N A G E , a book co-authored

B A C C A L A U R E AT E ( I B ) C O N T I N U U M S C H O O L

– all students learn through the IB ‘lens’ from Pre-School, through the Middle Years Programme (MYP), with the option to continue this right through to the IB Diploma in Year 12.

In Perspectives, Michele Marquet described the IB focus on the development of the whole child as outward-looking. “It looks at them in terms of being an inquirer both in the classroom and in the world outside.

This framework sets a child up for success by looking at the world – including social media – with an inquiring, inquisitive mind.”

Nicholas Sampson said the IB helps to cement values and ideals that allow a child to question and critique any content they view online: “The duty of the IB is to create citizens that are rounded, are generous, are knowledgeable and who are capable of distinguishing the truth.”

Finding a happy balance between technology and connection I N P E R S P E C T I V E S , O U R H E A D M A S T E R talked

about the joys of technology in having to liberate a student from having to search through out-of-date encyclopedias, and to trawl for information in inefficient ways. Technology “demonstrates the accessibility of the beauty of creation and the world on an instant basis. It’s just the most remarkable set of opportunities,” he said. “But as with any human endeavour there is a dark side, and we’re aware of that because we see the harm that it does. What the pandemic taught society was that it must not keep treating schools as a default option.

We are tasked with an increasing burden and duty for passing on very important messages.

The responsibility of schools has grown, but the key takeaway was – my goodness, young people miss their teachers – they miss each other. They miss real genuine conversation.

They miss connection. The pandemic killed the idea of the de-schooled society. We recognise that we need young people to be with each other and to be guided by gifted, talented, principled, thoughtful, kind adults.”

“Great teachers are skilled conversationalists – that means listening as well as talking,” he said. “Young people – most of all - need to be recognised for who they can be, who they are. They need to be loved, they need to be nurtured, and great schools can do all those things. The access to technology is a fabulous, fabulous advance. But it does encourage superficial connection rather than deep search. You need both. Both are exhilarating.”

by GP, Dr Ginni Mansberg and clinical psychologist, Jo Lamble, the authors talk about the importance of the 5 Cs: connection, compassion, collaboration, confidence and competence. However, the authors note that the common theme that comes up repeatedly from all the experts they have spoken to in their book, is the important of connection, because “it is the connection you have with your teenager that will keep them safe.”

Mansberg and Lamble offer the following advice when connecting with a teenager: listen more than you talk, remember what they have said, show respect for them (even if you think their opinions are outrageous or naïve), be present in their lives when you are with them, try not to overreact to what they tell you, and take your time to comprehend what has happened and why before dishing out consequences.

Cranbrook General Duties Master and Head Coach of First XI Football, Lloyd Owusu, strives to build connection, even when he is handing out a detention or disciplining a child. “I just want the students to be the best they can be,” he said.

He emphasised the importance of listening and of being open and transparent: “I’ve got to be hard (sometimes) but I’m always fair. It’s all about my relationship with the student.

If he does something wrong, I’m not going to slam him straight away, but I have a little chat with him, because something could be going on in the background and if he feels free to talk to me, it softens the consequence down the track, because I know he might be getting peer pressure, social media pressure, his home life might be bad. But if I get the relationship right and they have faith and trust in me - if I get the relationship right and be fair - they do well by me,” he said.

“ T H E PA N D E M I C K I L L E D T H E I D E A O F T H E D E - S C H O O L E D S O C I E T Y. W E R E C O G N I S E T H AT W E N E E D YO U N G P E O P L E T O B E W I T H E A C H O T H E R A N D T O B E G U I D E D B Y G I F T E D , TA L E N T E D , P R I N C I P L E D , T H O U G H T F U L , K I N D A D U LT S .”

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Listening to your child CR ANBROOK’S DIRECTOR OF PROFESSIONAL L E A R N I N G , Cathleen Jin, recently shared

“ YO U N G P E O P L E – M O S T O F A L L - N E E D T O BE RECOGNISED FOR WHO THEY CAN BE, WHO TH E Y ARE . TH E Y NE E D TO BE LOVE D, T H E Y N E E D T O B E N U R T U R E D , A N D G R E AT S C H O O L S C A N D O A L L T H O S E T H I N G S .”

a panel discussion called Bringing Up Boys – Raising Good Men, with teachers, covering mental health and sharing strategies for supporting young people to grow into happy and healthy adults.

In the panel discussion, Clinical Psychologist and Director of Movember, Dr Zac Seidler said parents need to connect without judgement or bias—even if this means sitting down and watching a show your child is interested in (but you are not) or gaming with them, as this will allow a child the space to talk freely. “Over time, you can add in your own values and beliefs and ideas on what they are interested in,” Seidler said.

Seidler also emphasised the need to share our experience as adults with our children: “We are constantly in a rollercoaster of mental health issues as adults and we should be expressing this stuff regularly about the difficulties we’re going through, the content that we’re watching, what interests us … we need to have a flattening of that hierarchy (so that) everyone can describe and discuss their interests,” he says.

Coaches as confidants I N T H E S A M E D I S C U S S I O N , Dr Neil Hall, a

Senior Lecturer at Western Sydney University’s Centre for Male Health, mentioned research into 16-year-old boys about who they would most likely go to when they have a problem.

He said more than two-thirds said they would go to their mum first, then dad, followed by extended family members and sports coaches.

Daniel Arnamnart, Head of Aquatics and Olympic swimmer said the goal of a coach is to ensure teenagers embrace a more humane approach to sport and show a great level of sportsmanship through respect and graciousness.

“As a swim coach, we can often spend more time with the swimmers than their own parents so we play an important role in helping guide teenagers through their formative years. Swimmers are at the pool at 5am and back at the pool at 4pm and don’t get home till 7pm, 5-6 days a week, so as a coach we must be positive role models.

One of the great benefits of being a coach is we often have open dialogue with these teens. We look at sport holistically and allow the students to talk about their mood and feelings prior to sessions or races and this builds a great level of trust with our students to be a lot more open,” Arnamnart said.

“Allowing teenagers to be open about their feelings helps play an important part of their sport performance which can then be related to the real world. It is ok for children to share their feelings of being nervous, scared, disappointed, afraid, injured or sick. By teaching them it is ok to seek help and speak openly, we often get better performances.”

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E D U C AT O R A N D AUTHOR MAGGIE DENT HAS PUT TOGETHER THE FOLLOWING TIPS FOR CONNECTING WITH YO U R T E E N A G E R : Don’t take sometimes irrational emotional outbursts personally!

Keep it in mind that adolescents know how to wind you up rather than use rational logic especially when arguing.

‘You know your friends are always welcome here’. Offer to give them rides, pick them up and feed them if hungry…. the friends will bat for you when things go bad with your own teen.

Offer to collect as many friends as you can in the car after sport or social events and drive the longest way possible to deliver them because they forget you are in the car and chat away about all sorts of stuff they would never tell you about!

Exams can be really a difficult time so ask: ‘Do you reckon any of your friends are worried about failing and struggling with stress and anxiety around the exams?’

This helps to normalise situational stress.

If your teen is about to make a poor choice bite your lip and suggest they sleep on it.

Many teens have a sense of an unsafe situation/events and so give them some safe ways of saying no or getting collected that does not mean they lose face or status. If a teen is wanting to leave a situation, they simply send an X in a text to a parent or older safe person and this is a signal for the parent to ring and say there has been a family emergency and you will be collected soon.

Model how to calm yourself down. Take the dog for a walk, go have a bath or just tell them you will chat about this issue tomorrow after you have had time to calm down and think things through.

When they are stressing out allow them to vent and express their big, ugly often unreasonable feelings. Then pause, offer them a gesture of care: a milo, cup of tea, a hug, a tissue and say, ‘That really sucks. Tell me how I can support you?’

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B E Y O N D V I C T O R I A R O A D 16

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While our Bellevue Hill campus offers a world of opportunity, understanding the challenges, realities and diversity of the real world creates true global citizens. Through subject offerings, workshops, international expeditions, and global conferences, Cranbrook School strives to uphold global mindedness as a foundational pillar of education.

Cranbrook Explorers and Travellers Overseas Partnership (CETOP) I N 2 0 0 4 , C R A N B R O O K ’ S cultural immersion programme,

CETOP, was established by former Housemaster, Bob Lock, with the intention of giving students firsthand experience into the realities that accompany the lives of those living in disadvantaged communities. The CETOP experience is far from a holiday, the programme is an allencompassing experience, from organising fundraisers such as bake sales and sausage sizzles, to packing dental hygiene kits, or collecting educational resources and knitting clothing items to distribute overseas.

In previous years, the Junior School community pioneered the expeditions, ensuring our students are instilled with an understanding of the diversity and realities of the world from a young age. The CETOP programme is also extended to students’ parents, providing families the opportunity to share in a remarkable experience and create long-lasting bonds.

The opportunity for complete immersion in an alternate culture exposes students to the realities of the world, instilling an appreciation for their lives back home. Head of Year 11 College, Elizabeth Fletcher, is honoured to have 17

been a part of previous CETOP trips to Nubra Valley and Zaskar Mountain Range in North India. “The Cranbrook students embraced this experience wholeheartedly and gained so much from the opportunity,” she said. “The boys were not afraid to get involved in any activity. When visiting the women of the Chamsen Village, all the students dressed head to toe in local attire and entertained the local crowds as they embraced the traditional local dance.”

Elizabeth still dreams about her time on the CETOP tour.

“In the Shara Nursery School, I really enjoyed watching our Cranbrook students work with the local students there. They effectively interacted with all the children, played games, taught them simple music exercises and ways to develop their English language.” For her, it is the entire journey of the trip, from the initial fundraising to the final impact you feel when leaving the village, that makes the trip incomparable to any other. “Not only are you able to enjoy a high-altitude challenging hike, but you also find yourself wandering through hidden villages, being welcomed into the homes of locals, surrounded by natural landscapes and restaurant-quality, authentic cuisine.” Elizabeth believes that “the people, the culture, the landscape and the sense of community when on the trip cannot really be compared to any other school excursion – we make memories and friendships that last a lifetime”.

The values instilled in the students involved simply cannot be taught in the classroom, taking them outside of their comfort zone. They experience the positive highs that come from an untouched landscape, to then being confronted with the harsh cycle of poverty and underresourced communities. They are guaranteed to leave the trip with gratitude and a greater emotional maturity.

“It can be so hard to inspire young people to be truly passionate about making a change in a world they feel so comfortable in. By taking students out of their comfort zones and placing them in front of desperate need, while at the same time embracing the positive and life changing effect they can have on an entire community, we hope to instil this passion for the rest of their lives” says Elizabeth. CETOP aims to enrich and expand our students’ perspectives beyond our School’s gates, shaping Cranbrook students as future world leaders, instilled with a raw and genuine understanding of global mindedness.

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ANGELIQUE SANDERS

“By challenging attitudes and behaviours, the workshops aim to empower students to become upstanders, rather than just standing by and not saying anything”

Courage to Care workshops C O U R A G E T O C A R E is an Australian not-for-

profit organisation which aims to empower individuals to stand up against prejudice and discrimination. Their educational programmes promote social harmony and aim to reduce discrimination by inspiring school-aged children to be ‘upstanders’ rather than bystanders in their communities. In recent years, under the guidance of our Director of Student Wellbeing, Angelique Sanders, Cranbrook has hosted a variety of Courage to Care workshops as another initiative to increase the global mindedness of Cranbrook students.

“Young people need direction and guidance as they formulate their moral compass,” says Angelique. “The workshops allow them to hear about ordinary people, just like them, who had the courage to care and show bravery in the face of real danger. When students hear these stories, they can understand the impact they can make by simply showing courage and stepping up to help another human being”.

Each workshop typically begins with an overview of what prejudice, racism and discrimination has looked like in the past, compared to now. Previous Courage to Care workshops have presented a Holocaust survivor’s story. For students, this is extremely 18

powerful. While the story is harrowing, it also exemplifies the power of hope, acceptance, and inclusion. Students then work in smaller, brainstorming groups as they unpack and reinforce what they have just heard.

Through these activities, the foundational lesson that every individual has the power to make a difference in times of prejudice and discrimination is instilled. It is of Cranbrook School’s highest priority to ensure every student leaves the School with a deep consciousness of the impacts their actions can have on others. This knowledge propels our students to think more about their daily actions, no matter how big or small an intervention may be. It is through this act of ‘upstanding’, no matter how small that act may be, that students become compassionate global citizens.

The Courage to Care workshops apply the lesson of ‘upstanding’ to students’ modern lives. Whether they step in and support another individual face-to-face or in the online realm, they are making a difference. The programme emphasises the rising presence and possibility of exposure to prejudice, racism and discrimination as a result of increased communication through digital platforms.

“By challenging attitudes and behaviours, the workshops aim to empower students to become upstanders, rather than just standing by and not saying anything” says Angelique.

Angelique emphasises that parents have “laid the moral and ethical foundations for their children. However, adolescents need to be constantly reminded of how to be an ‘upstander.’ Parents can role model this behaviour in their day to day lives so it is something their children are used to seeing”.

As a school built on the ethos of to be, rather than to seem to be, the notion of ‘upstanding’ in times of overlooked discrimination is imperative. The power to make a difference lies in the actions we take, and it is executing these actions which create influential, inclusive, and authentic global citizens.

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analysis of contemporary real-world issues is comprehensive and cultured.

“Many key concepts such as sovereignty, power and different international relations theories are all far deeper than I ever imagined and far more difficult to define in a single statement”, says Alex. However, through the in depth and extensive inquiry that the course provides, students can feel confident in forming their own conclusions and engaging in conversations outside of their school environment. It is this well-informed confidence that differentiates the Cranbrook education, as our students prepare to consider and be active in solving conflicts of reality.

Global Politics ensures our Cranbrook students are exposed to, and considerate NICK HANRAHAN of, world affairs which they “Above all, the course may not believe to personally emphasises to students affect themselves. “The war Global Politics the principle that in order to understand the world, in Ukraine has generated a N I C K H A N R A H A N , our you need to go out and lot of discussion, and rightly International Baccalaureate engage with it.” so. Students raise interesting Diploma Programme (IBDP) questions that open debates Coordinator, is at the on issues of political economy forefront of Cranbrook’s and human rights”, says Nick. This exposure global mindedness initiative. Not only does and emphasis on global mindedness place our he coordinate the entire IBDP for our senior students at the forefront of informed leadership students, but Nick also teaches the Years 11 for future generations, as they are equipped and 12 IB subject, Global Politics. The subject with skills of assessing situations and forming explores abstract political concepts through inclusive, evidence-based conclusions. real-world examples and case studies. With Nick is confident that “students take away a trans-national perspective, students are an appreciation of the need to consider encouraged to approach complex case issues from a range of perspectives, that studies and consider the standpoint of they have developed skills of negotiation opposing cultures, religions, and sides. The and advocacy, and that they are able to go course explores the fundamental concepts out into a complex and interconnected world of power, equality, sustainability, and peace with some confidence and clarity”. As another in a range of contemporary contexts. initiative exposing the trials and tribulations “The great thing about Global Politics of the real world to our students, Global is that the syllabus is not fixed but Politics and the IBDP establish Cranbrook responsive to student interests and the as a globally minded institution, equipping multitude of fascinating, yet sometimes students with the tools to be informed, troubling events unfolding around the inclusive and considerate future leaders. world on a daily basis,” Nick reveals.

The IB course brings great value to a student’s education, preparing them for a world beyond the classroom. For many of our Senior students, the Global Politics course alone is a major attraction to the IBDP. “Within the course, there is a different approach to learning, perhaps as is the trademark of the IBDP,” says Year 11 student, Alex Hong.

“For example, in just the first few weeks of the course, we have had a debate, multiple 5–10 minute presentations, and many, many in-class discussions. I find this approach of gaining a more holistic understanding and realistic expectations far more enjoyable and engaging than other traditional formats.”

Through this engaging educational style, students become passionate and engulfed in real-world issues presented before them.

While the complexity of the issues is not to be taken lightly, the Global Politics course provides a process of unpacking case studies in a tempo and tone students can comfortably grasp. Under Nick’s guidance, students come to confidently explore these complex issues taking account of a range of perspectives. This ensures students’

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World School G30 N I C H O L A S S A M P S O N , Cranbrook’s

Headmaster, is an active and engaged member of the World School G30 Conference.

Founded in 2006 by Dr Anthony Seldon, the Head of Wellington College UK and David Wylde, Head of St Andrews College in South Africa, the Conference has since met annually. It aims to unite like-minded institutions and further enrich schools’ curriculums and understanding of diversity, collaboration, citizenship, and sustainability.

As an IB school with a coeducational future, Cranbrook’s participation in the conference is invaluable. The group of prestigious international schools currently involved are diverse in their operation, which provides vital variance to the conference’s collaboration.

It is through this diversity that all members can learn from and provide others with new methods of shaping our future leaders.

“The G30 is a consortium of interesting schools doing innovative things in fascinating settings. These networks are of great value to Cranbrook; they further enrich our capacity to collaborate with like-minded, and different schools elsewhere” says Nicholas Sampson.

Previous conferences have been held all over the world, from Appleby College in Canada to Brookhouse School in Nairobi, Kenya.

This change of environment ensures the significance of practical diversity between the institutions can be noted, upheld, and completely absorbed by all members in attendance. The purpose at the core of this collaboration between institutions is far from insignificant. All members of the G30 School Conference share the understanding that they have a significant role in shaping our future global leaders. It is through the structure, operation and management of these schools, that students are influenced and shaped. Together, through collaboration, cooperation and mutual understanding, the G30 Conference aims to provide optimal environments to foster global citizens.

Nicholas Sampson recognises that as we emerge from construction to enjoy worldclass facilities as an IBDP continuum school and prepare for our coeducational future, the key learnings we can gather from our likeminded global partners will equip Cranbrook to prosper as a leading educational community. Through face-to-face conversations, the Conference opens exciting opportunities for Cranbrook. The alliances, exchanges, and shared opportunities which membership of the G30 Conference provides will be significant in shaping Cranbrook’s journey into the future, ensuring our close-knit haven is exposed and informed by our international partners.

Through the G30, Cranbrook has access to the thinking and diverse approaches of internationally renowned schools, positioning Cranbrook on the global stage.

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Profile

TE ACHE R PROFILE:

THOMAS MCDONNELL Thomas McDonnell began teaching at Cranbrook in the English Department ten years ago. More recently he became Indigenous Education Coordinator, which has seen him take a deep and considered approach to First Nations heritage and education.

Each year, he takes a group of students from Years 10, 11 and 12 on Country in Central Australia to learn about Reconciliation.

E N G L I S H T E A C H E R / I N D I G E N O U S E D U C AT I O N C O O R D I N ATO R

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LAST YEAR, THOMAS VISITED ARNHEM LAND,

an experience which has had a profound impact on him as a teacher and as a person.

Thomas has incorporated First Nations learnings into the curriculum at Cranbrook, has forged respectful partnerships with Wiradjuri Elders at our Wolgan Valley site, Yolngu Elders from Arnhem Land, Luritja Nation in Kings Canyon, the Anangu in the Uluru region, and from the La Perouse Local Aboriginal Land Council.

What is your connection with First Nations culture?

I was always fascinated by First Nations cultures at school. Somewhat ironically though, there was more information about native American heritage when I was studying. In my early teaching career, I read a book called Iridescence: The play of colours, which was an awakening. It was a book where the central thesis was exploring the Indigenous fascination with iridescent colours, the colour spectrum, and the strange properties of light and how their whole metaphysical view of reality is so deeply entrenched in this energy. I created lessons inspired from Iridescence for junior English lessons. For instance, when teaching the Search for Identity unit in Year 8, we made connections with First Nations cultures and how they perceive reality and the self.

Could you explain your role as Indigenous Educational Coordinator?

A lot of my role is focused on sharing information with the Cranbrook community and education of students. There is a strong community focus to it which is appropriate.

There is the service element, the authentic partnerships and alliances, as well as my personal connection with Australian country, its song-lines and communities. It is about helping students find their way in the space of stories in this beautiful country, that we are all so fortunate to live in.

What educational experiences have you have created in Central Australia?

We have been traveling to Central Australia each July for the past ten years, taking students from Years 10, 11 and 12. The first trip I took about seven years ago had a profound effect on me. This year, it was incredibly important to visit Central Australia to take part in the rebuilding of the economy after COVID-19. The students who travel to Central Australia not only see some of the most iconic land formations in the country, but hearing Traditional Knowledge Holders impart their stories on this part of the world takes this to a whole new level. You can simultaneously develop a deep understanding of the past, of the geological ancient history of the world, whilst being in the present.

Walking Kata Tjuta, which is a sacred male

DINGO DREAMING – SONGLINE OF THE DINGO

site, and watching the sunrise feels like a rite of passage to a boy who is 16, 17 or 18, and is taking on new responsibilities in their life.

Cranbrook has had a connection with schools in the Watarrka Region for more than ten years. Watarrka Schooling is education on Country for First Nations children. I have engaged in lessons there, and the Cranbrook students spend a lot of time interacting with the Watarrka students. The Cranbrook students are intuitive and any barriers that might seem to exist dissolve as soon as they play sport and music with the kids. The ability to communicate with people on Country, and to hear their stories, is a real gift. Perkins House also recently raised money to assist the Music Department in gifting ten guitars, strings, picks, cases and racks for schools in the Watarrka region so the students can play together in an ensemble. The intention is to share instruments of creative possibility as a way of manifesting optimism after the shadow of COVID-19.

When you visit Central Australia, some of the experiences are unexpected. It’s a bit like a T.S Elliot poem; when you encounter the divine it happens in the unexpected moments.

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Thomas and Class of 2022

A profound influence on Thomas is Iridescence: The Play of Colours by Peter Sutton

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Profile How has your trip to Arnhem Land enriched your teaching?

Reconciliation, among its other benefits, offers a perfect epistemic exercise for nonIndigenous people to engage in. Basically, Indigenous consciousness and knowledge systems can be examined and in doing so it can help us examine our own systems of thought and the constructed nature of our own thinking, its assumptions, the modes of reasoning it tends to engage in, and its preferred modes of learning. It is a very powerful tool for reflection and deep learning about different cultures, different modes of thought, and of course your own thoughts, and analysis of why you think the way you think.

I also have formed authentic connections with Yolngu elders, and one of the elders, Marcus, came to Cranbrook for talks about Reconciliation this year, as well as participation in a yarning circle with School Historian, Dr David Thomas.

Can you expand on how your cultural immersion has been used as a powerful tool of reflection?

Variations of the phrase of the Wiradjuri word Yindyamarra - which is a mode of observationally based learning and a mode of being, of showing respect, and not interrupting flow by asking questions. This phrase demonstrates something about the Wiradjuri way of thinking and its values. I am a huge proponent of questioning, but having to search deeper within the story that is being told for the answer, rather than interjecting does provide breadth in education.

Can you elaborate on some of the storytelling you have been part of?

In Arnhem Land, there was this beautiful experience when two Yolngu Female Elders, Djapirri and Dhimaruu, were telling stories under a melaleuca tree, in a typical wetland area – which meant we were surrounded by crocodiles. We were in raw nature, and they

TO P TO B OT TO M : MELALEUCA TREE - NAMING C E R E M O N Y; WETLANDS ON YO LG N U CO U N T RY; S P E A R F I S H I N G AT N Y I N Y K AY

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were speaking in a very soft tone, so you had to listen intently, about being born on Country not in a hospital but under a tree. When a baby is born and they first cry, the birds that hear the cry and call back, mimicking the cry. The Yolgnu believe this is because they recognise the soul as it has already been here before, and because this soul has knowledge of certain hunting grounds and custodial knowledge of the land, the birds have been waiting for their return. This imparting of knowledge and their story was a spiritual moment in my life.

What was the most profound experience in Arnhem Land?

The Yolngu deep commitment towards Garma, which is public knowledge to be shared, and the belief that all Australians are welcome to participate in their cultural knowledge – in fact they should participate because all Australians are part of this Country. That level of inclusiveness without the burden of historical pressure, which is radical acceptance – was very touching.

There was a naming ceremony, in which everyone was given a Yolngu name, which is an incredible thing – I never even thought this would be an experience I would have.

I was given the name Wolma, which means thundercloud. Although, the language is based on natural processes – and so it means something more like: “looking forward, think of past, the first thundercloud before the monsoon crosses the land”. Another man who was visiting there was given the name Pigeon, which was profound as his wife and kids have always called him ‘pigeon’. The Northern Territory is a magical place.

Could you explain the cultural enrichment programme at our Wolgan Valley campus?

Including Wiradjuri Elders Aunty Sharon and Aunty Helen on our campus in Wolgan Valley is incredibly important. We carry out cultural burns – bushfire burning with the RFS as well as from the First Nations perspective.

Students are invited to participate, which is a bit of an unusual proposition for students from the Eastern Suburbs, but this tribal construct of sharing and being open to everyone in the community is of vital importance.

Aboriginal site awareness training has also been held, which is an educational course led

by Uncle Bing and Aunty Sharon and other Elders. They provide more of a NSW context around First Nations artifacts, ways of thinking and practices. When we run camps with the students, Traditional Knowledge Holders conduct workshops, which is crucial for the authenticity of the experience. The Wolgan Valley campus is masterful – it is such a special place - and the learning opportunities available there are nothing short of inspiring.

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Year 12 Student’s Big Break

Y E A R 1 2 S T U D E N T, C H A R L I E W H E L A N ,

completed work-experience at SBS during the latter stages of the FIFA World Cup. The football fan’s once in a lifetime opportunity stemmed from a simple tour around the SBS Headquarters, which then turned into the offer of a work-experience position. Without any hesitation, Charlie jumped at the opportunity and embraced the all-encompassing nature of broadcasting the FIFA World Cup. Charlie has been passionate about the world game since he was three years old through GOAL Soccer Academy. He was mesmerised by every moment at SBS HQ as he witnessed firsthand what it takes to coordinate a globallyscaled broadcast. The workplace experience exemplified to Charlie how a diverse group of efficient individuals can produce high standard, quality work under rigid time restraints. “Being able to see what goes on behind the camera really broadened my knowledge of just how vital the people who aren’t necessarily on screen are towards keeping a broadcasting team so well oiled” he said. He realised the significance of the role of everyone in a team, not just the faces he was used to seeing on screen or hearing in the background of a game.

During his time at SBS, Charlie was thrown headfirst into a broadcasting industry lifestyle—he was at SBS HQ during the live 23

quarter and semi-finals of the 2022 FIFA World Cup. Despite enduring 4.50am wakeups all week, he claims, “every minute of sleep missed was all worth it”. The atmosphere around the workplace was contagious, regardless of the hour of the morning. “I was able to be in the studio alongside the presenters, witness them in their element and really immerse myself within Australia’s football industry,” he said.

For Charlie, his fondest memory was spending the extra time of the Netherlands versus Argentina match with Craig Foster and Mark Bosnich. “This was such a surreal moment, watching the people that are usually on TV analysing the game that I love right in front of me.” He was also thrilled to hear Martin Tyler on the phone with the Director of Communications. “He (Martin Tyler) is perhaps the most accredited and respected football commentator of all time; I found this astounding and I felt my jaw drop to what felt like the floor.”

Without having even finished Senior School yet, Charlie is filled with gratitude at the opportunity given to him. He will never forget his time at the SBS HQ and looks forward to the next FIFA World Cup.

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ARTIFICIAL I N T E LLI G E N C E A N D I T S R O LE I N T H E CLASSROOM A PLE TH O R A O F A RTI FI C I A L I NTE LLI G E N C E BOTS I N P R O D U C T I O N , I N C L U D I N G A I ’ S C H AT G P T, H AV E C A U S E D A M E D I A M A E L S T R O M I N T H E PA S T S I X M O N T H S , W I T H B A N S O N T H I S T Y P E O F T E C H N O LO GY I S S U E D TH RO UG H O UT PU B LI C SC H O O L S I N N E W SO UTH WA LE S , Q U E E N S L A N D, W E S TE R N AUS TR A LI A A N D V I C TO R I A . B UT ARE WE MISSING AN OPPORTUNITY FOR THE T E C H N O LO GY TO E N H A N C E LE A R N I N G ?

A R T I F I C I A L I N T E L L I G E N C E ( A I ) is exactly that

– the definition of artificial is made up, flawed, not natural. It isn’t exact, it isn’t perfect, and it probably won’t get you full marks. Yet by outright banning the technology, there is an argument that we are missing an opportunity to utilise ChatGPT in the suite of tools that enhance our experience – and our learning – in schools, for both teachers and students.

Research agency McCrindle recently asked teachers how they feel about the integration of AI in education: 62% said they were excited, and 38% said they were nervous, demonstrating the majority of teachers believe there is a role for this new technology in the education mix.

Naturally, when writing an article on ChatGPT, the best place to start is by asking the popular chat bot to write the article for you. It told me the benefits of using AI in the classroom is – oddly enough – not plagiarism, but the ability to personalise learning. It says ‘This allows ChatGPT to interact with students in a conversational manner, making learning feel less like a lecture and more like a dialogue. The model can adapt to each student’s level of understanding and provide personalised feedback, making the learning experience more engaging and effective. This is particularly beneficial for students who struggle with traditional methods of learning, as it provides engaging ways to grasp new concepts.’

A good point. ChatGPT then went a bit off track, telling me the bot could be used

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to increase social interactions between peers, before going on to say teachers could use the bot to write lessons, grade assignments and provide feedback to students. Numerous Heads of Department assured me this would not be the case.

Better though, was the answer received from Cranbrook’s Director of Digital Learning Tara Schmidke, who says we need to leverage ChatGPT and use it effectively in the classroom.

“The obvious fact is that you are meant to be above the age of 18 to use it. But we still need to educate students about it – as we do with vaping, alcohol and drugs,” she says.

“There is opportunity for students for critical analysis using ChatGPT. Teachers can also use the bot to help them dive into really cool subjects – such as developing a lesson plan on how to teach coding without computers.”

Head of Science John Horton says he believes ChatGPT is an amazing new technology. “It is the next logical progression from Google searches and it has huge potential for use in education. Its implementation and use in schools will require extensive thought and planning, but the blanket ban that has occurred in our State schools seems a massive overreaction to something with great potential and is cutting these schools off from something that could really help learning.

John says he thinks ChatGPT will require schools to rethink how they approach take-home assessments, particularly research tasks. “I envisage take home research tasks that get submitted online

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C H AT G P T ’ S A N S W E R T O ‘A B S T R A C T I M A G E O F A B O Y WITH ARTIFICIAL INTELLIGENCE’

will disappear from assessment schemes as there will be no way of knowing if the student or AI has written the task. Schools will need to be more creative in how they assess understanding of their students and these types of research skills,” he says.

When I asked ChatGPT about the downside of its use in the classroom, it had some valid complaints – that the bot would not fully understand the nuances of language and human interaction, that is could have a negative impact on students learning and that it could cause confusion and frustration.

ChatGPT said it also wouldn’t have the same level of cultural awareness as a human teacher.

Again, Tara’s answer was less robotic.

She says the main problem with a ban is there are many hacks for getting around the restricted access by changing VPN and digital watermarking. She says artificial intelligence is already part of our lives in the use of search engines, chat bots and smart phones, and that teachers are used to adapting assessment tasks to stay ahead of any potential misuse of technology.

On the decision to ban the use of ChatGPT, NSW Education Minister Sarah Mitchell says technology like ChatGPT is scary, “I am concerned as Minister, as a parent and I don’t want kids relying on this sort of technology because it doesn’t build your knowledge base”, she said in an interview with 2GB after access was restricted in NSW Schools.

Australian universities are also addressing the emergence of artificial intelligence applications, with the Group of Eight universities moving to more in-person supervision, paper assessments and pen and paper exams this year. The University of Sydney (USYD) also states the use of AI is classified as cheating. In an interview with The Guardian, a USYD spokesperson said while few instances of cheating had been observed, and cases were generally of a low standard, the university was preparing for change by redesigning assessments and improving detection strategies. “We also know

AI can help students learn, and will form part of the tools we use at work in the future – so we need to teach our students how to use it legitimately,” the spokesperson said.

Flinders University Deputy ViceChancellor, Prof Romy Lawson, said while the University was concerned about fastchanging technology, instead of banning students from using such programs, they aimed to assist academic staff and students to use digital tools to support learning.

Universities within Australia have already found methods of detecting content created by AI, with plagiarism checker Turnitin revealing it has established software to detect if a student has used a chatbot to produce their work.

Dr Catherine McClellan is Deputy CEO of Research and Assessment at the Australian Council for Educational Research (ACER). In an interview with Teacher, she said learning is best, most effective, occurs at the most rapid rate, is the most stable, when a student feels supported, is safe and it’s okay to make mistakes. “You’re never going to have a relationship with ChatGPT. You’re never going to be friends with it. It’s not going know how they did at the football game last night. So, I believe that piece is always going to be human to human,” she said.

John Horton says he will use ChatGPT or one of the alternatives out there being developed: “It would mainly be used to access information in the same way that Google is currently used but more tailored to your specific requirements. Teachers could also get the AI to write articles for the students to analyse, get the AI to write multiple responses to the same question for students to compare, give feedback on or mark, or students could use AI to create study notes in preparation for assessments.”

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“ W H E N I A S K E D C H AT G P T A B O U T T H E DOW N FA LL S O F ITS US E IN THE CLASSROOM, IT H A D S O M E VA L I D C O M P L A I N T S – T H AT THE BOT WOULD NOT F U L LY U N D E R S TA N D THE NUANCES OF L ANGUAGE AND HUMAN I N T E R A C T I O N , T H AT I S C O U L D H AV E A N E G AT I V E I M PA C T O N STUDENTS LEARNING A N D T H AT I T C O U L D CAUSE CONFUSION A N D F R U S T R AT I O N .”

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concepts to help them establish a starting point. It is also an opportunity for students to learn how to evaluate sources and look for bias. For example, if you ask ChatGPT to give you a link to a journal article and ask it for a summary of the text with key concepts and direct quotes with page numbers, what you will often get is an estimate of what is written with lots of made-up information.

Using this text can serve as a starting point for students to do their own research into what has been written and look for inaccuracies or potential biases. These are important critical thinking skills that students need to have.

Q & A W I T H D I R E C T O R O F D I G I TA L LEARNING AND RESEARCH

TA R A S C H M I D T K E How significant is the development of ChatGPT for classroom learning?

As is always the case with new technology, there is a learning curve for students and teachers to be able to understand its capabilities, uses, and limitations. Initially the concern has been centred around its ability to generate human like responses, and its inevitable misuse by students in homework and assessment tasks. However, there are already tools that can identify the use of AI. Moreover, teachers who know their students well can easily detect a change in a student’s writing style and ability. What is significant is what this potentially means to how we assess student’s understanding of concepts.

With ChatGPT enabling students to quickly generate essays, speeches, and presentations with some degree of accuracy, it’s time to think about the effectiveness of these forms of assessment and consider better ways for students to demonstrate their critical thinking skills and depth of analysis. This shift provides education with a unique opportunity to ensure students are better prepared for future careers.

What do you think are the biggest downfalls of using ChatGPT in the classroom?

A potential issue I can see is for students to become overly reliant on it for support in finding information quickly. We don’t want students to become passive learners and rely on technology to give them the answers.

It is important for students to engage in problem solving and thinking routines as these are the tools that they will need to have. Students need to recognise the value of discussion, and not just simply rushing to get to the final answer. Class discussions help students develop skills in evaluating information and communicating ideas.

Could ChatGPT be used for students with diverse learning needs?

The first thing I did with ChatGPT, after I had it write a limerick or two of course, was ask it to rewrite my rubrics and curriculum outcomes into student-friendly language and to create a task-specific checklist for students to use to better understand what they needed to be able to do to be successful on an assignment.

Breaking down the learning intentions into easy to comprehend language is crucial, especially those with diverse learning needs, to help them to understand exactly what they need to do to be successful. ChatGPT can

What are the three main benefits of using ChatGPT in the classroom?

For teachers, it serves as a tool to help create resources to support student learning.

It can be used to create writing prompts, question banks, vocabulary lists, and help to break down tasks into steps to help students. This frees up valuable time for teachers to be offering student feedback and developing rich learning experiences.

For students, it can help break down a written text into easy-to-understand key concepts that students can use as a starting point in their research or general learning.

It can also help students locate additional information on a specific topic. For example, if a student is struggling with getting started on a written history task, they could ask ChatGPT to generate a list of potential research questions or break a topic into key 27

be used to break down complicated text to make information accessible to all learners.

It can also help student locate incoherency in their writing and give them suggestions on how to express their ideas more effectively.

In upcoming versions, there is potential for ChatGPT to create visual aids to help students who struggle with comprehending text to better understand concepts.

But this is just one of many amazing examples of the powerful AI tools that we use daily with students to support their learning. PowerPoint allows students to practice their presentations and gives detailed feedback on their use of language, rhythm of speech, and offers suggestions on how to improve. Accelerated Reader uses adaptive quizzes to assess reading comprehension and offers targeted reading suggestions.

Microsoft Teams has a built-in reading programme to help students develop reading fluency. Immersive Reader allows student to customise text, including webpages, to make it easier to decipher with line focus, in-built dictionaries, and read-aloud options.

And now we have new platforms arriving it feels like daily that are integrating ChatGPT into their systems which is exciting as it is making information accessible to all.

What are your thoughts on banning ChatGPT? ChatGPT and AI technology is already being integrated into every aspect of our lives with browsers racing to integrate ChatGPT into their platforms which students use daily. Putting our time and effort into blocking or banning it would be much better spent educating students about its strengths and limitations.

We need to shift from trying to ‘catch students out’ for using it, to instead teaching them how to leverage its capabilities to their advantage. * This article was (mainly) written by a human being, not a robot.

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Senior School

IB explainer: HOW THE PY P A N D M Y P B U I LD SOCIAL AND E M OT I O N A L S K I LL S .

Building blocks to learning A S A N I B C O N T I N U U M S C H O O L we take a

long-term approach to learning, focusing on the social and emotional competencies that are critical to becoming effective and successful learners … for life.

We believe in the transformative power of education to prepare our students to live informed and worthwhile, emotionally textured, fulfilled lives. Our approach to learning considers the development of character and the wellbeing of our students. Wellbeing is intrinsically linked to being an active, successful learner—we want our students to love the pursuit of knowledge and to leave our school with a lifelong love of learning.

Through the development of these softer skills, our students develop their character,

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and generate the confidence in themselves to take risks. They learn not to fear failure but to see this as the best sort of ‘risk-taking’: central to the development of confidence and crucial when it comes to innovation.

At the heart of the IB programme are the Learner Profile attributes that represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. In addition, the IB’s Approaches to Learning (ATL) define a set of skills, essential for the innate wellbeing of our students. Importantly these include selfmanagement, social skills and communication skills which take into account the vital need to consider and evaluate emotions when learning, paramount in achieving personal wellbeing.

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The start of the educational journey: the Primary Years Programme (PYP) GE NET E RICKSON -ADAM, DE PUT Y HE AD - CURRICULUM (PRE-SCHOOL - YEAR 6)

O N E O F T H E K E Y F O C U S E S O F T H E P Y P is

the development of soft skills as it recognises that these skills are not only important for personal growth from a very young age, but also ultimately for the development of a global citizen who can contribute positively to society.

Therefore, the PYP curriculum framework intentionally fosters the development of soft skills through a range of learning experiences.

We place a strong emphasis on student self-reflection and self-assessment as a means of promoting deeper learning and understanding. By encouraging regular self-reflection and selfassessment, students become more aware of their own learning processes, strengths, and areas for improvement.

This, in turn, helps them take ownership of their learning and develop the skills needed for lifelong learning. For example, students are often asked to reflect after completing a task or unit of inquiry. This may include prompts such as ‘What did I learn?’ or ‘What strategies did I use to complete this task?’ A perfect example of when parents can really see this come to fruition is through the student-led conferences we hold in Term 3. During these conferences, students share their work and learning with their parents, reflecting on their strengths and weaknesses, and setting goals for the future.

The PYP promotes time-management skills in students by incorporating various strategies and practices throughout the curriculum.

Teachers encourage students to set realistic goals and prioritise tasks by providing them with clear learning objectives and timelines.

Students learn to manage their time by planning and organising their work, breaking down tasks into smaller, manageable steps, and using tools such as diaries and checklists to keep track of deadlines. The programme also emphasises the importance of selfreflection and evaluation, allowing students to identify areas for improvement and adjust their time-management strategies accordingly.

These processes are scaffolded by teachers, so that students learn about the importance of time-management, they learn strategies to assist with time-management, and they also work to develop positive habits for the future.

The PYP encourages students to take responsibility for their own learning and development by fostering a culture of inquiry and student agency. Students are empowered to take ownership of their learning by setting personal goals, developing action plans, and reflecting on their progress towards those goals. Additionally, the PYP emphasises the importance of student voice and choice, allowing students to select learning experiences that are personally meaningful 29

and relevant to their lives. Students are encouraged to ask questions, explore their interests, and take risks in their learning.

One key approach is using groupwork and collaborative tasks, which provide opportunities for students to work together towards a common goal. Students learn to listen to and respect each other’s ideas, communicate effectively, and allocate tasks based on each other’s strengths and interests. Additionally, the PYP promotes the development of social skills such as empathy, cooperation, and conflict resolution, which are essential for successful collaboration. Students are encouraged to take turns, share resources, and support each other in achieving their goals. The PYP also provides opportunities for students to engage with people and resources that represent different backgrounds and perspectives, helping to develop their understanding and appreciation of diversity.

Teachers plan units of inquiry that explore different cultures and perspectives, allowing students to learn about the beliefs, values, and perspectives of others. Through these units, students are exposed to a range of cultural experiences and are encouraged to ask questions and share their own ideas. For example: students in Year 1 will explore the central idea ‘Understanding the people of our land helps us to live together respectfully,’ in their How we express ourselves unit. Through a visit from Wandana, an Indigenous education programme, students experience some of the different ways that First Nations peoples express their values and beliefs. They learn to recognise Indigenous signs, symbols, and language around them in their everyday world.

This makes it tangible for the students to understand how local land is shared with the Australian Indigenous culture, both past and present. By engaging with these resources, students develop their understanding of diversity and learn to appreciate different ways of thinking. Finally, the PYP encourages students to reflect on their own backgrounds and identities, helping to develop their self-awareness and understanding of their place in the global community.

The PYP emphasises the development of language skills, including reading, writing, speaking, and listening. Through these skills, students learn to express themselves clearly and understand the perspectives of others. Additionally, the PYP promotes the development of social skills such as empathy, respect, and cooperation, which are essential for successful communication.

Students are encouraged to actively listen to others, ask questions, and provide feedback in a constructive and respectful manner.

Units of inquiry provide opportunities for students to communicate with a variety of audiences, such as through presentations, debates, and group discussions. Teachers support students in developing the skills and confidence to communicate effectively with others, both within and beyond the classroom.

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Moving up: The Middle Years Programme K AT E A L L E N , M Y P C O O R D I N AT O R

As our students move from the Junior School through to Senior School, our teachers continue to look to develop internationally minded young people with agency, purpose, and a sense of community. Our students are explicitly taught sets of skills to support their development as balanced learners in the classroom, in the pastoral system and beyond. The development of these skills helps students to identify that there are many ways to be successful, and that being a principled, balanced, reflective and open-minded human is as important a lesson as the academic curriculum.

Organisational skills, affective skills and reflective skills are explicitly taught as students engage with content. In Years 7 – 8 orientation days for example, students are taught how to establish routines around the use of their computers and the student diary.

In our Student Wellbeing Programme our students engage in the development of their affective skills, focusing on self-motivation and resilience. In our continuous reporting system, students are invited to develop their skills in reflection. In any given classroom, MYP students may be asked to reflect on their perceived strengths as a learner and to identify an area of focus that will inform their approach to learning for that unit.

Teaching and modelling empathy and taking responsibility for one’s actions help our students to develop their social skills. MYP students are explicitly taught how to listen to other perspectives and ideas, as well as give and receive meaningful feedback. In Houses and in the classroom, students are asked to exercise leadership and take on a variety of roles within groups, helping them to practice the important social skills of managing conflict, building consensus, and negotiating. Each of these skills assists our students in the development of the social skills required for a sense of purposeful community. In engaging students in robust discussion regarding AI for example, students are practicing and developing their ability to engage with ideas that exist outside of their online echo chamber.

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Organisational skills, affective skills and reflective skills are explicitly taught as students engage with content.

Kate Allen

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How has the IB approach to teamwork and collaboration helped you in your studies and in your personal life?

I’m currently studying Engineering, so working in a team with many other people on a project is a core aspect of the profession. The IB has prepared me well for this by exposing me to group environments throughout my schooling career both academically and in co-curricular such as debating, bands and sport. This has allowed me to develop my collaboration and communication skills to become well versed in how to work productively with a team. This is also useful in my personal life as interacting with people encourages the development of social skills and an understanding of how best to work with different types of people.

From Pre-School to Year 12 L E O H A R A ( O C 2 0 2 2 ) is one of Cranbrook’s

first students to have studied under the IB curriculum from his earliest days as a Cranbrook pre-schooler through to completing the IB Diploma Programme in its inaugural year at Cranbrook. He received the accolade of IB Proxime Accessit for 2022.

Leo is now studying Aeronautical and Space Engineering at the University of Sydney.

How has the IB approach to self-management helped you during your studies?

I remember that the ‘big thing’ in Year 6 was the PYP Exhibition. This was an independent project where we were given a whole term to research a problem, prepare an exhibition board and present our findings, among other things. In Year 6 this was of course a very daunting task, but it allowed me to develop key self-management skills and take my learning into my own hands. We were given responsibilities we had to fulfill, like having to organise meetings with our supervisor to discuss our progress. For several weeks, there were no scheduled lessons, and we were given time to independently work on our exhibition. This allowed me to learn selfmanagement skills to independently keep myself in check and work towards a goal over a long period of time. We were required to keep applying and developing on these skills as long term projects like this continued throughout the IB with the Year 3 and Year 6 Exhibition, the MYP Personal Project in Year 9 and ultimately the Extended Essay in Year 12. I believe this approach requiring you to take responsibility for your own learning really benefited me in my studies. Whilst teachers are here to guide us, it is us as students who need to do the learning. Acknowledging this and being able to take responsibility for my own learning ensured that I would go back over the things I didn’t understand, make notes, and do practice papers, constantly seek more information, and ask questions.

In what ways did the IB approach to learning encourage the development of social skills?

Looking back on the PYP and MYP, we were given a lot of group assessments, presentations, and activities. There really was a strong focus on learning in groups and developing teamworking skills such as communication and open mindedness.

Being constantly exposed to these group environments allows you to become more comfortable learning and engaging with other people and able to effectively express your ideas and listen to others. This naturally encouraged the development of social skills and friendships through interaction with peers.

How has the IB approach to self-reflection helped you identify your strengths and weaknesses?

I remember having to write reflections in Year 1 or 2, and this continues all the way until Year 12. The IB certainly puts a strong emphasis on reflection as a means of improving personal understanding and performance. I was told at university recently that employers look for reflective learners. Students who do not reflect can only improve slowly through trial and error, whereas students who reflect on their performance can understand and improve to learn things much faster and more efficiently.

Can you describe how the IB programme helped you develop time-management skills?

Having plenty of experience with large, longterm projects such as the MYP Personal Project and the Extended Essay are invaluable for developing time management skills. My Theory of Knowledge teacher would constantly remind us that “the only way to eat an elephant is one bite at a time!” Being able to organise, plan out, and effectively complete the many small ‘bites’ of a project on time is an important skill that I was well versed in by the completion of the Extended Essay. I learnt how to prioritise things, keep track of my work, and effectively balance my time between multiple tasks so they could all be completed on time.

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Can you give an example of how the IB helped you develop critical thinking skills?

I believe one of the most unique and fascinating things about the IB Diploma Programme (IBDP) is the Theory of Knowledge course. It made me think broadly and philosophically about the nature of the knowledge I was learning. It made me ask questions such as ‘How do we know this is true?’, ‘How reliable is this claim?’, ‘How can this be approached from a different perspective?’ and ‘Is certainty attainable?’

This allowed me to develop critical thinking skills to not just take the things I was learning for granted, but to understand how this knowledge was created, how reliable it is and what its implications are to me and the field’s community. It makes you consider the grey zone between facts and fiction and to question the knowledge around us.

In what ways has the IB approach to learning prepared you for the demands of university life?

The IB has undoubtedly prepared me well for the demands of studying at university.

The time management skills I developed in the IB have been particularly valuable.

At university, I’ve discovered that you must manage a lot of tasks and assignments going on simultaneously and keep track of their progress and due dates. Thankfully, I am very experienced with balancing my time across multiple different commitments due to the workloads of the IBDP. The IB approach to encouraging students to take responsibility and independently manage their own learning has prepared me well for university, where students need to be independent, and responsible for their self-directed learning.

CR ANBROOK’S APPROACH TO LE ARNING D E V E L O P S crucial skills that prepare our

students for the world outside of school. As an IB Continuum school we teach our students to ‘learn how to learn’. We focus on character formation so that when our students leave school, they have the character and skills needed for the new world of work—individuals who are resilient enough to embrace change, who have the ‘grit’ to problem-solve, and the imagination to not only innovate but to find human-centred solutions that build community and care for our world.

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Senior School James Pelly and Daniel O’Regan, Cranbrook’s new Head Prefects, talk about strength in difference, the importance of getting involved in all that Cranbrook offers, and their plans for 2023, summed up in their incentive: It’s on us.

J A M E S A N D D A N have had different journeys

on their way to the positions of Head Prefect. James has spent his whole School life at Cranbrook, starting at St Michael’s Pre-School right through to his final year of Senior School. In contrast, Dan is a boarder and his daily rhythm takes place behind the gates of Victoria Road, living with students from all year groups at Rawson House.

Both boys happily take a different approach to problem-solving and new ideas. Yet they reveal a confidence that this difference strengthens their initiative. “You need diversity in leadership,” says James. “If you’re the same person with the same ideas, how can you truly embody the various voices of your community?

We can say no to each other and keep each other in check. We also come up with very different ideas, so when we collaborate and come together, it makes us a progressive team”.

What unites them is their all-encompassing involvement in the Cranbrook community.

James and Dan strive to be approachable, understanding and friends to all. They are active in engaging with the student body and passionate about developing relationships with all students.

In their first address to the School, James presented the Prefect body’s foundational value for this year, It’s on us, which will guide objectives and initiatives for 2023. “It’s on us as a Prefect body to help run the School in a smooth manner,” he said. “It’s on us as part of the Cranbrook community to cheer on our mates when playing Sport or taking part in other events, and it’s on us to involve ourselves and really dive deep into getting the most out of being a Cranbrook student”.

Both are relishing the opportunity to be leaders. James always looked up to the two older students sitting up on the stage: “Head Prefect gives me the opportunity to talk to everyone, ensure the younger students have the same ideal experience of starting Senior School that I had, and opens a pathway for those who need a sense of belonging and community”. For Dan it was living alongside former Head Prefect John Coleman, and witnessing first-hand his ability to create change, that secured his decision to run for the role. “John proved that the prefect body can make a real difference to the lives of students.

His passion for the role and engagement with the whole School was almost contagious.

He made some big changes to the feel of the School and it made me realise I could too if I were to be elected as prefect.”

Like John and many others before him, Dan is a devoted member of Rawson House.

He recognises the power of being immersed in the lives of other students through boarding. “When you’re surrounded by the Cranbrook boys, you’re also surrounded by their problems. It gives me an immediate insight into what’s going on amongst all year groups. I have spoken to Year 7s about issues over who is sitting with who at lunch time, or how they think they can wear their uniform. When you’re constantly surrounded by students of all ages, you can have a deeper understanding of what’s going on, which is central to my approach to leadership.”

Dan reflects how through boarding, he is put in constant contact with many different students. “Not only are they my 24/7 support system, but their diversity assures me that I can be whoever I want to be,” he said. “There is endless opportunity to try new things and it is these opportunities on offer here at School that outweighs the possibility of staying at home in the country. Not only are the sport, cocurricular and academic opportunities endless, I am surrounded by a diverse community of people, in which everyone is accepted”.

James and Dan are already off to a roaring start. They have plans for a whole School talent show, collaborative STEM Projects with Kambala, mixed touch football teams with Ascham School, a ‘Cranbrookian of the Month’ award as well as a symposium of speakers to unpack ideas behind coeducation and in line with that, questions around

consent. The boys are aware of the difficult issues which confront many Senior School students today, and therefore, by bringing in experts on the topic, they aim to educate and empower students to feel comfortable engaging in real world conversations, beyond the walls of the classroom.

These initiatives employed by James and Dan anticipate the School’s transition to coeducation. The Prefects have a deep understanding of the benefits the entire community will face with the introduction of girls to our campus. “We are such an inclusive School that the incorporation of girls only makes sense” says Dan. Similarly, James is eager for the standards that coeducation will bring to current students. “Coeducation is the future and the way forward. It will benefit both boys and girls in all age groups as it better prepares them for real life, allows for greater social interactions and enables a greater Cranbrook community.” “Girls can now also experience the gifts of Cranbrook, awesome facilities and a great quality of teaching.

Equal opportunities for all”, Dan declares.

In regard to their 2023 motto, It’s on us, the boys are confident it will lead their peers in the right direction. For James, the slogan is “a way for students to realise that it’s on them to make the most of everything handed to them at Cranbrook. It’s so vital to understand that we have everything here, we have great teachers, perfect facilities, and a strong support system. Unless we fully maximise these opportunities, we’re just throwing them away”. Dan agrees in recognition that they are, “at the forefront of Cranbrook education right now. Covid is over and we have amazing facilities that are up to us to fully maximise”.

Hurrying off to morning trainings or solo music lessons, the boys have built lifestyles that revolve around the Cranbrook curriculum.

“We try not to make our Cranbrook experience just an 8am – 3pm thing. We are here before and after school, on weekends and whenever we need extra support,” said James.

James and Dan are fully equipped with the motivation, passion, teamwork and support to fulfill all their aspirations for their final year at School. Above all, they recognise just how fortunate of a position they are in and through their own initiatives, are willing to do whatever it takes to instil the same recognition in every one of their peers.

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Senior School

YEAR 11 COLLEGE

D E V E LO P I N G A GAMEPLAN FOR SUCCESS The new Year 11 College is a critical pathway to establishing effective study patterns in a dedicated, supervised space. It also provides students with the opportunity to be tutored by ex-students, to research careers pathways and the university admission process, and to study in an environment unlike a classroom, with a more collegiate feel.

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E N G L I S H T E A C H E R and Head of Year 11

College, Elizabeth Fletcher, says Year 11 can be a challenging year. “Year 11 is intense. You have a year’s worth of work compressed into three terms”, she says. In addition to workload increases, students who have chosen the HSC pathway are required to study 12 units in Year 11, and students who have chosen the IB pathway are grappling with the Diploma.

“In the College we teach students how to create a study timetable so they can fit an additional two-to-three hours of study a day around sport and other co-curricular, leadership opportunities and downtime. We also teach students how to study effectively – how to be productive in their study, the importance of past papers, how to consolidate notes and test knowledge through mind-mapping. It is important each student learns these skills before they start Year 12” says Elizabeth.

The Year 11 College is open from Monday to Thursday from 3.30pm to 6.30pm, and is a quiet, supervised space for students to study. During the day, attendance is compulsory whenever students have a study period, with supervision by academic staff.

In the afternoons the College is supervised by ex-students – who operate as a private tutor at no additional cost. The College is also open before school and at lunchtimes.

Elizabeth says the Year 11 College mirrors what happens in the Year 12 College. “We wanted to match the level of academic rigour and for the study culture to start a year earlier, to help students better prepare for their final exams. Year 12 is busy - you are studying during weekends and in the holidays. In Year 11, you are developing your study habits and routines to ensure you can be as effective as possible in the following year,” she says.

“When you are sitting in a room and can see others studying it really has an impact on you. The College isn’t a common room. It’s not a hang out space. It has a library feel to it. There is one larger room but there are also break-out spaces. I’ve noticed particularly the maths students go in and work out maths problems on the whiteboards collaboratively, other students have created a film together, I’ve seen IB Diploma students asking exstudents supervising them what to look out for, and for many students the College can act as a break between school and home.

It is also a dedicated space to be used in between classes and sport. It’s fantastic to see students using the space this way,” she says.

The Year 11 College provides students with a focused way to help prepare for life outside the school gates. “We work with the Careers Department across Years 10,

11 and 12 to help with subject selection and career pathways,” Elizabeth says.

The College also helps Year 11 students explore the application process for university admission. “Academics are key, but also your co-curricular involvement and service participation.” Some universities look into whether a candidate has contributed to meaningful service over a length of time.

Increasingly, universities want to know about the whole student, which is great,” she says.

“There is a growing interest in applying to American universities – which is a very competitive process. Students really are looking beyond Australian universities and we are able to look at this in detail in Year 11, so they have a gameplan and know what they need to do in Year 12 to help get there.”

Not every student has the desire to attend university, and with this in mind, the College also looks at GAP year opportunities, military options, apprenticeships, TAFE vocational courses, and alternate pathways such as attending Torrens University to study film and art. “It is not just looking at University pathways but looking at what is best for the individual,” Elizabeth says.

Year 11 also provides an opportunity for students to use their holidays wisely. “Year 11 holidays are such valuable times to complete an online course, attend an overseas study programme, a conference, engage in some work experience or attend an Open Day. All the contacts and information are available to students if they are interested,” she says.

In Week 6 of Term 4, at the conclusion of the final HSC and IBDP exams, the Year 11 College students are handed over to Alastair Metcalf to commence the Year 12 College, located on the ground level of Rawson House. “It is the rite of passage that you get to move into the Year 12 College, because it is so special,” Elizabeth says.

Elizabeth is happy with the uptake and feedback from students at the College. “The way the students have responded to it has been so positive. The foundations have been built so that when we include girls into the Year 11 cohort, the College will be a thriving, inspirational place – it will be a well-oiled machine. Staff are already commenting that the Year 11 cohort are taking a more proactive approach to their study, and generally caring about their academics more,” she says.

The Year 11 College works alongside the Cranbrook Academy by encouraging students to attend lectures and briefings by visiting academics.

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Senior School

SUSTAIN ABILITY Empowering our students to lead the way: Sustainability in the classroom S U S TA I N A B I L I T Y P R O G R A M M E S provide

an invaluable opportunity to educate our students about the environment, and to encourage them to become environmentally responsible citizens. As a school we aim to ensure our students understand the impact of their actions on the environment and reduce their carbon footprint creating a more aware and responsible future generation.

At Cranbrook we look to set an example for our community by implementing sustainable practices such as using renewable energy, reducing waste, and conserving water. Our sustainability programmes are an important way to promote student engagement and provide ways to help them to learn new skills.

Projects such as creating a school garden or organising a community recycling programme provide valuable learning experiences.

We have a multi-disciplinary approach to teaching sustainability, focusing on renewable resources, protecting the environment and instilling sustainable patterns of living.

Students consider the interdependence of environmental, social, cultural, and economic systems and learn about the actions required to improve sustainability, helping them to take a more active role in shaping the future.

It is through our sustainability programmes that we promote a sense of ownership and responsibility amongst our students, their teachers, and the wider Cranbrook community.

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Leading by example J O E L B U D D , C R A N B R O O K ’ S H E A D O F TA S ,

is leading the way at Cranbrook with his commitment to sustainability, his passion for the environment and dedication to educating students on sustainable living.

What sustainability programmes are currently in place in your classroom?

We are always looking at sustainable ways to solve problems within the courses of the Technological and Applied Studies (TAS) Department. As we all know sustainability is a crucial concept that is gaining increasing importance in today’s world. With a growing population and finite resources, it is important to find ways to reduce our impact on the environment and promote sustainable living.

One way to do this is through urban gardens and planter boxes. Currently in our Year 7 Growing Up unit, students learn about urban gardens and planter boxes. Planter boxes are becoming increasingly popular as people become more aware of the importance of sustainability. By growing your own food in a small space, you can reduce your carbon footprint, promote biodiversity, and improve the health of your community. When it comes to sustainability, one of the key concepts is ‘paddock to plate’. By growing our own food we can reduce the carbon emissions associated with transportation and storage.

How is sustainability integrated into the curriculum?

Curriculums are being updated all the time.

The NSW Education Standards Authority (NESA) has identified sustainability as a key cross-curriculum priority. Within the Technology (Mandatory) and Design and Technology syllabuses, it includes explicit references to sustainability and environmental considerations throughout the content and outcomes. In addition, sustainability is also implicitly embedded into the design process and the considerations that designers must consider when creating products and solutions. This includes the use of sustainable materials and production methods, as well as the consideration of the product’s end-of-life and disposal.

The International Baccalaureate (IB) places a strong emphasis on sustainability in both the Middle Years Design Programme (MYP Design) and the Diploma Programme Design Technology (DP DT). Within the MYP Design, sustainability is a key consideration in the design process. The MYP Design framework aims to develop students who are creative problem solvers and who understand the importance of considering sustainability and ethical issues in their designs. Students are encouraged to explore the environmental and social impact of their designs and to consider alternative materials, processes, and technologies that promote sustainability.

Similarly, in the DP DT, sustainability is a key aspect of the design process. The DP DT syllabus emphasises the importance of considering environmental, economic, and social sustainability when designing and developing products. Students are encouraged to explore sustainable materials, production processes, and design solutions that minimize waste, reduce energy consumption, and promote responsible consumption and production. The DP DT course also encourages students to consider the broader social and cultural impacts of their designs, such as the impact on local communities, cultural heritage, and identity. The course also emphasises the importance of interdisciplinary collaboration and encourages students to work with experts in fields such as engineering, environmental science, and social sciences to develop sustainable design solutions.

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How do you measure the effectiveness of sustainability programmes at School?

I think the best ways to measure the effectiveness of sustainability programmes at school are surveys and feedback, student engagement and participation and external recognition.

S U R V E Y S A N D F E E D B A C K : Conduct surveys or gather feedback from students, teachers, and other stakeholders to determine their level of awareness and understanding of sustainability issues, and to gather feedback on the effectiveness of sustainability programmes. This can help identify areas for improvement and help measure the effectiveness of sustainability programmes.

S T U D E N T E N G A G E M E N T A N D PA R T I C I PAT I O N :

Track the level of student engagement and participation in sustainability programmes, such as clubs, events, and projects. This can help measure the effectiveness of programs in promoting student awareness and understanding of sustainability issues.

E X T E R N A L R E C O G N I T I O N : Measure the school’s recognition for sustainability efforts through awards, certifications, or rankings. This can help measure the effectiveness of sustainability programmes in promoting the school’s reputation and sustainability credentials.

How do you ensure that sustainability practices are ongoing rather than just one-time projects?

Students constantly model seen behaviour, so it’s important that as teachers we model the most efficient sustainable practices. The idea of using scrap materials rather than always using a new piece that has been cut to size and within racks, is important to reduce waste and it aides the development for the user.

The idea of using Computer Aided Design (CAD) to aid the modelling process, prevents the waste of material and then can be used for communication to others for feedback.

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Senior School

E E R O B AC O N YEAR 12

Cranbrook Change Makers I T I S I N S P I R I N G T O S E E two Cranbrook

What sustainability initiative have you introduced at school?

In Year 8 I introduced a recycling programme into my House as a service initiative for my Duke of Edinburgh Award programme. I placed two yellow sumo bins in the House common room for 10 cent plastic bottles to be placed into. At the end of each term, I collected all the bottles and brought them to a TOMRA Return and Earn station, where you receive 10 cents for each bottle collected. At the end of the project, I will then donate the money collected to a suitable charity with relevance to sustainability.

Why do you think this is important for our school community and the environment?

I think initiatives like mine are important within a school to engage the community with an issue. Even though in scale to the issue, the outcome is relatively small. It’s the idea that every action contributes to a bigger outcome, even if it means picking up one bottle from the street. These practices are great for students to engage with an issue, and to try running something that works towards bettering the community.

students who are taking the lead at school in making a difference with their own sustainable initiatives. Eero Bacon and Hamish Murray have not only demonstrated their commitment to creating a greener future but have also shown how much impact young people can have when they act on issues they care about. Their passion and creativity are inspiring their peers and teachers alike, and their efforts are making a real difference in their school and beyond.

How have you shared and promoted these practices to your classmates and teachers?

To promote my initiative I have spoken in House assemblies, created an Instagram account to share progress, and promoted other initiatives such as ‘Run for the Oceans’ by Adidas.

How do you measure the impact of the sustainability practices you’ve introduced?

By taking the bottles to the TOMRA, the machine reports the number of bottles and the money that it equates to. In the running time of the programme, I have collected more than 4000 bottles from one House.

Have you noticed any positive changes in the school environment or student behaviour since you introduced these sustainability practices?

From the start of the programme, I have noticed that students have used the designated bins instead of the general ones for plastic, just because they were made available as an option. This reflects that students are aware of the initiative and what it is trying to achieve.

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What sustainability initiative have you introduced at school?

Plans are being put in place to further regulate how students discard their waste throughout the School. This implementation has already been introduced in the new Vicars Centenary Building. The new bins found in the classrooms are far more distinct than the ones elsewhere in the School. These bins are clearly marked as either general waste or recycling. This further indicates to students how they are to dispose of their waste.

Why do you think these practices are important for our school community and the environment?

Cranbrook is a large school. This leads to a larger amount of waste being produced. If that waste is disposed of in a proper fashion, that will minimise our impact on the environment.

H A M I S H M U R R AY YEAR 11

Are there any other sustainability practices that you think would be beneficial for our School to implement in the future?

I believe that we should further look at the possibility of a composting system. Although we are a larger school, if we implement this system in House groups, it will create a sense of a community initiative.

How do you measure the impact of the sustainability practices you’ve introduced?

I did this by observing the behaviour of students when disposing of their waste.

When these new bins were introduced, it was obvious that students were taking the time to observe the information provided. This was a very positive sign that the measures that had been put in place were effective.

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How do you plan to continue promoting sustainability in the future?

I organised the Student Sustainability Council (SSC) that aims to encourage environmentally sound practices around all parts of the campus. Our group is comprised of 15 students from different Houses. The SSC will integrate sustainability programmes that will influence students to be more environmentally aware and have a deeper understanding of how they can make a positive impact on the environment. The SSC will also look to contact external companies that are doing their best to lower their carbon output in a challenging industry. This could lead to funded charity days for students that will promote environmental awareness.

Why is a student-led organisation within our school so important when it comes to sustainability?

Cranbrook has such a progressive community and as a school we need to take advantage of that by promoting the voice of the students when it comes to environmental matters. If this student-led organisation is implemented, the integration of new ways to reduce the environmental footprint of Cranbrook will become far more widespread.

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Junior School

IN ART AT BUNDANON

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Artists respond to what they observe and live, and our young artists are no different.

Inspired by the glorious manmade and natural environment found at Bundanon, influenced by what they saw and felt; taught by talented experts how to look afresh and use new techniques; and given time, that most precious of gifts, they passionately created artworks of extraordinary quality.

There is no better way to appreciate the true value of their experience and what it meant to them, than through their own reflections.

The Environment

For many artists, the passion to create begins when they are quite young and igniting, fostering and guiding those initial forays into the artistic realm is both a joy and a responsibility for our Junior School educators. Michele Marquet writes about the Junior School’s inaugural Junior School Art Camp at Bundanon.

CR ANBROOK HA S A LONG TR ADITION OF

honouring the visual arts, recognising its power to interpret and make sense of our complex world and a human’s place within it.

Amongst our alumni, we have more than our fair share of gifted painters, architects and sculptors, art curators and gallery owners, digital artists, filmmakers and illustrators. Pablo Picasso captured the power of the arts when he wrote: Art is a lie that makes us realise truth. The arts promote self-understanding and at Cranbrook we see the arts as one of the most important pillars of what it is to be human, sitting alongside the pillars of the academic, the spiritual and the physical.

Proposed by Richard Baker, Junior School Deputy Head (Staffing and Operations), and supported by our Visual Arts Teachers, Ann Arora and Christian Bonett, the Junior School recently held its inaugural Junior School Art Camp: an exciting opportunity to bring together some of our young Cranbrook Junior School students for whom art and its creation already forms an important element of who they are as people.

In early May, 24 Year 5 and Year 6 students travelled together to beautiful Bundanon with Richard, Ann and Christian, as well as Heather Brodie and Michele Marquet. Having submitted a portfolio of their own artwork, the students were selected to attend and participate in artmaking experiences within an inspiring landscape. The Bundanon educators, together with our own Cranbrook staff, offered opportunities for our students to explore a series of artistic challenges to purposefully develop skills and conceptual understanding.

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Bundanon, gifted by artist Arthur Boyd in 1993, means ‘deep valley’ in the local Dharawal language. The art museum is embedded on 1000 hectares of bushland, overlooking the deep, winding Shoalhaven River. It is also a wildlife sanctuary. Rory Murrihy (Year 5) was fascinated by the wombats and kangaroos he saw at Bundanon, as well as the chance to contemplate the natural world. “The wildlife was really interesting to watch,” he wrote, “(as was) the huge mountain to our left that towered over me …The trees were fascinating to see their bendy shapes.” This chance to ‘see anew’ was significant for many of our students who revelled in the opportunity to create art in a place of such natural beauty. George Fyfe (Year 5) wrote: “As I stepped off the bus … the most beautiful sight came to greet me … As I looked on in awe, I knew that the next few days would be amazing. In the morning, I woke to a jaw-dropping aurora of colour, as the great sun rose over the river and, at night, I went to sleep under the huge puffy clouds trying, but failing, to block out the bright, inky moon.” Jacob Kaddour (Year 6) and Jamie Petsoglou (Year 6) were also inspired by the sunrise. “Through my rectangular window, I saw the navy river complemented by the silvery moonlight,” wrote Jacob. “Above the jagged hills on the horizon, a subtle coral-orange light engraved in the sky stood out against the ebony black sky. It all went by so fast, but as the coralorange grew into crimson, which then grew into sunflower yellow, it was like a priceless painting.” Jamie was so taken by the sunlight he rushed to grab his sketch pad, “and drew a picture of the mind-blowing view of the sunrise.

The sun was sandwiched between two giant mountains which were mapped by glorious deep green trees. It was like waking up calmly in the most beautiful dream in existence.”

The students appreciated the chance to get away from the city, enjoying the peace of the place. “When I arrived at Bundanon, I felt so peaceful,” wrote Kaspar Buck (Year 5).

“Being in the wilderness made me feel very happy and calm. While I was in Bundanon, I didn’t have to worry about my busy life, but (the) beautiful artwork that I was creating.”

Leo Marchant-Williams (Year 6) found himself ‘lost’ in the landscape: “The landscape (was) truly magnificent … It felt so peaceful being away from all my worries and being able to relax and draw in this beautiful area.”

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Junior School Art Gallery Visit The Art Museum at Bundanon houses a changing programme of contemporary exhibitions. Oliver Klaas (Year 6) was inspired by his visit. “The first experience that I had was the tour through the museum: seeing all the creativity put into the different pieces absolutely sparked the artistic side of me. One piece that I found really interesting was the green sculpture – it made me feel a mixture of emotions and thoughts. I could not really make out what it was, but for some reason I just loved the feel of it. It started my artistic journey throughout Bundanon.” Henry Marwat (Year 6) loved the museum because it gave him the opportunity to “see all kinds of art; painting, sculpture and even pottery and stop motion. I liked the sculpture that looked like kelp.”

Exploration Creativity takes courage wrote Henri Matisse. Our students were exposed to a wide-variety of mediums and styles to work with during their stay, from acrylic landscape painting, charcoal drawing, to Indigenous symbol drawing as well as reed and ink drawing. “I was able to try things I haven’t done before,” wrote James Chau (Year 5). “I probably enjoyed the painting with the acrylics the most, although I would love to try my hand again at charcoal. It was tricky getting the details right when painting and creating a 3D effect because I naturally love drawing and sketching the most – but it was great to be challenged.”

I want Bundanon to be accessible to any Australian whose life can be enriched by interaction with creative artists.

A R T H U R B OY D

Reed and Ink Drawing Many of our students loved the opportunity to work with reed and ink. “I learnt that not every artwork needs to use the materials we use at school: we used reed and ink to draw a lovely landscape,” wrote Oscar Rouse (Year 5).

“The feel of the reed in my hand was so smooth and comfortable … I loved this activity!” Ziggy Day (Year 5), found that “this experience has boosted my confidence with ink and was wonderful,” while Oscar Leppinus (Year 5) loved the challenge. “I am so proud of the final results,” he wrote. “This was one of my favourite artworks that I have ever done.”

Charcoal Drawing Another highlight was an opportunity to work with charcoal.

“We did this by layering the whole page of grippy paper with charcoal and then rubbing out portions of the charcoal to create incredibly detailed portraits of one of a kind of trees. This experience was amazing and I will definitely be experimenting more with this medium,” wrote Jamie Petsoglou (Y6). It was the favourite activity of Alexander Pontifix (Year 5) and Sam Spry (Year 5). “If you asked me my favourite thing about this camp, I would probably say the charcoal,” wrote Alexander. “It opened up a whole new discipline of drawing for me, and new areas to experiment in. I love the shading technique especially, making our artworks hyper-realistic and super dramatic.” Sam loved the chance to used the different materials: “I found it very amusing because we used all different materials. It was a little strange at first (but) the finishing touches were so realistic.” Christian Tsirbas (Year 5) loved drawings with charcoal because “it was almost like I was drawing with fire.”

Playing with technique was also inspiring for Angus Davies (Year 5) and Rylan Hedley (Year 5). “Charcoal is a unique style of art because it is reverse art. What I mean by that is, the charcoal is the rubber and the rubber is the charcoal,” wrote Angus. “I found the trick to make it look more realistic – using a shadow, shade and ghost trees, all of these techniques learnt from our guides.” Rylan loved that it “was super interesting how we had to rub out to draw. I had so much fun doing it and I think it was my best piece of art. Not only because it was a good drawing, but because it was so good to learn techniques for creating art.”

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First Nations Symbol Drawing On the first evening the students were introduced to First Nations symbolic painting. This was the favourite activity for Balthazar Roche (Year 5): “I really enjoyed this particular activity. I love learning about different cultures because I can imagine them adapting to their environment.

I loved it even more when we got to express ourselves, drawing our own symbols.” For Ziggy Day (Year 5) it was a chance to learn and also consider his own beliefs. “I (learnt) a lot about the culture of our First Nations Peoples,” he wrote. “This painting was fun, representing our beliefs. It … improved my knowledge about First Nations Peoples and made me think about what I believe.”

Acrylic Landscape Painting Finally there was the chance to use acrylics. “My favourite part of the art camp (was) using the acrylic paints to create a colourful moving landscape,” wrote William Holt (Year 5).

The students learnt about colour theory and mixing acrylics; something that inspired Kaspar Buck (Year 5) Harry Retief (Year 6) and Finn Whiteman (Year 6). “I enjoyed the acrylic paintings because I loved learning all the painting techniques.

I learnt about layers and how you can kind of plan out your painting with them. I really liked learning about tones and how to make your painting more 3D, which was really cool,” wrote Kaspar. “My favourite activity (was when) we learnt about mixing colours to create really realistic ones,” wrote Harry. Finn “highly enjoyed the painting because I love colour theory and mixing acrylics. Although my final product wasn’t that great, the experience was incredible. From the high-quality equipment to the inspiring view, this activity has helped me achieve a new level of enjoyment in art.”

Others enjoyed the chance to paint en plain air: “My favourite activity throughout this experience (was) the acrylic painting of the river,” wrote Leo MarchantWilliams (Year 6). “I found this a peaceful, calming experience and tried my hardest to reflect that in my painting. Within this activity, I discovered many new strategies and tips to improve my art. Yanni Alexander (Year 6) appreciated the opportunity to “paint in the wild, and look at what I was looking at, in real life.”

Overall…

Our students came away from the camp inspired by their experiences, and appreciative of the opportunity to make new friends. “This experience has been one of the most amazing things I have ever done in my life. It has brought me together with old and new friends, the artworks were astonishing, and the scenery was beautiful. I’m very thankful for the amazing accommodation and warm meals,” wrote Sam Spry (Year 5). “We did so much art here! … We learnt so many new things. I loved everything about this camp!” wrote Julian Rozsa (Year 6). Jansen Jiang (Year 6) summed up the camp perfectly when he wrote about his appreciation of new friends and his realisations about art. “During this camp, I realised that art should not be perfect, but include an experiment. This has helped me be less self-conscious about my work and more willing to try again if I cannot do something the first time.”

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Profile

TE ACHE R PROFILE:

CHRISTINA CELLINI It took a History Teacher—perched on a chair on the top of his desk, playing the role of a dictator while debating the concept of power— to spark Christina’s lifelong passion for teaching. We talked to Christina about her journey to Cranbrook and her tenacious desire to improve students’ learning A S S E S S M E N T A N D D ATA C O - O R D I N AT O R ( P - 6 )

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THE LITTLE THINGS IN LIFE CHRISTINA CELLINI

F AV O U R I T E B O O K

The Consolations of Philosophy

by Alain de Botton.

What attracted you to teaching?

I was attracted to teaching because I wanted to help students learn how great they could be. I believed I had the will to instil a determined approach to learning, to persevere and overcome difficulties.

What brought you to Cranbrook?

I had just completed postgraduate studies in gifted education at UNSW, and Cranbrook was looking for a teacher with such qualifications.

I was very fortunate to be invited to come for an interview and the rest is history!

What role did you start in?

I started at Cranbrook in the new position of Gifted and Talented Coordinator. In this role, I initiated and implemented many exciting programmes, such as Future Problem Solving, Philosophy, Mythology and Drama, a mentoring programme with Sydney University students, and the very popular RoboCup Junior Australia. This Robotics programme led many Cranbrook Junior and Senior School students to qualify and win many national and international competitions.

What does your current role entail?

In a collaborative model, I manage academic data that help drive our school curriculum goals. In addition, I assist teachers in developing in-class assessments, using the information to make informed decisions relating to student learning. I also support teaching teams in discussing with parents the role of standardised data and their child’s progress over time.

One other role that I have is coordinating the da Vinci Decathlon. I Initiated the Ascham and Cranbrook da Vinci Day for Year 5 and Year 6 students. The event has proven to be a successful and popular day intended to celebrate our students’ union from both schools in a stimulating and challenging academic environment.

What do you most enjoy about your job?

I love many things about my job. I really enjoy supporting all teaching staff to refine assessment tasks and strategies to better reflect students’ achievements at all levels of abilities.

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

Some of my absolute favourite moments include observing students’ tenacity to learn, hearing expressions of genuine appreciation and gratitude for the simple things and accepting failure as a means of changing their learning approach for selfbetterment. I also love watching students’ faces when they are asked to share their work or ideas. They express an unspoken magical sense of accomplishment.

What makes Cranbrook Junior School so special?

Cranbrook Junior School offers every student time and space to develop a strong voice of who they are and what they can accomplish for themselves and others. Also, my sons attended Cranbrook School, and their incredibly varied experiences here have given them the confidence to develop and become wonderful caring human beings.

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

The challenges for students at the primary school level are similar no matter what school they attend. Primarily, the challenges often relate to managing busy schedules, friendships, over-reliance on on-screen games and sometimes expectations of themselves and family.

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

Guide your child to experience and value truth.

Encourage a raging hunger to learn and help them to embrace the value of opportunities.

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MOST CHERISHED OBJECT

My mother’s collection of traditional Greek recipes.

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

‘Knowing yourself is the beginning of all wisdom.’

Aristotle.

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

Greek salad, with lots of extra virgin olive oil and feta cheese and homemade bread.

ESSE QUAM VIDERI

Profile

TE ACHE R PROFILE:

A B I G A I L M C FA R L A N E Our new Pre-School Coordinator, Abigail McFarlane, has almost a decade of experience in early childhood education behind her. Her understanding of a broad range of curriculums ensures she is bringing the best aspects of each to our St Michael’s and St Mark’s campuses. From Montessori schools to the UK’s Early Years Foundation, Abigail knows exactly what it takes to build solid foundations for our youngest Cranbrookians.

P R E - S C H O O L C O O R D I N AT O R

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THE LITTLE THINGS IN LIFE A B IGA I L M CFA RL A N E

A B I GA I L WA S A PP O I NTE D PR E -SCH OO L C O O R D I N AT O R at the start of the 2023

academic year. In this time she has harmonised successful transitions into the School, several orientation and welcome events, excursions and community catchups. It was this complete immersion of becoming part of the Cranbrook School, and working alongside a like-minded team who go above and beyond for all the children and family that Abigail was most looking forward to.

It was instantly clear to Abigail that our St Mark’s and St Michael’s campuses are havens of compassion and comfort, which celebrate the smallest personal developments of our Pre-School students. She is inspired everyday by the staff who surround her, with their utmost dedication in fostering their students throughout their entire learning journey and making sure they are well equipped for their passage into the Junior School.

“I aim to create a safe, fun-loving environment to allow children and staff to grow to become the best version of themselves” says Abigail.

Through a coeducational early learning environment, our Pre-School students are comfortable and familiar with environments of the real-world. It is by normalising these interactions between boys and girls from their earliest days that our students can be best equipped for the world beyond the shelters of St Mark’s and St Michael’s.

“Our students benefit from a coeducational environment as it builds solid foundations for developing respectful and meaningful relationships throughout their entire life” says Abigail.

For Abigail, it is watching the children’s learning journey from start to finish that is the most rewarding aspect of working in early childhood education. Additionally,

she has developed a deep appreciation for celebrating not only the big things, but the smallest steps of progress too. Whilst the highlights of a pre-schooler’s learning journey may not be as distinguished as those of the Senior School, they are just as significant and praised by the Pre-School staff.

St Mark’s and St Michael’s follow the International Baccalaureate’s Primary Years Programme (PYP) curriculum, as an introduction into the style of learning for the years of schooling ahead of them. As our Junior and Senior School offer the IB’s Primary Years Programme (PYP), Middle Years Programme (MYP) and the IB Diploma Programme (IBDP), students starting their Cranbrook journey from a Pre-School campus can be guaranteed consistency across their education.

“The PYP allows children to take responsibility for their own learning, as the curriculum is child-centred from the very first stages. Children building their foundational knowledge from as early as Pre-School allows them to be confident learners and sets them up for success in the future” states Abigail.

Alongside her well-equipped and passionate Pre-School staff, Abigail is eager for what lies ahead of St Mark’s and St Michael’s. “To develop our PreSchool to be the best it can be” is Abigail’s overriding goal within her new role.

By fostering our youngest students in preparation for not only the next step of Junior School, but also towards becoming insightful, engaged and curious citizens, her devotion for our youngest Cranbrook students is undoubted.

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F AV O U R I T E H O B B Y

Watching live sport and exploring beaches.

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

We’re Going on a Bear Hunt or The Hungry Caterpillar.

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OCA

From the President of the Old Cranbrookians’ Association As a proud Old Cranbrookian, from the Class of 1988, and as a current parent, the opportunity to become President of the Old Cranbrookians’ Association seemed to come at the right time for me. Joe Karsay (OC 1998), my predecessor handed the reins over to me in December last year, and I hope to continue his good work. I believe the School is in a great place and has an incredible leader, in Nicholas Sampson. I also strongly believe the OCA is in a good place too, we have an active membership base of just under 5000, and we’re growing every year with over 95% of the leaving cohort taking up membership.

O U R M I S S I O N I S T O S TAY C O N N E C T E D

with all Old Cranbrookians and to maintain a strong partnership with the School. Through events such as reunions, the Handover Ceremony, OCA Sports Day, and networking/ careers evenings, we strengthen these ties with each other and the School.

Being a member of the Old Cranbrookian network comes with an overwhelming sense of pride for our School. We hope to bring opportunities to you that allow you to express and grow your pride for Cranbrook. As the year progresses, we look forward to coming together, as we celebrate our Old Cranbrookian and Young Old Cranbrookians of the Year, our OCA Sports Day contenders, recent graduates and our Class of 2022.

The OCA is passionate about supporting the aspirations of our future Cranbrook students, and I am so pleased that the Old Cranbrookian Association continues to award scholarships for students in need. We are committed to helping propel students toward that Cranbrook experience and to live Esse Quam Videri.

Marty Cayzer (OC 1988) OCA President.

M A R T Y C AY Z E R ( O C 1 9 8 8 ) W I T H G R AY S O N C AY Z E R ( Y E A R 8 ) AT T H E R E C E N T H A N D O V E R C E R E M O N Y.

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O OLD CRANBROOKIANS

NED HENDERSON OC 2020

C

A creative in the country R A I S E D I N S Y D N E Y, Ned Henderson

N E D H E N D E R S O N AT K AT I -T H U N D A ( L A K E E Y R E )

Mr Wrigley would always be suggesting photo competitions to enter. He critiqued my work with a positive and constructive attitude which proved to be invaluable to my practice.

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developed a passion for landscape and wildlife photography during frequent work experiences on a family farm in western NSW, giving him a foothold in both worlds.

Currently studying Media Arts at UNSW Art and Design, Ned has combined his studies with a love of outback and rural Australia through a series of exhibitions and competitions.

Graduating from Cranbrook in 2020, Ned exhibited his work in the Blue Mountains Culture Centre’s 2020 Out of the Fire: Resilience in the Face of Natural Disaster exhibition and was a finalist in the Global Oneness Earth Rise competition with the image Unsettling Evidence taken during the 2019–20 Australian bushfire season, known as Black Summer. Ned’s haunting and stark images capture the aftermath of a fire storm.

Commenting on his selection as a finalist, Ned said: “Being recognised internationally for this photo was humbling for me as it was my first major photo prize. It was very motivating going into the HSC”.

Last October Ned exhibited a series of multimedia new works, alongside his mentor, Steven Cavanagh—an artist, curator, and lecturer at the National Art School—in an exhibition in Taralga entitled Roadie. The exhibition, Roadie, was a documentation of his travels, from 25 uniquely immersive Australian locations. Simultaneously, Ned’s mentor, Steven extensively travelled throughout the Central West NSW region, so the exhibition was a collaboration of their time.

The pilot exhibition was curated by The CORRIDOR project, a not-for-profit multidisciplinary arts organisation based near Cowra that focuses on new ways to activate tourism in rural areas, exhibiting in ‘uncommon spaces’ such as the Argyle Inn Store in Taralga.

Ned’s works were on exhibition for over four months and included 30 images from his threemonth, 20,000km road trip around Australia.

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Alongside the multimedia new works on exhibition, Ned and Steven participated in a series of floor talks, discussing influences and the importance of mentorship. The floor talk enabled Ned to explain conceptual thoughts in his works and reflect on the collaboration he had with Steven.

Ned met Steven during his time at Cranbrook, when he attended a series of external photography courses at the Australian Centre of Photography (ACP) as well as at the National Art School (NAS) Year 12 HSC Intensive Course where Ned studied black and white film photography.

Ned deeply appreciates the insights he has gained from a mentorship with Steven, particularly the opportunity to engage and be heard by an industry professional.

“Working with Steven throughout the year leading to the exhibition became some of the most valuable moments for my future art practice. Being taught by Steven has always been a privilege but exhibiting with him was something else” he said.

Reflecting on his time at Cranbrook, Ned fondly remembers a few members of staff who were truly inspirational and motivational.

Julian Wrigley, Visual Arts Teacher, was “a breath of fresh air amongst the chaos of HSC stress, and such a huge help with my photographic and video practice. Mr Wrigley would always be suggesting photo competitions to enter. He critiqued my work with a positive and constructive attitude which proved to be invaluable to my practice.”

Ned cites Julian as a wonderful help in the transition from school to the ‘real world’ aspects of the industry, helping him to make his transition to university life so much easier.

Ned is thoroughly enjoying his time at UNSW Art and Design, saying that his studies are challenging him to integrate his technical skills with creative thinking, enabling him to tackle more complex concepts and technical ideas more effectively. Looking to the future, Ned has a long-term career goal of sustaining his freelance film making and photography practice commercially.

However, he is determined to hold on to his passion for the country, alongside a freedom to create and collaborate in art making.

Visit www.nedhenderson.com.au to experience more of Ned’s incredible photography and filmmaking.

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C LO C K W I S E F R O M ABOVE: THE PINNACLES AT S U N R I S E I N W A ; DESERT MEETS SEA (NORTH OF B ROOM E WA ); MURCHINSON SHEEP S TAT I O N O W L I N W A ; M A N TA R AY F A M I LY, NORTH WEST C A PE WA

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O OLD CRANBROOKIANS

SAM LEV Y OC 1987

C Sam Levy epitomises creativity.

His theatrical works empower the marginalised, celebrate diversity and raise the standard of the Arts industry to new heights. His ability to envision a work, then fabricate it onto an international stage and emotionally connect with audiences from all over the world, is rare, and deeply influential.

From Bellevue Hill to Broadway SAM REMAINS ROOTED AND FILLED WITH

G R AT I T U D E for the relationships, passions,

support, and skills which were instilled in him during his Cranbrook years. This connection, alongside his unwavering dedication to his craft, led to him receiving the accolade of Old Cranbrookian Of The Year 2022.

Upon stepping out of the Victoria Road gates, Sam’s career was not a straight road.

He jumped between studying theatre, working for NSW Government, on HIV/AIDS programmes in California, and even for an internet start-up. It was only after landing a three-month gig at a well-established theatre company in New York, that his creative desire and curiosity was satisfied.

“I wasn’t focused in my early 20s, and while moving overseas was partly for education, it was mostly because I thought, ‘why not?’” recalls Sam.

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Once he set foot in New York, his career truly took off. Sam ended up staying, now for over 20 years, dedicating his time to producing shows and scouting for emerging artists and new works that he could expand into wonderful stories.

In 2015, Sam established his own company, Trumper Park, hinting back to his fond school day memories. Most notably, the New York based theatrical production and consulting firm was part of the team behind the now internationally recognised musicals, Come From Away and SIX: The Musical. Alongside an abundance of other stories Sam has crafted onto world stages, he has a passion for giving a voice to younger and more marginalised communities.

“I think producers need to be better at producing work that speaks to young people, who will be our audiences for decades to come if we enthral them now.

I think we need to diversify our stories, and the way that we tell them.”

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Sam’s Tony, Olivier, Drama Desk and Drama League Awards are a testament to the quality and standard of work across the global Arts industry to which he contributes.

His production of The Ferryman received both a Tony and Drama Desk Award for Best Play along with a Drama League Award for Best Production of a Play and Come From Away received an Olivier and Drama Desk Award as Best Musical.

There is no doubt that Sam’s creative spark was truly drawn out during his schooling years. Memories of being cast in two student productions, attending excursions to the theatre to see Hedda Gabler and Death of a Salesman, painting, drawing and sculpting still remain prominent in Sam’s mind.

“The School encouraged passion for all sorts of different art forms, all of that was incredibly helpful in establishing my love for live performance. It is thanks to Cranbrook that long before I worked in the arts, I was an avid consumer of them,” said Sam.

Sam recognises the devotion the School’s teaching staff had towards finding his passion.

He knew he would never be an athlete or astrophysicist and therefore is immensely grateful for the patience they demonstrated as he tried to figure out who he truly was, and where he wanted to go.

Sam’s fondest memories of his time at school are of the people who surrounded him every day. He reflects on how even after leaving school, “I ate, talked, played, learnt, and partied with most of them for well over a decade, and some for almost my entire life”.

Above all, Cranbrook instilled in Sam an eternal gratitude for the level of opportunity and advantage he and his schoolmates were presented. He recognises the rarity of privilege he was granted in life and to this day, remains conscious in reminding himself of his good fortune and responsibility to use that to benefit others.

“Cranbrook taught me – among many other things – that I was very, very lucky: to live in

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a wonderful city, go to a great school, and have many opportunities to think about what I wanted to do with my life. Very few people on this planet get that,” said Sam. As advice to current students, Sam relates to the Billy Joel song Vienna. Despite not hearing it until his 40s, he wishes he had heard it when he was 18, knowing the lyrics would have saved him some angst and uncertainty after graduating - “Slow down, you crazy child. You’re so ambitious for a juvenile...

Slow down you’re doing fine, You can’t be everything you want to be before your time.”

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O OLD CRANBROOKIANS

JOE DUSSELDORP

O C 2 0 0 0 ( YO U N G O C O F T H E Y E A R 2 0 2 2 )

C

As Head Prefect, Joe can still recall the influential teaching staff who provided pivotal support during his schooling journey. “The great Martin Pitt played an important role in my schooling, encouraging me from a young age to excel in both sporting and academic endeavours. Bruce Carter as Headmaster also helped me to see the big picture and finally Frank Thorn, my rowing coach for three seasons in the 1st and 2nd Fours, taught me the value of consistent hard work which has been a lesson I have carried with me ever since.”

Future H I S PA S S I O N F O R T H E M E D I C A L F I E L D I S D E E P R O O T E D . Despite initially studying

Joe Dusseldorp is changing lives every day. As a specialist reconstructive plastic surgeon, he applies his skills to help those struggling with daily functioning. He relishes “the freedom … to use my skills and training to help people with difficult problems and see them return to living full and rewarding lives”.

J O E ’ S TA L E N T S E X T E N D F A R B E YO N D the

daily challenges of reconstructive surgery.

His additional role as a researcher at Sydney University means he is pioneering the future of medical treatment, developing state-of-the-art medical devices in order to imagine and create new options for patients. Joe is re-shaping futures and opening a new field of opportunity for those living in difficult, impairing situations.

In recognition of his astounding work and contribution to the lives of so many, Joe was named Cranbrook’s Young OC of 2022. He recognises the pool of talent filled by his fellow schoolmates, so receiving the award was a great honour. “At the speech day the students also gave myself and Luke Johnson (OC of the Year) a resounding foot stomp which I took as a sign from the current students that the work we are doing has a wider impact than I might have realised and may even inspire others to some degree.”

Cranbrook Days JOE HAS BEEN A MEMBER OF THE CRANBROOK C O M M U N I T Y since the Junior School.

He believes the School gave him “all the opportunities to test myself and to come away with a better understanding of what I was made of and what I wanted to achieve in the future”.

In essence, Joe has always had the drive to help others. Yet it was within the safe walls of Cranbrook that this desire could flourish.

Commerce at university, it was a trip to Scotland that uncovered a long history of doctors in his family. The line extends as far back as five generations before him and affirmed in Joe his calling to make an impact. His grandfather, Sandy Robertson (OC 1932) was a strong influence and great role model. During his time in Scotland, Joe discovered that his great-grandfather was one of eight brothers, all of whom studied at Glasgow University and also went on to become doctors. After this connection with his past, Joe realised that “medicine is an everchanging field of progress of which doctors are simply the current custodians”. He was inspired by his grandfather Sandy and his past ancestors to make his own impact in the field and to “use technology to usher in new treatments to push us all further forward”.

Joe’s aspirations for the future are not bound by any limitations. He hopes to pave the way for at least one disruptive new treatment in the field of personalised medical devices, incorporating the technological advancements of 3D printing, bio engineering and personalised electronics. His passion for improving the world is undeniable and made clear through his goals for not only himself, but all medical professionals.

“I believe that medical professionals should be striving to do themselves out a job. For example, if a vaccine for breast cancer can be found, this would potentially put an end to the need for mastectomy and breast reconstruction surgeries that I currently perform.”

He recognises that equity of access to medical treatment, particularly at stateof-the-art level, remains a major global issue. Joe declares it a personal goal of his to use medicine to embrace this issue, within both our society and globally.

Looking back on his time at Cranbrook, Joe would remind himself not to worry too much about the future, but to discover what is important. His advice for current students? “Focus on what you can do right now to be in a position to make an impact in that space in the future,” he says.

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JOE DELIVERING A MEDICAL P R E S E N TAT I O N ON HIS RESEARCH.

J O E O P E R AT I N G WITH COLLE AGUE D R N I C H O L A S LOT Z O N A 3 D E A R I M P L A N T.

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J O E ’ S Y O U N G M I C R O T I A P AT I E N T FINDS OUT HOW HIS NEW C U S TO M 3 D E A R W I LL WO R K .

I believe that medical professionals should be striving to do themselves out a job. For example, if a vaccine for breast cancer can be found, this would potentially put an end to the need for mastectomy and breast reconstruction surgeries that I currently perform.

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WE LCOME TO NE W PA R E N T S E V E N I N G 2023

Over 380 new parents to Cranbrook were welcomed to the School, by Cranbrook Foundation Chair Katrina Rathie, on Wednesday 8 February 2023. A beautiful cocktail evening was held on top of the new Vicars Centenary Building.

AUSTR ALIAN CHAMBER ORCHESTR A PERFORMANCE 2023

The brainchild of past parent and past Cranbrook Foundation Chair, Liz Lewin, we were fortunate to be able to partner with the Australian Chamber Orchestra on 1 March 2023 to showcase our new Packer Theatre. Close to 250 guests from the wider Cranbrook community attended and were welcomed by The Hon. Ben Franklin, MLC, Minister for Aboriginal Affairs, Minister for the Arts, Minister for Regional Youth, Minister for Tourism and Old Cranbrookian, 1989.

As part of the evening, the Cranbrook School Piano Trio comprised of students Oscar Xing on violin, Alexander Benz on cello and Kevin Chu on piano performed beautifully.

Development Connecting With Our Community The Development Office is excited about 2023 and about the opportunities we have for our Cranbrook community. Please save the dates in your diary and contact us if you need more information, at foundation@cranbrook.nsw.edu.au.

W E D 1 9 J U LY:

G R A N D PA R E N T S ’ L U N C H 2 0 2 2

The Annual Cranbrook Foundation Grandparents’ Luncheon was held in the Governor’s Ballroom on Friday 18 November 2022 with over 50 guests in attendance.

Connection Evening #3 Law

S AT 2 9 J U LY: CS vs Knox/2003, 1998

& 1993 Reunions

W E D 2 3 A U G : Vintage Club Lunch – For OC’s who

left Cranbrook 50 or more years ago.

S U N 1 0 S E P T:

OCA Sports Day

W E D 2 5 O C T: Connection Evening #4 Medicine MON 13 NOV:

Cranbrook Remembrance Day

FRI 24 NOV:

Grandparents Lunch

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HANDOVE R CE RE MONY 2023

After a two-year hiatus, the annual Handover Ceremony was held on 15 March 2023, giving us an opportunity to recognise and acknowledge multi-generational Cranbrook families. We honoured families who are currently at Cranbrook that are either the sons, grandsons, nephews, or greatgrandsons of Old Cranbrookians.

The Handover Ceremony was a special evening, more so because it brings generations of Cranbrook families together and symbolises the handing over of the Cranbrook journey to the next generation.

C R A N B R O O K F O U N D AT I O N S U P P O R T E R S EVENING 2023

Every year we gather to honour the supporters of Cranbrook Foundation. And every year we become more and more grateful for their continued commitment to this School of ours. There is something special about our Cranbrook Foundation supporters, they continue to inspire us with what they have achieved for Cranbrook.

Katrina Rathie, Cranbrook Foundation Chair, and Headmaster Nicholas Sampson expressed their gratitude to expressed their gratitude to those who attended on the night for their ongoing and long standing partnership with Cranbrook School.

BOB LOCK’S RETIRE ME NT 2022

On 5 December, the Development Office team were happy to organise a fitting send off for Bob Lock, who retired after 38 years at Cranbrook. Current students, past families and alumni from Chelmsford and representatives from CETOP created a Guard of Honour from the Chelmsford House area to Hordern Oval where special guests were invited to place garlands around Bob as he made his way to the Oval.

THREE ISLAND CLASSIC 2023

Another great day on Sydney Harbour was had by 14 crews vying for top spot. The weather conditions gave them great wind and sunny skies.

The icing on the cake was getting old and new friends back together.

R E S U LT S :

1 S T: Jonathan Rosenberg (OC

1982), Howard Barton (OC 1982), Kent Paisley (OC 1982), Ken Knox (OC 1982), Ken Knox (OC 1982) and Andrew Hyams (OC 1982) 2 N D : Mark Dagworthy (OC

1996), Andrew Dale (OC 1997) and Alex McKillop (OC 1992) 3 R D : Graeme Neuhaus (OC

1970), Rob Landis (OC 1970) and Graeme Smith (OC 1971)

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CSPA It has been a busy start to the year with many new faces joining the CSPA Committee. I am very honoured to be the new President and welcome our two new Vice-Presidents Meg Tudehope (Senior School) and Angelique Haritos (Junior School).

I W O U L D L I K E T O TA K E T H I S

O P P O R T U N I T Y to acknowledge and

thank outgoing President Susie Fuller for her outstanding contribution to Cranbrook and the CSPA over many years. We also say farewell and thank you to Nonie Elliott, our wonderful outgoing Junior School Vice-President. They both facilitated a seamless transition and we have hit the ground running this term.

It was fantastic to see so many parents attend our first CSPA Committee Meeting in February. We were fortunate to receive updates from Mr Sampson, Mr Meakin and Mrs Marquet as well as the Head Prefect James Pelly and Second Prefect Dan O’Regan. We thank them all for their time and remind all parents they are welcome to attend.

Of course, our primary focus is on providing opportunities for parents and families to meet socially and to be involved in the School community through volunteering. We have 32 Parent Representatives busy organising events for their respective Year Groups. In Term 1 this year there were more than 20 events ranging from family picnics, parent drinks, coffee mornings and Easter Egg hunts. There really is something for everyone!

We also saw the return of the CSPA Welcome Drinks. More than 500 parents gathered both inside and outside the Governor’s Ballroom for a fun filled evening meeting new parents and catching up with old friends. We were thrilled that Mr Sampson, Mr Meakin and Mrs Marquet were able to join us as well as Chair of the School Council Mr Lovell and several other School Council Members. It was wonderful to see the School community come together in such a beautiful setting.

We also held our bi-annual Reuse and Recycle Second Hand Uniform Sale at the end of Term 1. It continues to grow in popularity with sales up 50%. We were thrilled to recycle 750 items back into the School community and raise close to $8,500 for charity. The Year 6 Charity Prefects chose the Starlight Foundation as their charity of choice.

We look forward to seeing many of you at one of our upcoming events and we welcome any parents who would like to become more involved. Our door is always open. Esse Quam Videri.

Sam Roberts CSPA President

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C S PA W E L C O M E DRINKS

YEAR 9 MOTHERS D AY L U N C H

R E U S E A N D R E C YC L E SECOND HAND UNIFORM SALE

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