Learning Celebration - A Snapshot of our Annual Yearbook

Learning Celebration

A SNAPSHOT OF OUR ANNUAL YEARBOOK

EXCELLENCE RESPECT COMPASSION COURAGE INTEGRITY

Mosman Church of England Preparatory School

Headmaster's Message

As 2022 comes to a close, I am humbled to be flooded with lovely messages of appreciation from our families. Stories of lives enriched and even transformed since arriving at Mosman Prep were heart-warming. Some from faraway countries and others from close to home. There is no better confirmation for a school than the appreciative insights shared from within its community. Some examples of the encouraging messages I have received...

“Mosman Prep is an outstanding school! We came from a high performing school overseas and have found Prep to be amazing in comparison. We have been

incredibly impressed with the strong values. The way the values are messaged to the boys is very special. It is part of the fabric – evident in the teachers and administration staff. The ‘values culture’ is so clear. The boys’ grandparents cannot believe the standard Prep has achieved as a school. Mosman Prep has set the benchmark.”

“I would like to write an email simply to say how much we as a family appreciate the opportunity to commence at Mosman Prep in the middle of Year 5. Our son has grown to become a strong, confident, happy boy and the transformation of his growth has come from the environment,

friends around him as well as the parents’ network.”

“The Learning Celebration held earlier in the year was a triumph and we thoroughly enjoyed being part of the school community. Our son has had a wonderful year, participating in the Model UN program, Sydney Writers’ Festival and the da Vinci Academic Decathlon. There were so many outstanding opportunities for the boys to extend their learning horizons and I appreciate and acknowledge the excellence of the school throughout this year.”

During the year, it was once again fabulous to showcase the rich learning and wellbeing

provision at the School during our ‘Learning Celebration’. We were also thankful to continue our support of parents through our ‘Empowering Parents’ events, while significantly developing our engagement with programs such as ‘Aboriginal Education’ (including our inaugural Year 5 Coffs Harbour Camp), ‘Sustainability’, and ‘Secondary School Connections’.

I would like to thank all our parents and extended families for your support of our staff and the Prep Community during this very challenging year. Your positive engagement in partnership with us has been incredibly empowering. A special thank you to our P&F Committee, Class Parents and Canteen staff for their contribution.

Thank you, also to the Council Chair Ms Jennifer Lambert, the Council, and the Old Boys Union Committee for their ongoing support of the School. Thank you to Mr Greg McDonald, Ms Liza Campbell, Ms Alex Fentoullis, and Reverend Daryl Diener, and all the Prep Staff, including the administration, ground staff and peripatetic music staff. This has been another particularly busy year, as in their usual way, they have sought to ‘doubly bless’ the boys in this year of newfound freedom. Their professionalism, enthusiasm, ‘can do’ attitude and dedication to the boys and families of the School has been exceptional.

I think the words below from a much-loved retiring teacher at Prep, highlight the quality of the Prep Staff: “The team at Prep is very special and strong, hard, dedicated educators and

humble beings who hold the boys’ interests in mind and heart all the time....I see it every time I am with you or reading/ following online events and emails. Congratulations everyone on a great year and in fact a great few years dealing with so many COVID related changes.”

Amidst the outstanding everyday job that the staff have done, I would like to recognise their passionate engagement with our Strategic Planning over the past year. It is a rare feature for a staff to be so fully immersed in strategic planning. Sadly, often it is a top-down process, perhaps done for the purposes of fundraising or to ‘tick a box’, not seen by staff and therefore not actioned. In respect to our Strategic Plan, all the staff and the School Council have been engaged, and our parents and Old Boys were all invited to contribute. Thank you to all who have shared this task.

‘Strategic Direction: Towards 2028’ is a living document, with a comprehensive spreadsheet of priorities, goals, initiatives, timeframes and success measures sitting behind it. It is exciting that many of the initiatives mentioned have commenced over the past year thanks to the enthusiasm of our staff team and School Council. Plans are well underway for redevelopment of the basketball court area and development of a Creative Arts Music Facility, as we commit to our strategic priority – ‘Enhancing learning spaces and facilities so that they support our Learning Model’. This year we farewell Mr Paul Dawson and Mrs Nicole Gillespie who are looking forward to reducing their workload and

having more time for family and friends. We are also farewelling Miss Annie Hope and Mr Domenic Lespierre as they look to develop their career paths in different schools. We wish Mrs Jo Browne and Mrs Holly Barton every blessing for the anticipated birth of their babies. All these teachers have been important members of our staff team who will be missed greatly. We thank them for their significant contribution and wish them and their families all the best for the future.

I won’t say goodbye to our Year 6 boys and those families finishing up at Prep, rather, we look forward to seeing you soon, as lifetime members of the Mosman Prep family. You are always welcome to visit!

In closing, the Staff and Council are thankful for the support of our community during 2022, and excited about actioning further our ‘Strategic Direction: Towards 2028’ in 2023, as we endeavour to provide an exceptional education for boys during the critical early years, empowering them to thrive.

Mr Peter Grimes Headmaster

We endeavour to provide an exceptional education for boys during the critical early years, empowering them to thrive.

Purpose, Vision & Mission

PURPOSE

To create positive and meaningful experiences that ignite a love of learning and life so students thrive.

VISION

To lead and guide our School community, with a Christian worldview, embracing the shared challenges and opportunities we face today in preparing young boys for their future.

MISSION

With Christian faith as our foundation, we focus on developing and strengthening positive relationships, honourable character, pursuit of excellence and commitment to contribute to the lives of others.

Doing so creates a sense of belonging and self-identity that lays the foundations for academic, physical, social, emotional, and spiritual development.

Our Values

EXCELLENCE

We strive for our personal best.

‘Whatever your hand finds to do, do it with all your might.’ Ecclesiastes 9:10a

RESPECT

We value each other and the world around us. .

‘Show proper respect to everyone.’

1 Peter 2:17

COMPASSION

We serve and care for one another.

‘Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me.’

Matthew 25:40

Our School values and faith foundations are a lighthouse for our relationships and learning. They guide us towards a life of integrity, courage in pursuit of excellence, and a commitment to live ‘not for ourselves alone’.

INTEGRITY

We stand up for what is right. . ‘He has told you, O man, what is good; and what does the Lord require of you but to do justice, and to love kindness, and to walk humbly with your God?’ Micah 6:8

COURAGE

We are bold, brave and embrace new opportunities.

‘Be strong and courageous. Do not be afraid; do not be discouraged, for the Lord your God will be with you wherever you go.’ Joshua 1:9

Speech Day December 2022

You can imagine my surprise when I walked down to the playground to what I assumed would be a normal recess, to see none other than Mr Grimes on the handball court, showing off his handball skills among my fellow classmates. The boys were chanting from the sidelines and watching with awe, his athletic stature and agile movements amazing us all.

This was a perfect display of our core values at Mosman Prep. Besides learning that no amount of skill can compete with Mr Grimes’ elegance on the Handball court, I learned the importance of humility and how it is constantly embodied by the staff and boys at our School.

In my opinion, humility, along with community and legacy, are three values which I think makes Mosman Prep so exceptional.

When thinking about more ways in which our School displays humility, I believe we can relate Mosman Prep to one of the

world’s most revered sporting teams, the All Blacks. While New Zealand is in a state of national celebration after a win on the rugby field, it has been reported many times that the members of the All Blacks sweep their own training sheds after a match. A symbol of humility and respect, as the win doesn’t change who they are.

I believe that this action of 'sweeping the sheds' holds a wider significance, and deeply reflects how Mosman Prep operates as a whole. This can be seen most clearly in the actions of our teachers, who both figuratively and literally sweep the sheds of our School. Our teachers dedicate their Saturday mornings to our sport, devote afternoons to enrichment classes and stay behind at carlines to make sure we get home safely. The notion of 'sweeping the sheds' is also deeply ingrained into the sporting culture of our School, in which we are told to not be

upset in defeat, but to celebrate our efforts, and always motivate our peers. Prep has created something unique, a culture of humility and respect – we’re not clouded by our victories just as we’re not disheartened by our losses, something I am truly proud to be a part of.

While humility is important, it’s only one piece of the Mosman Prep puzzle – a building block, if you will, to what makes our School something special. The next core value of our School is Mosman Prep’s sense of community.

The moment I entered the School, my feeling of anxiety, starting a journey in a new place, drained away as I was greeted by students across all years and was handed over to Mrs McGarigal by my brother Max. I knew from that moment forward Mosman Prep felt as if it were a home away from home.

This sense of inclusion is partly made possible by the School’s

CAPTAIN’S

buddy system - where Kindy or Year 1 students are partnered with a Year 6 student, both introducing new boys to the School and reminding our Year 6 leaders of where they once came from. Another example of community in our School is the GoodCHAPS program. Sweat pouring from our faces as our legs continue to carry us up the treacherous Balmoral Burn. Small crowds clustered near the road all trying to motivate the runners to make it to the top of that mountainlike hill, all for the same cause. This is an example of Mosman Prep coming together with the greater community to support children’s hospitals and raise money for children’s medical equipment. Through my time at Mosman Prep I have seen some inspiring GoodCHAP

boys, especially the years below myself, to ask themselves a question, “What will we leave behind?” If I asked myself this same question six years ago, I would probably say my lunchbox or my varsity cap, but if I asked myself this year, my answer would be much different.

Prep students and teachers, but has continued on in us.

presentations, one of which was the McGrath foundation where we pulled up our long pink socks and headed up to Terry Hills to spread awareness for breast cancer. Some boys took the time during lockdown to reach out to lonely neighbours and to knit beanies for charities.

Finally, what point is there talking about our humility and community if there’s nothing left behind? When considering the legacy of Mosman Prep, I encourage all the Mosman Prep

Where in our School is legacy shown? What does it mean to the School as a whole? For one the Terrey Hills campus. It was our previous headmaster’s dream that boys of Mosman would be able to leave the School grounds for a day and head to the fresh air of the countryside where they would then be able to explore the outdoors. This dream became a reality in 2012 as the campus away from Mosman opened, solidifying Mr Brown’s legacy. There is one legacy that stands out, a legacy that has changed the course of history, a legacy that not only saved many innocent lives but our lives too. This legacy has always been visible at our School. The Honour Board held high in the Assembly Hall, lists the name of many honourable Mosman Prep Old Boys. The Old Boys who served in the war, who acted ‘Not For Themselves Alone’, but for their country and future generations. Next time you look at that board look out for the name Captain Lancelot Lytton Richardson, a War Hero and Military Cross recipient. Captain Richardson, once a Mosman Prep student, took the values he learnt from our School to the battlefield. So next time you pass that old wooden board, take the time to think about those young boys and teachers who fought and even lost their lives so we would have a better future. This legacy hasn’t just continued in memory of past Mosman

When we look at legacy, community, and humility on their own, we can see the foundations of our School. But together, we see something greater. We don’t see a School of disjointed parts, but a group of likeminded students, parents, and teachers who work and act together, who fight for what is right, and whose legacy will inspire those who come after us to act in the same way.

As the Year 6 Class of 2022 make their departure, we are able to look back at the School we shaped and the one that shaped us. For those of you lucky enough to have a few more years at this School, or for those who just started your journey, enjoy it. You’re in a community of like minded people whose humility fuels their legacy. While my peers and I may be leaving the campus, the values of the School will carry on within us as we will act, not for ourselves alone, but for the School we now call home.

You see, this School is no different to the handball game Mr Grimes was playing in the courtyard. Where we once saw a teacher reliving the glory days of his youth, now we see a man full of humility, willing to take part in a Year 6 handball game. We see a community of teachers, parents, and boys from all year groups working and playing together.

And we see the legacy of our School being rung through the air. A reminder to take what you’ve got and enjoy it while it lasts. And a message we all wish to leave behind: 'Take the ball and run with it.'

School Captain

We see a community of teachers, parents, and boys working and playing together.

Faith and Community

'Praise God, the Father of our Lord Jesus Christ. God is so good, and by raising Jesus from death, he has given us new life and a hope that lives on.'

1 Peter 1:3

This year our School has enjoyed a wonderful season of growth in our two school values, Faith and community (from our pre2022 values). Through the many different learning experiences, the boys have explored who Jesus is and become more acquainted with their God Story. Semester 1 saw us explore Jesus’ identity through the famous “I AM” statements and the different

names given to Jesus. Our 'God the Builder' series in Term 3 was a hit with the boys, which saw us explore God’s masterpiece - us! We learned that God the builder has ‘built’ incredible truths into our lives. We are valued, loved, forgiven, citizens of heaven, saved by Jesus, blessed and heard by God. All these wonderful realities are made possible as we build our lives upon Jesus the rock! In Term 4 boys enjoyed hearing 'God Stories' from people in the Bible as well as from their teachers. It was wonderful for the boys to hear God stories of those within our community and the incredible

joy they have living with Jesus in their life. We also enjoyed 'rocking it out' with our Memory Verse from Acts 2:21! Like every year, it’s a joy and a privilege to provide boys opportunities and platforms for them to grow and express their faith journey in a safe and supportive environment. To me this affirms the importance of our School prayer which we pray every week and which God has graciously answered in abundance!

Blessings,

Rev. Daryl Diener School Chaplain/Pastoral Care Coordinator

Rea World Problem Solving

In our Early Entry classroom this year we used our developing Science, Technology, Engineering and Mathematics (STEM) knowledge to guide our investigations into a wide range of interesting topics. The problems we questioned and explored tackled some of the real life challenges we experience today. Through integrated learning and a focus on STEM, the students were faced with a range of problems that their knowledge and skills could help solve. Each week students pondered over new wonderings and questions, and rather than being given the answers, they were encouraged to use their developing 21st century skills through STEM to form solutions. As research suggests, there is a

growing need and demand for these types of skills, in particular, considering their connection with the real world after school and the opportunities it will provide our boys. This relevance and authenticity increased student interest and engagement in their learning. Developing active critical thinkers and problem solving individuals was our focus of 2022.

Our Integrated Units throughout the year took us on many real world problem seeking missions. We explored what it means to be human in our ‘Who Are We?’ Unit. We explored whether change is necessary for growth in our Built Up and Cycles and Systems Units. Finally, we delved into some

problems faced when trying to be a responsible global citizen in our Let's Get Global Unit.

Here are some of the wonderings and problems we pondered and some of the ways we used our STEM skills and experiments to test out our solutions:

Is life possible on Mars? (1)

What makes us unique? (2)

What does it mean to have a special connection to a place? (3)

What if invisible air pollution was made visible? (4)

Why do we need community helpers? (5)

What cycles of change impact living things? (6)

How can we protect ourselves from earth's wild climates? (7)

Some things we loved about our time in Early Entry

Harley: Being the calendar boy and checking the weather

Hendrick: Choosing what to do during Free Play

Sebastian: Visiting Terrey Hills and playing rugby on the big field

Riccardo: Making new friends

Isaiah: Learning maths and seeing Caleb in assembly

Mads: Walking to the church for Chapel

Dilin: Playing in our construction room and building with the couches

Jenson: Using the B-Bots during our STEM lessons

Archie: Using the VR goggles with Mr Blackband

Albert: Going on the rollercoaster with the VR Goggles

David: Filling up the buckets in the sandpit

Kindergarten, Weather Watchers

Wild, weird and wonderful weather... 2022 brought a range of extreme weather conditions. As meteorologists, Kindergarten explored the driving question: How can we prepare others for different kinds of weather?

Once Kindergarten could identify the various weather types and describe how daily and seasonal changes in the environment affect humans and other living things, we began to explore the different types of weather conditions we can experience around the world. Students enjoyed working collaboratively to learn about and discover natural disasters prevalent in Australia and around the world, and the impacts following an actual occurrence and its significant harm on

the community. Presenting as problem-solvers, students raised awareness about potential hazards and how to address them, as well as being educated on how to properly prepare for different types of disasters.

To consolidate our learning, Kindergarten students made their way to the iconic Sydney Opera House and Botanical Gardens. A place to dream and travel through time, the After the Flood production provided a futurist experience of what the world could be like. Students dived deeply into in an immersive, dreamlike, audio installation. Enjoying this calm and magical place, they were inspired by the restorative power of story, courage, change and

the sea. Following the personal audio experience, they were then invited to draw, make sea creatures and write together using their imaginations, conversations, and reflections. They then returned to land and headed to the Royal Botanic Gardens where they looked into the world of Spring, exploring plant and animal habitats in the garden and the beautiful diversity each season offers.

Most importantly, this experience, as part of our Integrated Unit, allowed Kindergarten students to think critically and creatively, to explore and dream, to play and discover and to engage with wondering what the future holds in store and how it will affect life as we know it.

What do you see? What do you hear? What does it feel like?

Year 1, Waste Warriors

Throughout Term 4 2022, 1M students became Waste Warriors. While investigating our integrated English, Science and Geography unit of study, War on Waste, students explored the question: 'How can conscious use of materials help us live more sustainably?' This unit of study combined the exploration of materials and their properties, how to live more sustainably while caring for environment, and planning and composing informative texts. Students learned how to take greater responsibility for the planet within their roles as stewards of the land, as God intended us to be.

The boys explored how Aboriginal and Torres Strait Islander peoples use natural materials to create useful everyday items, including dilly bags, coolamons and woven baskets. Students experimented with a range of natural materials at Terrey Hills, choosing materials according to their properties to build and create. The boys cooked with yield from the garden and assisted Ms Roden to harvest, sort and package leftover produce to donate to Oz Harvest, to avoid wasting our freshly grown vegetables.

Year 1 planned, edited and

published information texts about waste and its devastating impacts on the environment and animals. In addition, students investigated ways to help reduce our footprint on the Earth. They learned to make considered choices regarding materials we use and how we dispose of them.

Year 1 were asked to answer the following question: What are humans doing well to reduce waste and how can we improve?

Students provided two stars and a wish feedback, like they give and receive in class!

Terrey Hills Outdoor Education Centre

Leon

Recycling plastics and carboard

Donating food to Oz Harvest

Reuse items like plastic and paper to make new things

Hugo

Most people have reusable lunchboxes

Saving hand-me-downs for siblings

Find uses for old plastic bottles

Luca

Buying reusable water bottles

Picking up rubbish

Donate more old toys to kids in need

Rupert Get lots of wear out of your clothes

Wearing hand-me-downs

Set up a compost bin

Jack Buying reusable picnicware

Sharing unwanted food with people in need

Donate unwanted items to charity

Will Using sustainable materials Most people recycle

Avoid single use plastics

Billy Reusing plastic bags over and over

Saving uneaten food for later

Use both sides of paper to avoid waste

Lucas Shopping with reusable bags

B uying reusable items

Save unwanted food for later

Ryan

More people are buying electric cars

Buying reusable things

If you’re full, keep extra food for after school

Ronan

Turn old materials into useful things

Canteen uses paper over plastic

Try to use more natural materials

Hugo Reusable water bottles instead of single use

Eating in over take away

Pick up rubbish each time you go to the beach

Charlie

Recycling old tyres into soft-fall for playgrounds Composting!

Use solar power where possible

Will Reusable coffee cups

Tell mum and dad if they give you food you don’t like Try to use disposable items more than once

Oliver

Charles

People are reducing and reusing

People are donating to Oz Harvest

Chop down a tree, plant a new one!

Friedrich Reuse plastic plates

Donate unwanted clothes to charity

Use environmentally friendly building materials

Tom Buying items you will use over and over

People are more aware of saving energy

Save unwanted food from your lunchbox for your family

Eric Giving old clothes to others who will use them

Share hand-me-downs with family and friends

Save unwanted food for your family

Ben Using cardboard boxes for transporting groceries

Riding bikes instead of cars

Donate used clothes to people in need

Tasting new foods

Give food scraps to animals

Lucas Buy items you really need Cook instead of getting take away Repair broken items instead of replacing them

Win Saving unwanted food for later

Donating food to charity

Wear reusable masks

More people could install solar panels

Daniel Spreading awareness about waste

Reusing items over and over Collect rubbish each time you go to the beach

Hamish

More people are throwing scraps into worm farms

Donating food to homeless people

Think before you throw things away

These images are taken at our Terrey Hills Outdoor Education Centre

Year 2, Achieving Growth

Year 2 has achieved so much this year as a class and individually. Growth was achieved in academic, social, spiritual and emotional pursuits. One of the reasons for this success was due to the group’s welcoming and friendly manner. Acceptance and empathy was actively applied by the boys in lessons and on the playground. Having a growth mindset created a genuine wish to learn and grow. With this

wonderful approach to learning came inevitable success. Every student can be proud of the progress that he has made and the manner in which it was achieved. Each boy considered what was one of their individual successes for the year. These reflections are listed on the following page.

Every student can be proud of the progress that he has made and the manner in which it was achieved.

Year 3, Our Living World

Year 3 reaps rich learning experiences from their fascination with all things science related! The boys are intrigued by the world around them and rich discussion is had in class, at Terrey Hills and further afield.

‘Our Living World’ topic during Term 2 and 3 explored the features of living things and ways they can be grouped by their observable features. Students were shown how to research, draw and label their diagrams of a chosen invertebrate and then classify and present within a dichotomous key.

The overarching question asked to the boys was how living things are interdependent. This involved experiential learning through dissecting flowers to learn about pollination and how they reproduce and then identifying the different ways that seeds are transported. The students imitated wind dispersal by making sycamore helicopters.

We visited The Field of Mars nature reserve to identify what we could find under the soil and leaf matter, distinguish between different spider webs and learn about specific trees and plants that can be

used for medicinal purposes or food, tools and shelter.

Using a creativity app, the boys learned how to make a process flow chart of an agricultural end product from a plant or animal. The variety presented gave wide ranging examples to learn from each other, such as the origin of cotton and the mechanisms required for a plant or animal to become food, fabric or furniture. Each stage of learning opened up new discussions and avenues to explore and highlighted the love of learning in real world scenarios that the boys could relate to and grow from.

, The Earth and Us

As part of our Integrated Unit, The Earth and Us, Year 4 have explored different environments and their characteristics across Asia and Australia, and have learned to communicate their understanding through poetry and persuasive writing. Throughout the unit, the boys have broadened their knowledge of natural resources and how they provide for us, as well as other living things, and gained an understanding as to why it’s important to protect them.

Our excursion to Taronga Zoo provided the perfect platform to observe animals within their natural habitat and consider their needs for survival. Persuasive writing was used to convey the ideas of the students about what type of environments

animals needed to survive and thrive amongst our natural resources, and why we should visit them next time we are at the zoo.

Penguins are undoubtedly one of the cutest animals with exceptional survival skills. You normally see them in the zoo but no matter what zoo it is, it always has ice, snow and water. Why is that? Animals like penguins who have thick layers of fur will become overheated, so it’s necessary these animals have cooler environments.

Levi and Edmond

The cassowary belongs in a bushy and dense environment. The cassowary dwells in the Daintree Rainforest which has a large space for movement; this was incorporated into their enclosure at Taronga Zoo. The reduced amount of predators kept the cassowary safe, yet the humans around it kept it completely aware.

The boys have broadened their knowledge and gained an understanding as to why it's important to protect natural resources and living things.

As cassowaries are solitary animals, they are kept on their own within the zoo to imitate their usual habitat. Tristan, Hugo

and Jonathan A-Z

A python is definitely suited to a tropical humid environment because they need to be close to water and it has to be cool. There is lots of space and a large variety of plants; this is important so they have enough space to roam around and build their nest. They are safe from predators in this environment. Other environments aren’t suitable for them because they don’t have the essentials the python needs, which would make the python absolutely miserable.

Terrence and Adib

The giraffe belongs in a savannah or grassland. Firstly, a giraffe is suited to a savannah because it has a thin fur coat thus can deal with the heat of a savannah. Secondly, a savannah is suitable for a giraffe because it is spacious and so the giraffe can roam free. It can easily see, and escape predators. Finally, a giraffe is suited to a savannah because it is adapted to eat the grassland trees. Max, Baden and

Jonathan P

You must put a Fennec Fox in a hot and sandy environment. They are found in deserts and are adapted to them. It’s essential to have cliffs and rocky surfaces because that is where they live to stay away from predators. It’s impossible for them to survive in another environment like the ocean because they can’t survive in those conditions.

Xavier and William S

Otters fit in their environment because they normally live in humid areas and mostly stay in water. In their enclosure, it’s also pretty humid and half of

their enclosure is water. Without water, they won’t survive. Otters must be in this environment so they are safe from predators. Marius

and Pierce

Next time you go to the zoo, you must see the Sumatran Tiger. There are only 600 left in the entire world! With some of the most beautiful stripes in the world and its blood curdling roar, the Sumatran Tiger is a must see. At the zoo you can learn truckloads of information on how to keep the Sumatran Tiger safe, and it is a fun experience for the whole family. So next time you have the opportunity to go to the zoo, see the Sumatran Tiger now! Alex, Jasper and Gideon

Otters should definitely live in the sea. They should live in the sea because they need water, algae and specific food sources in order to survive. Otters also need lots of space to swim away from predators and some land, like a rock, to have a rest on. They wouldn’t survive in a warm environment as they are small so they are easy prey for other animals. Sam, Sebastian and

Jamison

Capybaras are animals that mostly sleep. They live in grasslands that usually have lots of water. Capybaras are not hostile, although if provoked, they could attack you. These animals can’t swim very well but if needed, can swim quite fast. They have very rough fur. Capybaras are not native to Australia, which is why you should definitely visit them the next time you are at the zoo.

Harry, Toby and Alistair

Why do lions belong in an African environment? Firstly, lions are on top of the food chain. This is very helpful in an African environment because the higher

on the food chain you are, the less competition you have for food. Secondly, in the African environment, there are a lot of very high rocks that lions use to spot food and incoming competition for territory. Lions mark their territory by using their scent to get bigger space for more food. This is why lions definitely belong in an African environment. Mitchell,

Joseph and Salvador

The lions belong in a grassy environment so they can eat the plants and become energised. They also need to be in a spacious area so they have enough space to be able to run around. In their environment, they also need areas or shelters to rest in the shade when they become hot and tired. Lions absolutely need this type of environment with lots of food so they are able to survive.

Ben and Vasili

A leopard seal is definitely suited to a cold, aquatic environment. They need a cold environment in order to eat birds, fish and penguins. Their main predators are orcas so the seals need to be able to swim away if they are under attack. Most of the time, the seal's fur needs to be wet and this can’t happen in a very warm environment. Ethan, Austin, Tom and William M

Gorillas live in a specific environment because they need to feel at home. If it was the wrong environment, animals would learn the wrong things. There is a small chance you will find them. Their large size means they need to be kept in a specific environment so they can have enough space to roam around and shade to shelter from the sun. You must visit the gorillas at the zoo. Gabriel and Freddie

Our excursion provided the perfect platform to ob serve animals and consider their needs for survival

Year 5, Developing Connections

In Term 3, Year 5 attended the inaugural Mosman Prep Coffs Harbour Camp. The primary aim of this experience was to develop authentic and positive connections with the Gumbaynggirr Aboriginal people of the Coffs Harbour region and their culture. Some students developed strong connections with the Aboriginal and Torres Strait Islander students at Kulai Preschool, others with local St John Paul College students, First Nations people and even each other.

At Kulai Preschool, the boys engaged in music and language lessons before enjoying some free play to get to know the

students. It was wonderful to see them bond with the preschool students as they took turns to teach each other some of their favourite games.

Indigenous National Parks

Aboriginal Discovery Ranger, Matt Flanders, took the boys on a bush tucker tour, in Bongil Bongil National Park, to teach them about the history of the land, how to care for it responsibly as well as how to identify native plants and their uses. This was a fantastic start to our camp week and helped us to feel connected and learn about the local area. Throughout the week, Matt also showed the boys traditional First

Nations tools and weapons, told Dreaming stories around the campfire and gave cultural tours of local environments.

They had to trust, support and encourage each other during challenging activities, team building exercises and periods of downtime back at camp.

Many of the boys also strengthened their connection with peers.

What was the s tron ge t connection that you made at the Year 5 camp?

The connections I have made have been through making new friends during my short time at Mosman Prep. I have been able to do things that I couldn’t do in Hong Kong. For example sailing, Terrey Hills, cricket and surfing. The Mosman Prep community has been very friendly and kind and I am happy that I go to this School. Archie

I feel that the connection I made with the St John Paul College students, while away at camp, was something truly special. Whenever we did activities that made us go out of our comfort zone, they would always help and calm us down. This connection was unique and it was interesting to meet boys from different parts of New South Wales. Thomas

One of the connections I made on the Year 5 camp to Coffs Coast Adventure Centre was through surfing and bodyboarding. I think this was the strongest connection because me and my friends had the best time catching and zooming across the waves together and high fiving each other as we passed. We would also do crazy stunts together such as surfing backwards, surfing on the same board and diving into the waves. We had a really great time and supported each other every time we fell or got dumped by the wave. Toby

I made an interesting connection when I was playing with the Kulai

Aboriginal Preschool students because of the abundance of similarities between the children there and students from Mosman Prep. They were very excited to play with us and I enjoyed my experience visiting the Preschool. Alexander

I made a connection with the St John Paul College students. They were really nice and came to a lot of different places. I liked the way they helped us during each activity. Benjamin I made a strong connection to the young children at the Kulai Aboriginal Preschool that we visited. We took it in turns on the flying fox, played a game of tip, pushed them on the swing and played rugby. They were so happy when they beat us! We also had a lot of fun showing them how to dunk on the mini basketball hoop. When we donated the bike helmets and toys, their smiles were from ear to ear. Harry

I bonded with the kids at Kulai Aboriginal Preschool. We connected through playing together like swinging on the flying fox, digging in the sandpit and playing rugby with them. There were smiles all around when we donated gifts to them. JD

The strongest connection I made while on camp was with a student named Saxon who goes to St John Paul College in Coffs Harbour. He helped me in many ways like getting

my group to get started on challenges and making ochre.

James

Some connections I made at the Year 5 camp were with Mosman Prep students that I didn’t know much about before. These connections have been significant to me as I will be around these people for quite some time and I feel like I am now closer with each one of them. Aashray

My strongest connection was with a student at Kulai Aboriginal Preschool, whose name is Bujaing Bu-Ja-ing. We connected mostly through hand signals but we were also able to speak a little bit of English together. I remember when we were playing outside and we were trying to get to the fire pit but there were girls guarding it so we had to be sneaky. We got so close but then I tripped on a rock and blew our cover. Harrison

I feel that I made the strongest connection with Matt Flanders and Aunty Vicky. They taught us all about the places around Coffs Harbour, including the origins and about their ancestors that came to live there. I find this connection significant due to the fact that they are a part of our history and they taught us an abundance of information about the First Nations people and culture. Lyon

I found that I made strong connections with people in my cabin. I got to talk and play with

people that I wouldn’t normally and now I am friendly with them all back at school too.

Charlie

I feel that I connected the most with the people in my cabin. I feel this way because we spent a lot of our down time in the cabins and when we were playing the ‘Gaga Ball’ game we played in cabin teams, so we had to work together a lot. Rafael

My strongest connection was with Jake from St John Paul College in Coffs Harbour. He was very kind and friendly. We connected during the team rescue because we had to work together. I fell in the 'crocodile infested swamp' and he went back to the checkpoint with me and helped me get to the rest of the team.

Giovanni

The strongest connection that I made on Camp was with the Aboriginal and Torres Strait Islander culture when we went on a bush walk. This was significant to me because it was like an adventure and I learnt that lots of the plants are useful.

Beau Andre

Personally I made a strong connection with the Kulai Preschool. They were very welcoming and let us join in on their music and language lessons. Also at their break time I made a special connection with a certain student, we played on the swings and did lots of races. It affected me a lot because all of the time they were laughing and smiling, and at the end they gave me a massive hug.

Harry

On my Year 5 camp I made a strong connection with Matt

Flanders because he told me that there is a lot more food in the wild than you think. Matt told me that you can make face paint out of ochre and he told me stories by the campfire. Matt directed me on the hike and told me about mutton birds. Harrison

When I was at camp I made new friends, such as Toby Amstrong. When we were allowed to go and play before lunch or dinner, I would normally go to the GaGa pit and play there. While we played, sometimes people would make truces and team up on others. But even when I was losing, Toby would cheer me on and help me while playing. Since camp, I have been good friends with Toby and I hope we can be even better friends.

Oliver

The strongest connection I have made in Mosman Prep is my best friend Gio. He was important to me because he was always nice, funny and always willing to help me. He is very keen about everything which I like about him. He has a wonderful family with two brothers and one baby sister. They are always there for me and always nice to me and my family. I am super appreciative of everything they have done for me.

Rainier

My strongest connection that I made on camp was when I went to the Kulai Aboriginal Preschool where I met a little girl called Lila. I got to play with her which is where I made a friendship with her. She was very cheeky because she was always tapping my shoulder then quickly turning her head the other way whenever I tried

to catch her in the action. I really hope that one day I get to see her again. Rafael

The strongest connection I made on camp was with Matt Flanders, a First Nations person. Matt showed us a lot of things like his tools and weapons. He makes them to pass on to future generations, to hunt or to sell them. We made face paint and he was really considerate because he was helping me make the paint and it turned out to be really cool.

Harry

I made a connection with the little kids at the Kulai Preschool. I played soccer with one boys and the kids were dunking basketballs. It was crazy how high the little kid was jumping. I also rode a swing with the boy. It was really fun.

Thomas

The strongest connection I made at camp was with a Mosman Prep student whose name is Harrison Bradshaw. He was my strongest connection as I never really talked to him at school but at camp we would often chat while playing basketball, in the cafeteria or when we would do activities. Now Harrison and I talk often. Arjun

I felt a connection with the First Nations culture. This is important to me because I never knew any of this information and it was interesting listening to all the stories Matt told us about. I enjoyed the activities we did with him and all the new things we tried, such as face painting, bush walks and many more.

Stirling

The strongest connection I made on camp was meeting

Hugo

the St John Paul College High School kids. This is because of when we played a game called Gaga Ball. They were very kind and respectful when we were playing and didn’t cause a fuss when getting out. Overall I had a really good experience at camp with the St John Paul College High School kids.

My strongest connection at camp was with my friends. We connected by helping each other and encouraging each other. An example of this is when we did Team Rescue, where we had to help each other to cross an obstacle course. We played games in our cabin and also had some laughs.

Oscar

I felt like I had a connection with the St. John Paul college students as I never knew or had met them before. But we still talked, laughed and had fun together, whether it was on the bus at the camp or on out of camp activities. Even though the kids were older and we didn’t spend as much time together during the day, I still enjoyed their company for the three days they were with us.

Kai

The strongest connection I made at camp was with Matt. He showed us so many interesting things, like Aboriginal weapons, and showed us plants that you would never think you could eat, but you could. And he let us try them! He told us so many interesting stories and made me understand lots more about First Nations culture.

Archer

Year 6 Red Centre ‘Dreaming’

The sky darkens as the rains of the east begin to fall over the great desert. The history of the great rock is untold and unknown. The lion god is sleeping in his den below the great red desert. The rains of El Niño begin to pour all throughout the desert, the caves of Eden begin to fill with water, every little hole is filled with water.

As the lion rests in his dark, gigantus den, he sees a drop of water trickle down the wall. He rises as he makes his way over to the source of water to see what disturbance is making the great red desert leak its nutrients.

He opens the hatch to figure out this mystery. As the hatch swings down and strikes the damp wall. A flood of water rushes in and the lion immediately tries to close the hatch. But before he can close it the water takes his feet out and he gets smashed into his hard rock wall.

In a struggle to escape he shoves his paw into the roof of his den, a divot begins to form in the roof but before he can break the surface the floods overcome his power and the den fills to the brim. The great lion god becomes a mark in history.

Little did he know that the divot he made with his paw had let thousands of local tribes climb to safety and avoid the great floods of El Niño. This event has gone down in aborigine history as the moment that the great lion god sacrificed his own life to let the eagle of the great red desert begin its journey. That’s how the great Uluṟu became what we know and admire today.

Edward, Hudson and Henry

How Uluru got its Colour

Over 60,000 years ago the Anangu people couldn't decide what colour Uluru was as it changed colour from the sand, the sun, the clouds and the sky. This means the Anangu people couldn’t see Uluru as it was camouflaged. Until one day the aboriginal people decided to paint it.

Crushing up rocks and using water to create paint, they spent many years turning Uluru into the rock we know today. They painted it brown as that resembled their culture and they were able to see it among the sky and vegetation.

Nowadays Uluru has returned to its original form. Changing its colour as the paint has faded and washed away. As Uluru slowly sinks back into the earth, old aboriginal artworks and paintings disappear beneath the earth. The colour of Uluru, sinking into the sand, turning it back to orange.

Lachlan, Tyler and Alexander

The sun was setting and it was a new year for the people of Uluru. It was the thirteenth year. That was the year they called 'Massacre'.

A strange roar came from the distance as we were sitting by the campfire telling ancient stories from our past; teaching the young our ways, preparing them for their future. A rock shaped like an animal, but nothing familiar, more like an animal from the great beyonds. It was five hundred men tall, and as long as the great river. The beast was none other than a ferocious tiger pouncing on everything in sight.

Once every thirteen years, the monster rose from its resting place, attempting to destroy everything in sight.

The aboriginal warriors defended their land constantly for generations, but enough was enough when the tiger was beginning to prey on children. The elders performed a ritual, making the tiger collapse on its resting place.

It became encased in red rock, and would never harm a single soul. If you look hard enough, you could make the outlining of a fearsome tiger, trapped in the form of a rock.

Hugo, Henry, Thomas and Owen

On a lonely day for the Anangu people during a great drought that had wiped away all water, a single snake lies next to an empty water hole on a rock. The Anangu people spotted the great snake basking in the sun. They were getting ready to grab the snake by the back of its neck, but then, it lunged and bit down on the rock it was basking on. The Anangu were confused but right then a massive swelling appeared on the rock that grew and grew until the rock was three hundred metres tall and kilometres long. Within this rock a small water hole appeared that the Anangu people drank from and quenched their thirst.

Xavier, Thomas and Riley

How Uluru Was Formed (and why it changes colours)

One day, long ago, a man named Ulu and his best companion, Ru, a kangaroo, were going off hunting with their tribe. Ulu was a cunning man, but often he was bullied for not being very fit. But on this day, Ulu came across a witch doctor from another tribe. This witch doctor was not nice! He was even more cunning than Ulu, but also very nasty.

The witch doctor asked what tribe

Ulu was from. Ulu replied, "With the Mala Tribe". The witch doctor jumped back in horror because a long time ago, the witch doctor's whole tribe was destroyed by a powerful spirit, summoned by a Mala witch doctor. It was because the Mala people were angry at the witch doctor’s tribe because they cursed their food. Ulu was kind, and asked how he could help the witch doctor. The witch doctor continued to stare piercingly at Ulu, his eyes yellow like lanterns. Ru saw what the witch doctor was doing, as the witch doctor picked up a huge bone and two native leaves. The witch doctor muttered something under his breath, and hurled the bone at Ulu.

Ulu was struck by the bone, which had the force of a khali. He was thrown backwards into a tree, and a large bruise started to appear on his cheek. He called Ru to start to run away.

They ran and ran, but eventually Ulu’s leg started to feel heavier than a stone. Ulu collapsed onto the ground, unable to get up. He curled into a small ball. Ru went over to try to comfort him, but as soon as Ru touched Ulu’s skin, a red pigment started to spread all across Ru’s body. Ulu stared at his kangaroo in horror, his skin now the colour of the ground. The two started to grow larger by the second. Their bodies fossilized as it happened. The two joined together, their bodies the colour of the earth around them. Right before they both turned completely into stone, a tear dribbled down Ulu’s face. The two eventually grew giant, and the tear became the many waterholes. When Ulu’s tribe returned they saw the horrors that unfolded. In honour of Ulu and his best companion Ru, the

tribe named the rock Uluru. The witch doctor heard of this news and was delighted that his spell had worked. The witch doctor went exploring Uluru, but every time he tried to touch the walls of the rock, a stone fell and hit him. He eventually died from the rocks, and you can still see holes from where the rocks fell on him.

A few days after the event occurred, a huge storm started to sweep across Uluru. Ulu and Ru were very sad at this news, and so the rock changed from a happy bright orange to a sad pale blue. To this day, you can see the mood of Ulu and Ru, the happy orange during the day and a bit sadder during the night. And that’s how Uluru was formed, and why it changes colours.

Wei-Yi, Harley and Michael

One day the spirit of the 'Acacia Kempeana' (witchetty grub) was fed up with the Anangu eating all their loved ones. The women of the tribe went to collect the bush-tucker for dinner. The women collected the witchetty grubs for the last time. The 'Acacia Kempeana' were fed up with all the women collecting their loved ones for food. They made a march towards Uluru to destroy the homes of the Anangu tribe.

Once the 'Acacia Kempeana' got to Uluru they started eating holes in the big rock. The elders were enraged with this so they called on the spirit of Keafpea the one who looked after them. Keafpea was enraged by the 'Acacia Kempeana' and turned all of them to stone. To this day you can still see the mark they made on Uluru. It looks as if a brain was cut in half. That is the story

of the revenge of the 'Acacia Kempeana'.

Billy, Monty and Connor

Once upon a Dreaming, there was a drought. This drought spanned over one tribe and sucked the water straight out of the ground so the tribe looked for help. But the tribe that they asked water from was very selfish and didn’t share so only naturally they went to carve a ferocious dog like creature. Then they used their gods to smite the tribe with the curse of the dingo. The dingos ravaged the tribe and soon the people attempted to evacuate the area. But the dingos surrounded them and the dingos killed everyone in that tribe. When the dingos returned to the first tribe they were set free as they had done their job.

Now the dingos roam free hunting in the outback stealing backpacks and plates surviving alone in the outback.

Oliver, Sam and Oscar

The Pillars of Fire

The Earth was flat at the start. Completely flat. You could see a tree one hundred kilometres away really clearly. Only shrubs and trees could survive the plains of death. Life was almost impossible, for the temperature was too cold, water was too rare and prey could not be found. Until the Earth began shaking. Shrubs were torn out of the ground, trees fell and the Earth revealed seven great holes in the ground. It seemed like that was it, but five seconds later, great fires exploded out of the holes. These fires were massive, five hundred metres tall and one hundred metres wide. These raging fires heated up the earth really quickly. The temperature

rose, and rose, and rose until it could not rise anymore.

Water evaporated and made clouds, these clouds made it rain, and this rain turned the great fires into stone. Great mountains remained when the rain stopped. But the heat stayed. Heat can not be driven away. The rain made lakes which made life possible, and so life came. That is how the outback was formed.

Jan

This story begins with the devil labrador. The devil labrador was a fearsome rock monster three times as big as a dingo. The devil labrador could not be killed for its impenetrable hide could not be pierced by any spear. The labrador would eat twenty men and twenty women. The devil labrador would hunt at night and sleep during the day.

Eventually, after fifty tribes had been eaten the rest of the tribes came together to stop this terrible threat. None of their ideas would work and as all hope seemed lost, the Mala tribe came in with a solution. They said that they would dig a hole where the labrador would be sleeping. Then they would bury the labrador and leave its head up so the sun could bake it into the ground and the labrador wouldn’t wake up.

So when they found the labrador sleeping near the rocks, they put their plans into action. They dug the hole then filled it in. At the end of the day the labrador was hardened by the cruel heat of the sun.

From then on, when you visit Uluru, you will see the head of the fierce and always hated labrador, still fast asleep.

Baxter, Hamish and William

Thorny Devil Dreaming Story

The thorny devil never started out with spikes all over his body. He used to be a very smooth elegant lizard but he was very proud and boastful of his appearance. Everyday all the other animals would have to listen to the thorny devil boast about his appearance until a new animal came into the desert, a vulture.

The vulture was lost and had been flying and looking for food for so long. He was really tired and needed food but he was so weary that he couldn’t see any other animal apart from the thorny devil with all of his bright colours. The thorny devil had to run and hide in a thorny bush with the vulture waiting outside. He waited there for so long that the spikes had rubbed off all of his bright colours and the spikes had stuck onto his back.

When the thorny devil had left the bush everyone was teasing and taunting him. He didn’t want to see anyone ever again, he hated people and that is why the thorny devil lives a solitary life.

Julian, Andy and Toby

One day millions of years ago, there was a massive explosion inside the core of the earth. Lava burst through the surface of the earth and sprouted into the sky and as it hit the ground it formed into twenty eight huge domes made of white rock, the highest one being over five hundred metres tall.

Over thousands of decades in the future, the rocks were significantly burnt by the scorching sun that made it a red colour that matched the desert sand. Since then the Olgas, now known as Kata Tjuta, have been a meeting place for aboriginals and also a tourist destination for people all around the world.

Lenny, Toby and Felix

How the dingo got its fur

Once there was a man and another man who went hunting. They saw a dingo and lunged their spears at it so they could feast on it for the rest of the warm season. After they had killed the dingo they realised that they had loads of food to eat for the rest of the season.

So they dug a hole and put the dingo in it and covered it in mud and water and leaves to preserve it until the cold season. Little did the two men know the dingo was one of the gods' dingoes and when they killed him the gods cried. That’s where they got the water from and the water when it touched the dingo brought it back to life.

Later in the winter season it was found to have many young baby dingos each sharing the same features. That's how the dingo got its fur.

Aaron, Will and Caleb

It started with a man and a woman and they were hunting with their sharp, long spears. The woman was holding seeds, shrubs and leaves in her bowl.

They suddenly witnessed a dingo. The dingo had bare skin with no fur. The man and the woman saw the dingo and lunged the spear into its body. They were going to preserve the food for winter so they covered the dingo in leaves, shrubs, water and mud. In a few days, the materials were combined into a thick skin which could grow fur. The other dingos were observing the combination and decided to do it themselves. They were protected from the cold during the winter season. That’s how dingos fur was made.

Aaron, Will and Caleb

Daryl

the Dingo

I woke up to the sound of a howl. I unzipped my tent to see something in the distance. I tried to get a better look but the dust was roaring across the surface. I decided to go back to the tent, but my feet were melting into the sand like ice. I finally got back to the tent and to my surprise there he was, Daryl the dingo. The dingo death-stared at me as I tried to tiptoe away from him. I looked back behind me and to my luck it was Daryl’s brother. I was trapped!! I tried to bribe Daryl and his brother by giving them my lollies that I had smuggled in from the airport. It wasn’t enough!

Daryl took a step towards us. I swiftly glanced back and Daryl’s brother inched forward. There closing in, I could feel my heart beating in my chest, breathing became heavy and beads of sweat were dripping from my forehead.

I feel like the end was close and I was terrified. Daryl took another step forward. I closed my eyes. I knew in seconds I would be chewed into tiny little pieces. The seconds turned into minutes. I then forced my eyes open and to my absolute bewilderment Daryll and his brother vanished.

I turned around and looked across the dry, expansive outback. Off in the distance I could just make out two dogs and a very tall indigenous man with black curly hair and a white painted face.

He raised his hand and waved and then they all disappeared over the hill. I let out a huge sigh of relief and fell to the ground.

Josh, Harry and Hugo

GoodCHAP Engaging our Hearts, Heads and Hands

Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of the others. In your relationships with one another, have the same mindset as Christ Jesus. Philippians 2:3-5

From Early Entry through to Year 6, all students at Mosman Prep engaged in our GoodCHAP Service Learning Program.

CHAP stands for Community Helpers Assisting People. It’s all about making a difference together. The program is an integral part of our School Community as it encourages us to live out our school motto

Non Nobis Solum –Not For Ourselves Alone.

GoodCHAP is more than just fundraising and community events, although these are important. It is about giving a genuine gift of our own time and energy, as we seek ways to give to others in an authentic manner. The program helps develop our

initiative, respectfulness and an increased sense of our personal and social responsibility. It helps us grow in compassion and care for others. It also helps us be committed to living the life of love, like Jesus.

This year boys were extremely creative in undergoing Service Learning, which ranged from

individual, small group and classbased initiatives. During our special end of year Leadership and GoodCHAP Assembly we reflected and celebrated the wonderful Service Learning that took place in 2022.

Fundraising and Charity Awareness Highlights:

• Participating in Operation Christmas Child

• Playing music and selling food to then donate to charities

• Fundraising for Redkite, Mito Foundation and Indigenious School Communities.

Caring through Literacy

Highlights:

• Writing cards to grandparents

• Cleaning and helping out at grandparents house – such as weeding and painting

• Going for walks with grandparents to keep them company

• Helping elderly neighbours.

Engaging our Hands

Highlights:

• B aking and painting cookies for a fundraiser

• Cooking meals for homeless through Kids Giving Back Organisation

• Cooking dinner for the family

• Creating a musical performance for our families to enjoy

• Cleaning and donating toys to Vinnies and LifeLine

• Cleaning up neighbours’ yards by weeding and mowing the lawn

• Cleaning up rubbish at local beaches

• Taking out the rubbish bins for neighbours and family

• Cleaning cars

• Recycling items at home and in the neighbourhood

• Walking family and neighbours' dogs

• Helping siblings during online home learning

• Knitting beanies for cancer patients.

Our care and concern for our ‘neighbours’ certainly doesn’t go unnoticed by King Jesus who affirms that our love towards our ‘neighbour’ is love shown towards him: “The King will reply, ‘Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me.’”

Matthew 25:40.

Rev. Daryl Diener

Student Representative Council

Each year, the Student Representative Council strives to implement new initiatives for Mosman Prep to achieve. With class elections taking place at the start of the year, students are asked to consider the most appropriate representative for their class. These elected students are expected to represent their class at meetings held throughout the year, and uphold the School motto, Non Nobis Solum – Not for Ourselves Alone, to a very high standard.

Led by our diligent Year 6 SRC Captains, Alexander Ross and Tyler Clark, our focus on making Mosman Prep a more sustainable community has continued.

Mosman Prep has been an active

participant in the newly created Zero Emissions Schools Network. The ZESN incorporates 8 local schools in the Mosman LGA who meet once a term.

In Term 2, it was our turn to showcase the sustainable features of Mosman Prep. A delicious afternoon tea was prepared by our highly sustainable canteen before commencing the presentation. We highlighted the sustainable practices in place at Terrey Hills, the classrooms, within the administration team and our canteen. It was an excellent exercise to see the success we’ve already had and where we need to go.

Our involvement in the ZESN will continue next year and I look

forward to hearing about new initiatives we can implement here at Mosman Prep.

Another fantastic addition has been the introduction of our ‘Simply Cups’ units which are located in the Staff Room and the Year 3 and 4 level of the CLS Building. By teaming up with the local 7-Eleven, we are able to recycle our take away coffee cups and therefore significantly reduce our contribution to landfill. These units have been hugely successful amongst the teachers!

Congratulations to all boys at Mosman Prep for taking responsibility throughout the year and demonstrating our School motto in a variety of ways.

Mrs Jo Browne

Our focus on making Mosman Prep a more su s t aina bl e community has continued

Gifted Education

JUNIOR PRIMARY CHALLENGE

Oh—What A Year!

Investigating flight and big bold buildings.

We discussed big ideas about what it means to be able to fly from bees to rockets. I researched the blue banded bee and discovered that it was a solitary bee and did not live in a hive like other bees so does

not have to fly too far like honey worker bees. They have strong muscles around the thorax to help the bee work its two sets of wings. Markus

We thought about all the different things that fly like insects, planes, seeds and spiders and how they all use different methods to move through the air. A parachuting spider flies off on a single strand of strong web and lets the wind take it to wherever it blows so the

spider can start a new colony in a different place. Gus

We felt sad at how many big bold buildings around the world have been destroyed and happy that UNESCO now protects heritage buildings like the Great Wall of China so people can see it and learn about history. Buildings tell stories about the times they were built and the people who built them.

Shayne

We were inspired by the Wright Brothers and the first powered controlled flight after the two brothers studied how birds fly and how bicycles stay upright on just two wheels. Then they thought that these ideas would work with a plane and it did—the first ever powered controlled flight. Cyrus

I really liked the day we had the 'Fly Off' and made parachutes, designed paper planes, blew bubbles and watched how they moved through the air. Some Year 6 Challenge boys made a soda rocket blast into the air. We also threw frisbees to observe how they fly differently and made comparisons with hot air balloons. Yixuan

We designed planes of the future and I designed one that would have recycled plastic wings and use fuel made from plants. This will make the planet not so heavy and be better for the environment by not having bad exhaust from the engine. Ari We co-operated and shared our ideas on how different buildings like Stonehenge were built and why it is still standing today. I wondered how they got the big stones to stand up and then I made a model of Stonehenge in class with my Challenge buddy who is in Year 4.

Leonard Li

We wondered about how a big aeroplane like the A380 can fly and stay up in the sky. I now know how it does because I learnt about the forces of gravity which are lift, thrust, weight and drag. I also learnt that they are building smaller and faster passenger planes that will not have as many environmental problems. Lucas

I was obsessed with how a catapult or trebuchet works and how they can knock down castle walls. I also researched the Colosseum of Rome and how that design is still used today for our sporting stadia. I also compared how javelin throwing is similar to the catapult and used a dog ball thrower to demonstrate.

William

We loved playing Maths Circus and Estimating Angles at Open House and working with boys from other classes on different Maths activities.

Lucas and Ryan

We contemplated the wonders of nature and how a ladybird and other insects can unfold their wings for flight then refold them and tuck them under their outer harder wings. I did a lot of research on bees.

Hugo

We reflected on the mysterious mathematical miracle of the Great Pyramids of Egypt and built one in class out of honeycomb blocks. Some of the blocks used in the Great Pyramid of Giza were the size and weight of elephants.

Ben

We trialled new ideas and built a Leaning Tower of Pizza Boxes with some Year 6 Challenge boys based on what we learnt about the real Leaning Tower of Pisa. I built a tower out of sugar cubes with my Year 4 mentor, Tristan. We discovered that the foundations of the real tower in Pisa were constructed on soft clay and sand and that is not strong enough for a building made of marble which is heavy.

Charlie

I was very interested in skyscrapers and how they are

so tall and do not fall down. We learnt that tall towers are built of lighter materials but have a very strong base. I visited the tallest tower in Japan which is called the Skytree and it is 634 metres tall. We also learnt that circular shaped towers make it easy for the wind to move around the tower.

Leon

I loved making paper planes and having competitions to see whose design would fly the furthest. I also like making parachutes to drop off the balcony at school.

Daniel

I hoped to learn more about how bees navigate and about the teddy bear bee because my name is Teddy. I also read a lot about the peregrine falcon because it is the fastest vertical flying bird in the world.

Edward

We thought about how different structures are built and how they stay up. We know that buildings need a strong base and bridges need to have strong supports. We built some bridges in class to test their strength.

William

We wanted to explore number patterns and we really liked working with some of the boys in Year 4 with Mrs Elkins. We liked building the Great Wall of China with the wooden blocks in class.

Ethan and Peregrine

I liked being able to learn new things and draw my ideas. I liked drawing the shapes around our School when we were looking at buildings and what makes buildings stay up, like the Sydney Opera House and the Sydney Harbour Bridge.

Sebastian

SENIOR PRIMARY CHALLENGE

Through the eyes of the students.

Year 6

We participated in several competitions this year, such as the da Vinci Decathlon, the Junior Ethics Olympiad, Model UN, Future Problem Solving, Maths Olympiad and the Maths Challenge for Young Australians.

Future Problem Solving (FPS)

The future, as hard as it is to solve the problems of something that doesn’t yet exist, we in the FPS group tried to do just that. We had to consider how Hydro cities might affect different aspects of life like economics, physical and psychological health, social structures, ethics etc. It was a year-long, fun club and we did so much research and critical thinking.

Oliver, Wei-Yi and William Sydney Writers’ Festival

We loved the Sydney Writers’ Festival where we had four entertaining authors including Corey Tutt (OAM and founder of ‘Deadly Science’, supporting

remote Australian schools) to inspire us in writing.

Connor and Oscar Model UN

32 countries were represented. Arjun and I represented France. The question was: ‘Should all countries have to provide foreign aid?’ We said countries with a GDP over 1 trillion should have to, not others. We almost won the vote but then one country changed their mind and Russia won! Archer and Arjun

Ethics Olympiad

A competition to test students’ ethical thinking, teamwork, and strategy. A game of wits where with well-timed info, strong arguments and smart thinking a team can come out on top. This competition was such fun, and it really had all our minds ticking. I love how our team collaborated so well. We ended up placing 12th place out of 60.

Edward

Year 5

We studied tectonic plates and causes of earthquakes. I enjoyed researching volcanoes. Fun fact, did you know that Krakatoa’s eruption soundwave travelled the

world 7 times?!

Lyon

Working on Newton’s Laws of Motion with Ms Elkins was very exciting and innovative.

Thomas

We learnt that extremophiles are creatures that can withstand extreme environments.

Rafael

The earthquake experiment kept us so entertained that most of us stayed in for lunch.

Harry

Year 4

The Mathematics Olympiad ...was quite hard, but I still got a very good mark. The last question was really difficult because it messed with my brain.

Terrence

...was a tricky five monthly challenge with five questions on each. I got 100% on the first one, so I was proud about that and I did very well overall.

Gideon

Created Fantasy Worlds

I enjoyed it. It allowed me to expand my imagination.

Tristan

I loved it! It was incredibly fun, and I enjoyed it so much that I worked on it at home!

Jasper

A Hydrasnail from my world.

Max

We loved the GATEWAYS Challenge with Queenwood— preparing for it and the actual event!

Hugo, Pierce and Edmond

Year 3/4

The Maths Challenge for Young Australians (MCYA) was...

Absolutely fabulous. A fun and challenging task that we could do at home, or anywhere for that matter.

Felix and Jonathan

My favourite thing because it let me stretch my brain and think more about Maths.

Luke

Quite challenging and I loved how we combined our brains to solve the tricky problems.

Mitchell

Year 3

Plant experiments

I experimented with Geotropism: how roots always follow gravity. It was really fun.

Louis

We loved planting sunflowers and learning how to tend to a living thing.

Jonah and Aidan

I was interested to watch my plant grow. On day four, I saw a

little sprout. After camp, I saw a seedling with the seed coat on one of the leaves. Today the seed coat has dropped off. I wonder what will happen next.

Sebastian

We learnt how to germinate plants and tend to them. After camp, Harry’s pot had two sprouts, but for Theo, there was no sprouting in sight, so we put another seed in and... ‘Eureka!’

Theo and Harry

I really enjoyed the book, ‘Boy’ because it was fun, thrilling and suspenseful. My favourite part was when the children took the lollies out of the jar and replaced them with a mouldy rat!

Sam

Music

After two years of government COVID restrictions, 2022 provided a new sense of normal in the performing arts and music education. NSW is now starting to catch up with the rest of the western world.

Boys in all classes were able to recommence their performance experience. Year 2 started to learn the strings, Year 4 and 5 could recommence their concert band experiences and the select groups of Canrobert Choir, Jazz Band and String Ensembles began rehearsing again.

All performance groups have been given the opportunity to perform in assembly, Easter service, Grandparents and Anniversary services.

Classroom band ensembles in Years 2, 3, 4 and 5 now included

performance components in their curriculum.

A big night out for musicians was the Learning Celebration with Gig Band, Percussion Ensemble, Jazz Band and all Choral Ensembles raising their bells, faces, fingers and sticks in celebration of musical instruction. A newly formed Rock Band featured at the Year 6 Dance night and their final assembly. 2022… welcome back to music.

The Learning Celebration was a big night out for musicians.

Mandarin Learning in the Context of Multiculturalism

In 2022, students have been provided opportunities to engage with the linguistic and cultural diversity of the Chinese-speaking communities.

Early Entry and Kindergarten students have participated in group singing of simple songs in Chinese accompanied by visual images and responded through actions and drawing. Year 1 and Year 2 students have spent time exploring Chinese stories. They have also drawn their favourite character from Chinese stories and captioned their drawing in Mandarin using modelled languages. The senior primary students have attended a variety of workshops. A small group of Year 6 boys have also had

an excursion to a local Chinese restaurant. Below are quotes from students:

Chinese Knots

It was quite a lot of fun and everyone had a great time. I finished first with my red and yellow string!

Thomas

Chinese Painting

The Mandarin incursion was an amazing experience for the whole of Year 5. We learnt about different shades of colours and how to use them to make a beautiful art piece.

Archer and Harry

Chinese Paper Cutting

On Thursday we were making Chinese paper cuttings for

Chinese cultural learning. I found it was such a fun experience and it would be great to do it again.

Hugo

Chinese Calligraphy

We had lots of fun during a beautiful Chinese font incursion known as calligraphy.

Matteo and Sam

In addition, seven boys from different year groups participated in the 2022 'Hello Mandarin' recitation competition. On 27 May, the competition was live streamed and over 30,000 viewed the event online. Our team won two Second Prizes, a First Prize and a Most Potential Award.

Visual Arts

We recognise the vital role Visual Arts plays in the growth of creativity, problem solving and critical thinking. We have explored techniques of mixed media painting, collage, printing, and construction. Students explored mark making tools to create using line, shape, pattern, and colour. Their drawings form the basis for communicating things remembered, real and imaginary.

Artworks were created to raise money for our new Creative Art department. We exhibited a showcase of Art at our Celebration of Learning. Exhibitions and competitions

• Celebration of Learning Exhibition

• Virtual IPSHA Travelling Art Show

• Threatened Species Art Competition

• Operation Art Competition.

Harry

Oliver

Toby

Ethan Jaxsen

Hudson Oliver

Ceramics

Students have continued to explore the tactile qualities of using clay to create sculptures for our Ceramics program. They have given form to their ideas and learnt about the process of ceramics using natural clay, air drying, bisque firing to glazing the final sculptural form.

We have made giraffes, tortoises, angels, bowls, and sculptural heads. After school Art Enrichment Program ‘Artists in the Making’ focused on Ceramics. The Visual Arts program at Mosman Prep aims to foster a love of the Arts and provides opportunities for boys to tell their story using visual images and products.

STEM

Mosman Prep is phasing out the BYO model in our Year 4, 5 and 6 iPad Program.

In 2023, Year 4 students will be issued a new School iPad and cover. The iPad will remain the property of the School but will be the student's responsibility for their time at Mosman Prep. Parents will be charged an annual iPad levy. The iPad will become the property of the family after three years. This new model allows the School full control over the iPad purely from a safety perspective. It also alleviates the burden of parents having to manage another device at home and also having to ensure their son’s iPad goes to School each day charged.

We continue to enjoy the P&F funded virtual reality headsets.

These are an excellent tool to consolidate the lessons taught in class. We moved from static images to using YouTube's enormous collection of educational 360 videos. In early 2023 we plan to introduce iPhone as the content driven device and move away from the original Android devices we have enjoyed for several years. Robotics continues to be a fundamental tool to further develop the boys' problem solving, critical thinking and coding skills. Our very popular classroom kit of the original Sphero's has been retired and replaced with a new classroom kit of Sphero Bolts.

There have been several audio and visual upgrades around the School. The last of our original

smart interactive whiteboards were removed and replaced with Epson interactive projectors in line with the rest of the School. The teachers will also receive new Macbook Airs and their existing laptops can be used in the classroom when required.

The School purchased 50 fullsized keyboards. These are to be used in the classroom with iPads for more heavy-duty wordprogressing activities as well as to practice touch typing skills. All the boys loved STEM Day. We had a variety of rotating challenges for all year groups. We had balloon powered cars, bridge building, robotics challenges and virtual reality tours. We look forward to STEM Day in 2023.

Library

2022 was another busy year in the library.

Our first special event was the annual Simultaneous Story time. Children all around Australia read the book Family Tree by Josh Pyke and Ronojoy Ghosh on 25 May. This is a lovely picture book celebrating all families.

The Premier’s Reading Challenge started in Term 2 with all boys from K–6 taking part. The challenge is to read 20 books before the completion on 20 August. Boys then selected books to read that would help them on their reading journey.

Dark Emu author and children’s book writer, Bruce Pascoe, spoke to Stage 3 boys about his research and findings that enabled his writing of this book.

He emphasised not believing everything you read or hear, but to make up your own mind. Book Week this year was in Term 3. Junior Primary watched a live performance— Story Quest, by Perform! Education— which celebrated picture books that have been shortlisted for picture book of the year. Senior Primary listened to renowned and popular author, Morris Gleitzmen. He spoke about his Once series, which has been popular in the library for many years. He spoke to the boys about how he gets his ideas and about the craft of writing. Book Week ended with a book character dress up day. Boys and teachers made a huge effort to dress up as their favourite book character.

Grandparents and Special Persons Day, along with our annual book fair, was moved to Term 4 this year. The book fair was a great success with many boys purchasing books for themselves as well as books for our School library. Book fair donations totalled 40 books to add to our School library.

Boys were challenged to think about sources of information that make up history.

Sport

PHYSICAL EDUCATION

The Physical Education Program includes skill lessons in games and sport skills, gymnastics, athletics and dance. The boys are provided with a balanced physical education program which emphasises the following areas:

• Motor skills and individual fitness

• Self-esteem, well-being and social responsibility

• The ability to make informed health and lifestyle decisions

• The development of positive relationships and teamwork. Sphairee (mini-tennis), hockey, badminton, tennis, swimming and sailing are also part of the program. Mosman Prep recognises that sport is an essential component of school life.

PERSONAL DEVELOPMENT AND HEALTH

Personal Development and Health (PDH) lessons are taught by the PE teachers in all the five Key Learning Areas. PDH reflects

on the dynamic nature of health, safety and wellbeing in what is a diverse and constantly changing society. Boys are provided with the opportunities to challenge assumptions, attitudes and behaviours whilst evaluating health related topics for the benefit of themselves.

We encourage our boys to appreciate and replicate the influences on personal health attitudes which in turn allow them to lead and promote healthy, safe and active lives.

TERMS 1 4

Senior Primary boys in Years 3–6 are required to play Saturday sport for the School. In Basketball, Mosman Prep entered six Senior Year 5/6 teams and six Junior Year 3/4

teams into the Saturday IPSHA Competition in Term 1 & Term 4. In Cricket, two Year 3/4, one Year 5 and two Year 6 teams played in the IPSHA Competition.

Winter Saturday Sport

TERMS 2 3

Saturday winter sport was played in both Football and Rugby. Mosman Prep entered seven Football teams into the Term 2 and 3 IPSHA Competition. This included one Year 3 team, two Year 4 teams, two Year 5 teams and two Year 6 teams. The Year 3/4 teams play a 7-a-side Small Sided Games (SSG) format, Year 5/6 teams play 9-a-side.

In Rugby, Mosman Prep entered six teams in the Winter Competition. This included two 9 Years 7-a-side teams, one 10 Years 12-a-side team, one 11 Years 7-a-side team, one 12 years 7-a-side team and one 12 Years 15-a-side team.

Outstanding Achievements

These boys all achieved NSWCIS (Combined Independent Schools) representation:

Athletics: Eddie G

AFL: Xavier S Rugby Union: Henry C Rugby League: Hugo B

Henry C achieved the following representation in Rugby Union:

• Captain of the 2022 NSWCIS Rugby Team at State (NSWPSSA) Rugby Championships.

• Selected for the U/13 NSW Junior Rugby Union team, who placed third in the National Championships.

Sailing

Year 5/6 Term 4 Sailing Program

As part of the Physical Education program, Year 5 and 6 boys in Term 4 swapped the school hall for a sailing boat for a five week sailing course. This annual sailing program takes place at Balmoral Sailing Club with the boys having the opportunity to learn from experienced sailing instructors. The Stage 3 boys take part in both land theory and water activities. Land theory activities include:

• Introduction to parts of the boats, rigging and de-rigging

• Points of sail, no-go zone and sail setting

• How to visualise wind direction on land

• Rules of the road – starboard versus port, windward versus leeward, power versus sail, overtaking

• Rope work and knots

• Physics of how a sailboat works. This knowledge is then progressively applied on the water in safe activities on craft that include ‘optimist’, laser ‘pico’ and hobie cat sailing boats with boys learning to steer, control speed, tacking, jibing and race.

BMX/Ride Nation

Participating in life-long physical activity is essential to every child. Ride Nation –Explore looks at utilising all the skills learnt through previous programs and developing them

in different cycling situations. The program consists of four weeks of practical skill development. The boys also take part in a BMX program learning the different skills and tricks required.

Year 6 students attend the Terrey Hills BMX course and use the professional facilities to practise jumps as well as the other facets needed.

Tennis

The School tennis team comprising boys from Years 3 to 6 competed in the Northern Suburbs Tennis Association Primary Schools Challenge. These challenges are held once a term on a Saturday evening with over 300 children competing from schools and tennis clubs on the lower North Shore. The boys played doubles matches against players from other schools and teams.

This year Mosman Prep came in 11th place having played in the Term 1 challenge.

Surf Education

The surf life saving school has identified the importance of understanding the beach environment and has implemented programs to assist school students. The programs

are designed to build surf skills, surf confidence, surf knowledge and surf awareness. Programs engage students and help them to achieve growth in all areas of their surf knowledge.

Boys visit Manly beach to complete this program and benefit from the expert knowledge from the instructors.

Community and Pastoral Care

Our Pastoral Care Committee consisting of a representative member of our admin staff, Julie Shortland, a teacher representative Tim Hudson, our Chaplain Rev. Daryl Diener, as well as our School counsellors met biweekly to discuss all matters of community wellbeing relevant to Mosman Prep. We had a display at our annual Learning Celebration, and showcased our many programs and helpful resources. We were able to meet with many members of the Mosman Prep community and answer their questions regarding mental health and wellbeing for our students.

This year we also welcomed Merel Dekkers to our team of school counsellors, as she and I together took on the role from the previous school counsellor. Mrs Dekkers is a clinical psychologist and a trained facilitator of the Cool Kids program, designed by Macquarie University. This course is thoroughly researched, highly effective and reduces symptoms of anxiety in children. Mrs Dekkers implemented the Cool Kids programs to small targeted groups throughout the year as well as whole year groups. We had many parents give positive feedback on how their child's

anxiety diminished and how effective their time with Mrs Dekkers had been.

The pastoral care team continued to hold Empowering Parents webinars, an initiative commencing last year. We invited excellent speakers to come and deliver dynamic topics and current research to our community. We had Justin Coulson, Founder of Happy Families, who spoke on the three keys to having a happy family; Love, Limits and Laughter. We then had Lynn Worsley, the founder of The Resilience Centre, come and address the topic of Resilience. She spoke on how parents can raise kids that cope,

which was a very timely message as we were emerging from the COVID-19 pandemic. We also had an ex-teacher return to Prep to give a talk on empowering parents to be the pilot of their families digital plane. Dr Kirsty Goodwin came and spoke to us on how to use technology and screens as the useful tool they are, but having limits and effective boundaries to keep our children safe and their wellbeing protected online.

Rev. Diener and I also did some small targeted groups for our students such as Chill Zone, a group specifically to care for young boys whose families are separated or divorced. We also ran a small group outlining our values in friendships and how to have integrity in our relationships with others. We also continued our individual wellbeing student surveys, to assess how each and every boy at Prep is enjoying

Community Partnerships

The Mosman Prep community is defined by its open and trusting relationships, deep connections, partnerships, and the sense of belonging we all share. The strength of our community enables us to navigate shared challenges and prepare each boy for the complexities of the world in which

they live – now and into the future. We are very grateful for our strong P&F and Old Boys Union who have continued to support the School with great dedication in 2022. They are vital to the deep community spirit, and to our ongoing strategic initiative to ‘Harness the strength of

aspects of school such as individual wellbeing, teacher and peer relationships, physical health, sleep hygiene and use of technology. These surveys then inform the basis of our Social and Emotional Learning Programs. We are so grateful to be part of such a vibrant and flourishing community and are excited to return in 2023.

Skye Adams

community and deepen our shared sense of belonging’. Key contributions to the School in 2022 were the hugely successful P&F ‘FUNraiser’ party, ‘Back to School’, which raised approximately $80,000, and the Old Boys funding of our scholarships program.