Pacific Streams Autumn 2015

PACIFIC

A FR EE Pub licatio n of Pa cific Hills C hr ist ia n S ch oo l

PUSHING PAST PERFECTIONISM GETTING REAL WITH SCIENCE • DISCOVERY THINGS THAT MATTER • HAIRSPRAY

Autumn 2015

PACIFIC

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School Days

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Beyond Expectations

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Things That Really Matter

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Teaching & Learning

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Getting Real With Science

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Community

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Hairspray

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Responding to Success

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Pushing Past Perfectionism

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Good Advice

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Read Your Bible

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Pacific Hope

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Discovery

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New Hope

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Sport

ON THE COVER Violet Perrin.

Pacific Streams is produced by Pacific Hills Christian School for school families and the school community. Pacific Hills Christian School 9 Quarry Road Dural NSW 2158 Phone: (02) 9651 0700 Fax: (02) 9651 3513 Web: www.pacifichills.net Email: pacificstreams@pacifichills.net An activity of Pacific Hills Education Limited ABN 001 832 282 CRICOS 04230G.

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LEFT This mixed media artwork is by Dilara Niriella Year 11.

In this Five things to discover in this issue of Pacific Streams

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On the job learning begins very early these days, just ask JS students.

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An intersection of Macquarie University & Hornsby Council @Pacific Hills Project REAL.

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HSC students and a teacher discover something for the first time!

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Fancy a hit out with a Year 11 student, ranked 400 in Australia?

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Bad hair days aren’t all bad.

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AUTUMN 2015 / 03

School Days THINGS THAT HAPPENED We like Swimming Carnivals Tight swim caps, fogged up leaky goggles, cool water, splashing and starter guns.

What’s not to like? Most of us like swimming carnivals.

Quintessentially summer and SS camps What better way to start the school year than hanging out with your friends and teachers for a few days at the beach. Of course we know SS were working really hard and only took the occasional break now and again.

Brave New Friends Stepping out on the first day of school – is it just us, or does each succeeding group of Kindergarten seem just as intrepid and sweet as the previous group. We all say welcome to our newest fellow students.

Captain My Captain A collaboration between students and the School – our Captains are definitely the best. It’s mind boggling just how many roles you can juggle.

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Good times at the Gala Dinner Sure, we like relaxing with our friends and enjoying a meal together. Just add in Mr Waters as MC and it’s a great night of fun and fundraising at the Annual Gala Dinner.

Pacific Hills Christian School BEYOND EXPECTATIONS IN TEACHING, LEARNING & SERVING Dr E J Boyce Principal For the 2015 school year at Pacific Hills Christian School we have taken the theme, “Beyond Expectations”. The reasons for this choice include having a purpose to embed excellence within the fabric of our Christian school community.

Our first point of reference is that we believe as a community that our primary purpose is to bring glory to God. Therefore, we will be worshippers of God acknowledging who He is and His power and His purposes. We acknowledge His sovereignty as the Lord of all and we acknowledge His life which is for all. We accept that He has revealed Himself to us in the Bible and that He requires of us that we act justly, love mercy and walk humbly with our God (Micah 6:8). This will be most likely to happen when we acknowledge that for us there is but one God, the Father from Whom all things have come to us and for Whom we exist; and for us there is one Lord, Jesus Christ, through Whom all things have come to us and through Whom we live (1 Corinthians 8:6).

As well as going beyond our expectations and the expectations of others in the ways in which we seek to please God, we aim to do so in many areas of life. As a Christian school community we seek to have fellowship within our community in a way that makes the teaching of God our Saviour attractive (Titus 2:10). As the famous German Pastor Dietrich Bonheoffer wrote, we live life together because we are one through our common relationship with God through Christ, having the one Holy Spirit indwelling each of us.

We show this by loving each other because as Christians we must love one another.

As a Christian school community we are engaged in teaching and learning.

Therefore, in our teaching we seek to go ‘beyond expectations’. Therefore, our goal is that we will prepare and plan and present in the best interests of each of our students so that our students are encouraged and supported in fulfilling their God-given potential. In order to do this we acknowledge that the teacher must be the example of excellence in teaching and through relationships with others, particularly with students. To show Christian love to students in a school means that teachers will edify and encourage and nurture, and at the same time, discipline, correct and rebuke, but always as an act of love for the students. The teacher should seek to have the best resources and equipment that will enable teaching to be effective and productive and valuable.

In order for our students to achieve ‘beyond expectations’ we need to provide for them strong models of teaching and learning and good relationships founded on thankfulness to God, an awe of God’s creation and a sense of purpose to exercise the gifts that God has given to them for learning that will enable excellence to be presented in all types of students.

To go ‘beyond expectations’ in service means that we will serve because of the high calling from God that we have. In 1 Peter 4:10 we read, “Each one should use whatever gift received to serve others, faithfully administering God’s grace in its various forms”. Therefore, we encourage our community to see service as an act of worship through obedience to God’s command. That means that we will seek to do good to others by showing them God’s love of sacrifice and generosity.

In essence ‘beyond expectations’ means that as a Christian school community we will have an encounter with grace. We will receive God’s grace and acknowledge that grace in our lives by exercising it for the good of others.

AUTUMN 2015 / 05

things that really matter WHAT IS THE GREATEST COMMAND IN THE LAW? John Macindoe Lead Pastor, Pennant Hills Baptist Church I recently spent a morning sorting through my files and reorganising the lot. My recycling box and scrap paper pile slowly began to fill with notes from old meetings, planning sessions, policies, procedures, advertisements, and ministry tips. Every document was a distant memory; long ago and far away. Every document seemed to have been stamped, ‘Futility’.

As I made decisions on what to keep and what to throw away, I couldn’t help but reflect on the last twelve years of ministry. Events and issues, so important at the time, have slipped away into irrelevance. Words, painstakingly written, are now easily discarded. My thoughts echoed those of a famous teacher: ‘What has been is what will be, and what has been done is what will be done; there is nothing new under the sun.’ (Ecclesiastes 1:9) Some things, however, are not distant memories; those

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things that will never be minutes on a piece of paper or projects to be implemented: couples I’ve married, funerals of friends no longer with us, moments of pain I’ve been invited in to, unexpected laughter, the joy of serving Jesus together. These things are crystal clear, vivid and alive.

They are not stamped ‘Futility’, but ‘Reality’. Precious memories of those I’ve known and served and loved, watching them grow and change and mature, witnessing God’s Spirit active and alive.

These sort of things happen, I pray, every day at Pacific Hills. What really matters is relationships. Relationships are at the core of our life experience. Relationships can last for eternity. It’s true at church, at school, at home, in the workplace, wherever we are. Relationships are the real stuff of life.

Jesus knew it to be true. One day He was approached by an expert in the Law and asked, ‘Teacher, which is the greatest commandment in the Law?’ (Matthew 22:34-40) Without delay Jesus replied, ‘Love the Lord your God with all your heart and with all your soul and with all your mind.’

In other words, nothing is more important than investing in relationship with God. God is relational in His very being.

He is love (1 John 4:8, 16) and He has revealed His love in the most powerful way imaginable. Our Lord, enthroned in majesty, fully satisfied in the inter-relationship between

Father, Son, and Holy Spirit, made the greatest investment possible when He sent His one and only Son to our messy world to save rebellious people from their sins so He might draw them into relationship with Himself. God has loved us.

And as the high point of God’s creative purpose, as those created in God’s image, we find wholeness and satisfaction, the full measure of our humanity, when we in turn love the Lord our God with all our heart and all our soul and all our mind. Let me state this another way; before you invest in anything else, be it an education, a career, a house, car, stocks, or real estate, invest in relationship with God. A strong relationship with God promises the highest returns, the greatest dividends, the best that life has to offer.

But that is not the end of the story. Jesus went on to tell the expert in the law about the second greatest commandment. Jesus said, “‘Love your neighbour as yourself.’ All the Law and the Prophets hang on these two commandments.” (Matthew 22:39-40) Many years later one of Jesus’ disciples, obviously listening, said pretty much the same thing: ‘This is love: not that we loved God, but that He loved us and sent His Son as an atoning sacrifice for our sins. Dear friends, since God so loved us, we ought to love one another’ (1 John 4:11).

God’s love always overflows. If we love God, we must love others. Again, let me state it another way, if we love God we will invest in pursuing healthy relationships with others above many other good things in life. We so easily get distracted and lose perspective. We pour time and money and energy into things of lesser value and end up making bad decisions. When time is running short, when we come to realise that our heavenly call is not far away, none of us will be congratulating ourselves on our ATAR, the size of our investment portfolio, awards received, or positions held. All that will matter to us is the health of our relationships and the joy that they bring. The time to start investing is now.

Time is passing. Ten years from now, if the Lord should tarry, school will be but a distant memory for the senior students of 2015. Classes taught, exams sat, projects submitted will be like old pieces of paper stuffed in a filing cabinet. But the people we know, classmates and friends, teachers who invest with love and concern, the community life we experience, these things will remain in our hearts and our memories, indeed our whole being. Relationships can last for eternity. Relationships are where we need to invest our remaining years.

Let 2015 be a year when you make a priority to invest in relationships with God, with family and with others.

SPRING 2014 / 07

teaching and learning STUDENTS WILL OFTEN DELVE INTO THE APP’S FEATURES WHEN GIVEN THE FREEDOM TO EXPLORE Scott Cousins Assistant Head of Junior School & Facilitator of Innovative Teaching, Pacific Hills Teaching in the modern classroom takes careful planning.

There are many actions required behind the scenes by teachers to ensure their lessons engage students and foster real learning. Providing opportunities to embed technology that enhances learning is another integral component for the classroom teachers of today. Mr Scott Cousins and Mr Daniel McClintock have been appointed to the role of Facilitator of Innovative Teaching: Learning Technologies. In this whole school role, Scott and Daniel aspire to see technology seamlessly integrated into classrooms by helping teachers envisage new ideas, and connecting them with the resources to integrate technology into their lessons.

In this article you will get a behind the scenes look at 21st century teaching, and the investment teachers make into the lives of their students as they plan, develop and teach.

Using the Internet Teachers regularly use the Internet as a resource to enhance their teaching. Directing students to access various websites to find information, complete activities or view videos is happening right across the school. One

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challenge is getting the website links to the students accurately to ensure they go to the right site. Asking students to manually type in the URL works, if you have a single website and the students are old enough to navigate a web browser. They need to accurately type in the URL. Emailing the link is possible, even for multiple links. But what if; •

The students are in Kindergarten?

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There is a student with a disability?

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You wanted to use multiple websites in one lesson?

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You need to differentiate and allow each child, or groups of children, to access different websites in the one lesson?

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You wanted to run an outdoor, collaborative learning lesson?

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The URL has a gazillion letters, numbers and forward spaces in it?

To get a “Yes, you can do it” answer to each of these questions, using QR Codes will get you moving in the right direction.

QR Codes A QR Code (Quick Response) is a bar code that can be scanned using an iPad. Essentially when scanned, the QR Code directs the iPad to open the web browser to the website that has been imbedded into that code.

By scanning a QR Code poster used in Science lessons, Mrs Stewart’s Year 3 students are able to access all of the websites that have been provided. Students can scan all the codes, or just the ones relevant to their particular learning. These posters allow students to access the information during lessons, or they can scan the code and access the websites at home also.

In Mathematics Mrs Campbell runs a search and quiz lesson. QR Codes are printed and laminated on individual cards and placed around the playground or the classroom, to be ‘found’ by the students. Scanning the QR Code directs the student to a website called www.padlet.com where Mrs Campbell has created webpages with quiz questions. This is engaging for the students and the learning is collaborative and problem based.

Using Technology: Some tips Equipping the students with the right skills to access and use technologies in your lessons is important. In teaching, planning is always important. Thinking ahead of time about how to manage the classroom environment in any type of lesson is excellent practice. When using iPads (or any type of technology) this becomes a crucial step for a successful lesson. Here are a few simple ideas I have found to work well in my classes when integrating technology.

Allow time to play When using an app for the first time, give the students time to explore the possibilities of the app without needing to actually produce anything formally. Your students will often delve into the app’s features when given the freedom to explore, learning much more than you may have anticipated. You can provide a set time and then at the completion of the time ask some students to teach the class something new about the app. This approach is sometimes known as ‘sandboxing’ and provides the students with the familiarity and skills needed to integrate the app into your lessons. When students know the apps well, distraction is much less of an issue and content becomes the key focus.

Experts in the Classroom When using technology in the classroom simple issues can become overwhelming for the teacher because the number of students who need assistance multiplies the problem. A

good rule to have in your classrooms is to have students seek help from each other first, before approaching a teacher. Teaching the students to look around them and ask someone who has experienced success will mean that there are many helping hands available. Building a classroom culture where every student can be a teacher is a great way to minimise teacher stress and build a positive, helpful classroom environment.

Teach skills specific to the learning Sometimes you will need to teach specific, technologybased skills for a lesson to be successful. Time given to teaching a specific app before using it as part of the learning can be worthwhile. It may be best to separate the learning of the technology from the lesson content in the initial stage. In the longer term, it will pay off when you want the students to be content focused with seamless technology integration.

Learn as you go In contrast to the above point, sometimes students will learn the technology ‘on the job’. When the technology is needed to open up the lesson content and engage in the learning, students will pick up the skills of the technology as they learn. This is when using peer assistance is very valuable. Having students work in groups helps with this too.

Use the same apps for many lessons Once you have a class skilled in a particular app, it is well worth using it again in different lessons. The students will have developed the skills needed to use the app well and by providing a range of lessons with the app students will see how the technology can be used to enhance learning.

AUTUMN 2015 / 09

getting real with science SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS Brendan Corr Assistant Principal, Pacific Hills Karen Gouws Faculty Head Science, Pacific Hills Whichever way you look at things our society has something of a STEM problem. Four decades after university education was made accessible for most Australians and two decades after we set ourselves to be the clever country more than the lucky country, and in a current situation that presents the emerging challenges of climate change, various epidemics and pandemics of disease, and the ever-worsening energy crises – none of these with plausible or palatable solutions and all waiting for some breakthrough discovery or innovation – we regrettably see declining interest at secondary level and decreasing entry to tertiary courses in the areas that hold most, if not the only, promise of addressing these problems.

Science, Technology, Engineering and Mathematics – STEM as it has now been collectively labelled - is an area of high priority with targeted support from both government and educational bodies. It is from these areas of knowledge and these academic disciplines that solutions for the pressing problems of society must emerge and yet it is these very areas that are failing to attract students at all levels. This is exacerbated by the ongoing brain drain – the steady trickle (sometimes torrent) of Australia’s best graduates in these areas heading offshore to ply their trade in overseas enterprises.

One of the key issues in the problem of a declining interest in science as a career is that school science is just that – school science - as opposed to real science. Most of you will remember the type of science that you experienced in the science labs of your secondary schools. Experiments as a form of proof rather then exploration. Activities set by the teacher or the textbook which, like a recipe that was followed in the kitchens down the hall, if followed carefully and precisely, step-by-step, you would get the right result

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– the predetermined textbook observations that showed you had done it correctly. Contrived to demonstrate that some of the things students get to do are exciting, often out of the ordinary and using specialized and exotic equipment, all of which can make the activity itself interesting and engaging – but clearly not sustaining over the long term to make science an interesting career. If that is science – four periods a week is enough, if not too much!

That type of secondary school science is a long way from real world science.

Real world science doesn’t know what results it will find.

It engages in genuine enquiry. Its findings relate to actual issues and problems in real situations. It is authentic research and genuine investigation.

In a recent project looking at what school structures and operations best helped students learn, the University of Newcastle in the UK discovered that deep understanding and authentic learning by students was most assisted by them coming into direct contact with the practice of the adult world, which each subject they were studying would lead them. Arts students learned best by seeing artists at work and science students learned best by seeing scientists at work. But in a very different way then what is usually on the job training or apprenticeship arrangements.

Rather, the creation of a third space – a place that was neither school nor industry, neither classroom nor workplace. This third space being where professional practitioners mix with students and both groups engage in an activity that is itself a mix of education and enterprise.

In these third spaces the industry experts, the professional practitioners, adopt the language that is of the market and work place but that is also explanatory and instructive – leading the student in the practices of the discipline in a way that helps them understand the processes employed and the principles upon which the work of the discipline operates.

Pacific Hills’ Research Educate Achieve Lead – REAL Project is a highly innovative enterprise education project that has won funding grants from peak educational organisations and is facilitating the active, cooperative involvement of tertiary educators, leading companies in industry and local government agencies.

Using highly specialized equipment, found in only a handful of university science laboratories and select

commercial and industrial chemistry laboratories, Pacific Hills’ REAL Project will involve senior science students of the School engaging with the Chief Scientific Officers of Hornsby Council and with Professors from Macquarie University Faculty of Science and Engineering in undertaking the actual work of researching the concentration and distribution of natural and hazardous chemicals in runoff and in stream water of the area.

Measuring and comparing the presence of various chemical elements in the water from a range of locations in the district the Pacific Hills’ REAL Project will supply data to assist the Council’s Environmental monitoring of water quality and its overall environmental protection program.

Pacific Hills is taking its first steps in the development of a purposely-fitted Science Research facility that currently includes highly specialized equipment including both a Plasma Spectrometer and an Atomic Absorption Spectrometer. These high tech devices employ, in practical application, the science of atomic spectroscopy to identify to the highest degree of accuracy and confidence the presence and concentration of elements and trace elements in water and soil samples. Using high temperature plasma, accurately focused laser light, fine diffraction gratings and precisely calibrated wavelength detectors, the spectrometers can find the “signature” pattern of any element in the sample. By mapping the location from which each sample has been taken and comparing the chemicals present at each location, an accurate picture can be formed of what chemicals (some of them, such as lead, being potentially harmful) are being released into the environment, where they are being released and at what levels.

Students involved in Pacific Hills’ REAL Project will learn the science behind the operation of the instruments, and about the practice of science such as sampling techniques, validation of measurement, control of variables, interpreting and inferring from results.

They will also learn of the place of science in the community – the place of policy, the nature of economy and business, the cost of compliance and the roles of government and bureaucracy.

This is real science being applied to a real world problem; this is students working in cooperation with industry experts; this is authentic 21st Century learning using a third space and enterprise education.

This is the first of a number of similar ventures that are planned for this project.

To the two current key pieces of high tech equipment – the two types of spectrometer - will be added a range of other highly precise electronic data and computer analysis equipment that will extend the potential of the Science Research Facility and the opportunities for the REAL Project to engage in other applied science ventures.

The story of how this is has become possible is as exciting and inspiring as the future it now projects.

Inspired by an in-class conversation in Year 11 Physics a student of Pacific Hills persuaded their visionary father, a member of Staff of Pacific Hills, to bid on a second hand Inductively Coupled Plasma Spectrometer. This very rare piece of equipment, valued at well over $100,000 new and owned by only one laboratory in Sydney and that a University Science Laboratory, was found in an online auction. Surprisingly the student won the auction at an exceptionally bargain basement price. It was an older model and was not operating.

With the visionary support of Pacific Hills’ Executive and the drive and energy of the School’s Head of Science steps were taken to install and to activate the high tech device.

Supply companies were contacted, university professors were approached for advice, local councilors engaged in conversation. At every point and in every way the project has inspired others to get involved and to offer support.

Perkin Elmer has given generous support; Sydney Analytic Laboratories and Supagas have donated essential operating material; Professor Mark Taylor and Associate Prof Damien Gore, both of Macquarie University, have been free with advice and training; the Association of Independent Schools has provided a STEM grant to help fund the project; Dr Ross McPherson, Chief Scientist, and Kristy Guisse from Hornsby Council have partnered with the school in the sampling program.

The result of this corporate cooperation and commitment is what now stands as the beginning of this exciting new form of Science learning and enterprise – the Pacific Hills’ REAL Project. This project is breaking new ground in science, in science education, in ways of doing school and in forging links with the community. It is a project in which Pacific Hills is glad to be involved.

AUTUMN 2015 / 11

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PACIFIC HILLS FOUNDATION The Pacific Hills Foundation fulfils the important purpose of raising funds to assist the School in fulfilling its mission. It does this through the promotion of voluntary giving to the School’s tax-deductible gift funds.

These include: a Building Fund, Endowment Fund and Library Fund. Additionally, the School also has a Deposit Fund.

The Building Fund raises money to purchase land and to construct buildings and other facilities for the School. Since the inception of the School in 1979 succeeding generations of parents have regularly contributed, according to their means, to the Building Fund. In the last few years $1,200,000 has been contributed to the fund. This has greatly helped the ongoing expansion and development of the School.

Gifts to the Endowment Fund are invested and the net income after inflation is used to assist disadvantaged families to receive a Christian education at Pacific Hills.

The Library Fund raises funds for the library collection and for the ongoing development of the Odell Learning Resource Centre.

Fundamental to the Foundation’s success is its ability to reach out to all members of the School community and ensure they are continually included, recognised, informed and involved in the School’s development and growth. The Foundation’s process of inclusion commences at admission or entry to the school community and extends for a lifetime, and beyond, through the generosity of our bequestors and benefactors.

The Foundation operates under the leadership of the School Board. All funds raised by the School’s Foundation are used to enhance the learning experience of students at Pacific Hills.

Part of the reason for the Foundation’s existence is that Tuition Fees alone do not provide for capital expenditure. 75% of the school’s income is spent on wages. The other 25% provides teacher and student resources, utilities, property maintenance and interest repayment.

Gifts are of particular benefit to the School because Pacific Hills needs up to date facilities to carry out the work of educating children and preparing them for their future.

As you can see all donations are important whether large or small and contribute towards helping provide a well provisioned school for now and into the future. Please continue your support of this partnership with the School.

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GALA DINNER SCHOOL FRIENDS TOGETHER The Pacific Hills Foundation enjoyed a great year in 2014 a highlight of which was the Annual Gala Dinner held at the Norwest Novotel on 8 November 2014.

Prior to being seated for dinner, the 150 guests enjoyed drinks and canapes on the terrace while being delightfully serenaded by three outstanding student violinists.

As well as hearing from the Principal, Dr Boyce, the gathering was also addressed by Mr Matt Kean MP, Member for Hornsby.

Guests enjoyed a wonderful night as they danced away to the music of Velvet, our resident band for the evening.

DID YOU KNOW IN 2014? $43,284 Building Fund donations $1,360 Endowment Fund donations $3,830 interest earned on Endowment Fund $146,545 in the Endowment Fund

FUNDRAISING $20,600 - Fair $1,300 - Trivia Night $498 - Fathers Day BBQ $10,414 - Gala Dinner $1385 - Carols Night 2015 Fundraising monies will go towards updating the sound system in the MPC.

The Gala Dinner once again provided an opportunity to catch up with friends while supporting the School and its Foundation.

Just over $10,000 was raised which, along with other monies received by the Foundation and Fundraising Committee in 2014, contributed to the new school fencing.

Other capital improvements to the School included an 80kw Solar Panel System and Junior School play equipment.

AUTUMN 2015 / 13

hairspray A MUSICAL THAT SPEAKS OUT AGAINST RACIAL SEGREGATION Lauren McDougall Creative Director Hairspray, Pacific Hills The 1960s - a thriving decade in America but controversial in terms of its laws of racial segregation; a time of live television dance shows and towering hairdos held up by cans of hairspray; a time in American history where, based on colour, separate bathrooms, water fountains and schools were a way of life. This was Baltimore in the 1960s and here we find Tracy, a young schoolgirl, who loves to dance and who dreams of being a star. Tracy begins to use her newfound popularity to stand against the racial segregation in her town.

Pacific Hills is thrilled to be presenting Hairspray as the School musical for 2015. Rehearsals have been underway since October 2014 and each day the excitement grows as

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we prepare for our opening night. There is a cast of more than 160 involved in the show, ranging from Years 3-12, and countless staff volunteering their time to help make this show a success.

Pacific Hills Christian School has always been thoughtful about our choice of musicals. It is an honour to present a musical that speaks out against racial segregation and encourages us to stand up for the dignity and worth of all people. The racial tensions of the 1960s have not yet completely disappeared.

God encourages us to love and care for each other: Creative Arts is an appropriate and exciting way to spread this message. Creativity is not meant to simply entertain.

Its purpose is to tell a story, to provoke questions, to seek answers, to challenge and to remind us of our Creator, the Creator of creativity. God has called each of us who love Him to use our gifts to bring Him glory and we hope to do this through our 2015 musical.

PHCS musicals are not just about producing an excellent performance. More importantly they are about the growth of each individual student as they are challenged and encouraged to develop their God given gifts and skills and to serve each other in community for God’s Glory.

responding to success WE CERTAINLY LOOK FORWARD TO GOD CONTINUING TO HAVE HIS WAY IN OUR MIDST David Johnston Principal, Pacific Valley Each day walking on to the grounds of Pacific Valley you are compelled to acknowledge the abundance of God’s blessings to our school community. There is an increasing range of new facilities, our student body has grown from 120 to 180 students and the number of staff has increased from 13 to 23 to meet the new teaching and learning needs of the school. Certainly, by all of the measures that we often like to apply in our society to success Pacific Valley is amazing.

In light of this we have been encouraged to consider what we might learn about responding to success from Joshua.

In particular we explored Joshua’s leadership of Israel as they prepared to face Jericho.

When Joshua was by Jericho, he lifted up his eyes and looked, and behold, a man was standing before him with his drawn sword in

his hand. And Joshua went to him and said to him, “Are you for us, or for our adversaries?”

And he said, “No; but I am the commander of the army of the Lord. Now I have come.”

And Joshua fell on his face to the earth and worshipped and said to him, “What does my Lord say to his servant.” Joshua 5:13,14 What an amazing response both from the angel and Joshua. How seemingly appropriate and right for the victorious leader of Israel to ask if God was on their side.

They had already experienced miraculous victories over the kings on the other side of the Jordan and indeed crossed the Jordan while it was in flood. Instead the answer from the angel turns the question on its head.

“No; but I am the commander of the army of the Lord.

Now I have come.” What should Joshua make of this response? As he falls on his face it is clear that he realises that he needs to be on the Lord’s side rather than the other way around. He acknowledges with all of his being that it is nothing to do with him and instead he desires to find himself instep with God following his lead and being obedient to Him. So as staff we have been encouraged to respond to all the change in our midst not by glorifying in success but rather continuing to fix all of our delight and attention on the one who works all things for His glory. We certainly look forward to God continuing to have His way in our midst, not because He is on our side but because we are on His. As always we greatly appreciate your prayers and ask that you continue to uphold our community in prayer as we seek to be Christ centred in all we do.

AUTUMN 2015 / 15

pushing past perfectionism RELIEF FROM THE BURDEN OF UNREALISTIC STANDARDS Lauren Graham School Counsellor, Pacific Hills Amongst the counsellors at Pacific Hills, we like to share articles, resources and writing that we find insightful or inspiring. Recently, one article particularly resonated with all of us, both professionally and personally, as it detailed the dangers and difficulties that come with perfectionism.

Specifically, this article quoted that “severe perfectionism can lead to crippling anxiety and depression, and can amplify the risk of suicide” (quoted by April M Short in “The Dark Side of Perfectionism” www.salon.com on 5.10.14 from The Review of General Psychology (America)).

In thinking through the reasons why perfectionists may be more prone to such serious mental health issues, this paper highlighted that the following may be critical factors: Setting expectations that are unrealistically high and therefore impossible to actually achieve.

As Christians, surely we need to go back to basics, to recognise and even promote the idea that our worth is not found in what we do, how much we earn, what accolades we achieve, what standards we attain, how much we contribute or how ‘perfect’ we appear to be, but rather, in who we are and our intrinsic worth and value to God, in spite of our flaws, failings, mistakes, brokenness and sin.

Indeed, one of the great freedoms of the gospel, is found when we recognise and humbly accept that we can never be perfect before God, but through Christ’s imputed perfection, we have been blessed with what we could never attain through our own efforts; redemption, forgiveness, salvation and grace.

Never before in history have people lived in a time where it has been so easy to manipulate and construct the image of ourselves that we present to the world. Through the careful choice of imagery and selective reporting of personal achievements, social media has done us no favours in shamelessly facilitating the promotion of perfectionism on a grand and global scale. As Brene Brown has written, “It’s in our biology to trust what we see with our eyes.

This makes living in a carefully edited, overproduced and photo-shopped world very dangerous.”

That even when attaining or almost attaining these standards, perfectionists may still remain dissatisfied with their achievements.

As we interact with the ‘selfie generation’ of today, perhaps we need to be consciously and deliberately truthful in sharing our struggles and not just our victories and even allowing photographic evidence of our bad hair days as well as our good ones!

Such people, through their perfectionist tendencies, would be uncomfortable in admitting when they need help and thus may become adept at masking or hiding any resulting mental health issues rather than seeking help and treatment.

Indeed, as parents and teachers, we need to humbly model how to deal with failure, disappointment and imperfection, in healthy ways, which teach our children to admit mistakes, seek forgiveness, make amends when necessary and grow in character through the process.

Logically, this makes sense. If we are constantly striving for complete perfection, we will inevitably be disappointed when we fail to attain it... and in the right circumstances, for the right people, such recurrent “failure” could be devastating.

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So, practically, what can we do about this? How can we encourage and support the perfectionists in our classrooms, counselling offices and families so that they are relieved from the burden of such unrealistically and unhelpfully high standards?

For children to see that the significant adults in their lives not only experience failure and make mistakes, but can handle and recover from these normal life lessons with honesty, humility, grace and acceptance, is, indeed, a very powerful and liberating example.

good advice STUDENTS SHARE THEIR HSC EXPERIENCE Ella Bricknell My HSC experience was certainly not easy, but I don’t think it ever can be. It was a year filled with extreme stress, extreme measures to get work done and extreme pressure. However, it was also one of the best years of my life. During the year whenever it approached assessment time I fell sick and would become an emotional wreck. I would go through the ‘I’m giving up’ stage over and over again. However with the help of God, the best set of teachers you could imagine, my parents and a supportive group of friends I made it through and achieved more than I could’ve imagined. In my HSC year I reached my goals and was ranked above 3rd in every subject, won the Young Business Minds Competition from the Dural Chamber of Commerce, was ranked 6th in the state for Business Studies and shocked myself tremendously when I received Dux of Year 12. I am in no way different to any other student.

The way I achieved my goals was through consistency, always striving to do my best and by relying on God. After reading through past examinations and my answers from throughout the year I knew without a doubt that God had guided my pen through every word I wrote and helped me achieve more than I could’ve ever hoped.

To encourage future HSC students, I am a student who went from not being able to attend school for a full week and not completing my exams in Years 9 and 10 to becoming Dux of Year 12, two years later. I would like to thank my teachers, family, friends and most of all God for that. You can achieve anything you want with a bit of motivation, support and hard work.

Chelsea Lee For many, the thought of the HSC may bring about feelings of uneasiness or apprehension – a year to quickly get over and done with, with as minimal damage as possible. Having recently completed the HSC, it is safe to say that it isn’t as bad as one may think. Year 12 slowly becomes a year much like any other year, with the exception of the growing importance and impact that your actions have on your own results. With this in mind, staying consistent throughout the entirety of the year is extremely crucial in building up the momentum needed to successfully conquer the HSC. This means

keeping on top of all of the work given to you, whether it be making sure your notes are up to date and thorough or allowing yourself ample time to finish assessments. At times, this may seem like a struggle, but it truly does pay off when it comes to the exam period because your energy isn’t wasted on ‘catching up’. Knowing you have all your study material ready changes your frame of mind, allowing you to focus on the important things.

If it hasn’t already, the time will also come where your teachers aren’t just your ‘teachers’ anymore. Utilise their knowledge, their advice and their willingness to help and don’t be afraid to ask for feedback – first, second and third drafts of your work are now your best friends.

I am very proud of my results which included an ATAR of 97.75 and 12th in the State in Business Studies. I can truly say it was a good year.

Paulus Sujono The HSC is entirely theoretical until you hear those nauseating words: “Your ten minutes reading time starts now.” It is at this moment you realise it’s actually happening.

My journey began with accelerated Physics and Maths courses in Year 11. From this I learned that motivation is key to success. Throughout my Year 12 studies I sought to motivate myself whether I found the content really interesting or not. It is critical to maintain your motivation right until the end of the HSC in order to do the best you can. It is also important to set your goals early on. From the start of my journey I had my eyes set on the Top ATAR position and the All Round Achiever’s List. I knew where I had to be in each subject to achieve these and constantly worked towards this.

I am fully satisfied with my results, which did include the top ATAR of 98.35 and a position on the All Round Achiever’s List. I will be taking a Software Engineering degree at UNSW this year. I have also been privileged to receive the Co-op and Academic Achievement Award Scholarships.

A few pieces of advice I would give are to not simply memorise content, but instead to understand it in a way that makes sense to you. This is particularly true in Maths. If you understand how or why a method works, you are more likely to use it effectively in an exam.

Secondly, ensure you are relaxed before an exam. For me this meant waking up early and drumming for half an hour. Lastly, enjoy the ride, after all it only happens once. Even with all the stress that the HSC brings, Year 12 is without a doubt the most enjoyable year of school.

AUTUMN 2015 / 17

Read Your Bible PACIFIC COAST CHRISTIAN SCHOOL WAS BLESSED TO BE PART OF BRISBANE’S FIRST BIBLE READING MARATHON

Jo Allen, Pacific Coast, As part of the National Day of Prayer & Fasting 2015, different locations across the country were challenged to read the Bible from cover to cover out loud over the city. In Melbourne they decided to take up this challenge in one central location in the city, outside St Paul’s Cathedral. In Canberra, the timing coincides with the Multicultural Festival, and this Bible Reading Marathon is a Christian Initiative so this was a wonderful opportunity for unity across the Body of Christ and the nation. There were similar events happening in Sydney.

In Brisbane an army of believers from across many churches gathered outside Parliament House. This is where our team from Pacific Coast Christian School joined in and did their part, by reading for three hours on Sunday afternoon 8 February in Brisbane. Our students and staff were accompanied by members of the Tweed Heads Christian community, they all took turns to read the Bible out loud. We are so proud to be part of an event and we know that God will bless all those who gave up their time to be part of such an awesome initiative. The massive project took about 72 hours, the entire Bible was read out loud. People reading for 15 minutes each required up to 300 people.

The vision for the project is an opportunity to see the power of the spoken Word. It has been done in different locations around the world and each time people have witnessed the power of God. The Word of God is spirit and life and as we read the Word it will go forth and will not come back without accomplishing what it has been sent to do. As we read it will be releasing the manifest presence of God over our city and in His Presence is fullness of joy, peace and love.

When Nehemiah was rebuilding the temple, he found the Book of the Law and realized Israel was not living up to God’s Word. He had Ezra read the Word out loud from morning to night to all the people. As he read the Word, they fell on the ground weeping in repentance.

Nehemiah then told them, “Do not weep or mourn for the joy of the Lord is your strength” (Nehemiah 8:1-10).

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pacific hope school THE OPPORTUNITY TO GROW AND LEARN ABOUT GOD WHILST FINDING ACCEPTANCE WITHIN A LOVING COMMUNITY Kelly Jackman Head Teacher, Pacific Hope School Pacific Hope School opened its doors for the first time in January 2015. Situated within the grounds of Pacific Coast Christian School it begins this exciting journey with seven enrolments, each of them representing a family that is new to the wider school community. The students encompass a range of grades from Year 5 to Year 8 and all have come to the School with expectancy and anticipation for a bright future. In keeping with the Pacific Hope ethos each family has expressed a desire for the opportunity to grow and learn about our gracious God whilst finding acceptance within a loving community.

The Pacific Hope team includes Ms Jackman, Head Teacher, and Mr Brown, Youth Worker. Both members of staff are working very closely with the students and their families to ensure a healthy transition into their new surroundings. As an expression of the School culture the staff are working to establish and maintain a clear communication flow with both students and families, to ensure that as facilitators the staff can accommodate, understand and make adjustments when necessary to assist the students in their educational and emotional needs. A clear demonstration of this principle is seen at the end of each day when the staff walk out with the students to meet their parents and briefly discuss with the parents the day and its concerns and achievements. Contact by phone has also become a large part of this communication strategy due to the demands on the parents’ time and difficulty finding care for their children.

Working very closely with Pacific Coast Junior and Senior School, the Pacific Hope students have begun integration into some mainstream classes. After assessing and talking with the Pacific Hope students they have been integrated into classes they feel match their strengths, such as the areas of Mathematics, Science and PDHPE. When the students integrate into a main stream class they are supported by either Ms Jackman or Mr Brown to assist them with learning and social skills. The maximum integration time spent in mainstream classes is twenty percent of the school week. Each student has an individual timetable that caters to their needs, learning styles and abilities.

Life Skills Programs are those that give students with special needs access to the regular curriculum.

Adjustments have been made to programs developed from the NSW Syllabus, by including Life Skills outcomes and embedding rich learning experience for the class. Pacific Hope School is working with Pacific Coast Junior School to implement the Reading Mastery Program as well as the Connecting Math Program. It is imperative to adjust and modify these programs keeping them living documents to ensure the successful learning for Pacific Hope students.

Pedagogical Strategies have been adopted to accommodate a high level of visual or kinaesthetic learning while maintaining a deep level of inquiry. The students are very visual learners and enjoy hands on experience. They are enquiry-based learners needing time for questions and being able to make connections with their previous knowledge. Adjustments have been made to the timetable, where possible, making subject lessons shorter to allow for the students concentration span. This assists the students to stay on task and enjoy the subject content without feeling overwhelmed.

Individual Learning Program (ILP) – discrete individualised programs where students receive a tailored approach to their individual stage of development and rate of progress.

Pacific Hope School is working with Pacific Coast Junior School to implement the Reading Mastery Program as well as the Connecting Math Program. It is imperative to adjust and modify these programs keeping them living documents to ensure the successful learning for Pacific Hope students.

AUTUMN 2015 / 19

discovery DISCOVERING SOMETHING FOR THE FIRST TIME Su Temlett Faculty Head English, Pacific Hills ‘Discovery can encompass the experience of discovering something for the first time or rediscovering something that has been lost, forgotten or concealed. Discoveries can be sudden and unexpected, or they can emerge from a process of deliberate and careful planning evoked by curiosity, necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual. They can also be confronting and provocative. They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about future possibilities. Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others.

An individual’s discoveries and their process of discovering can vary according to personal, cultural, historical and social contexts and values. The impact of these discoveries can be far-reaching and transformative for the individual and for broader society. Discoveries may be questioned or challenged when viewed from different perspectives and their worth may be reassessed over time. The ramifications of particular discoveries may differ for individuals and their worlds.’ HSC Board of Studies Teaching and Educational Standards English Syllabus 2015.

Every student in the state from Kindergarten through until Year 12 must undertake the study of English. It is the only compulsory subject for HSC and last year over 70,000 students in NSW sat the English exams. To ensure that both the Advanced English and Standard English course can be assessed against each other, the English syllabus contains some common content which is called an Area of Study. These have varied through the years, lasting on average between three to five years per topic. There has

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been an Area of Study on Journeys, then Belonging and in 2014 ready for the 2015 cohort of students, the new Area of Study Discovery was launched. Every student from 2015 onwards will need to engage with this topic at HSC level and it makes up a total of 40% of the whole English course. Students complete a large assessment task on the topic and then the entirety of Paper 1 requires students to demonstrate their understanding of Discovery.

At PHCS we teach this by working with a prescribed text, the SBS documentary, Go Back to Where You Came From. From there, students select their own related texts to compare the different ways discovery is explored in a range of types of literature. A new Area of Study needs careful preparation. As English teachers, we spend a considerable amount of time preparing both professionally and personally for this.

I believe that great teaching can arise from our life experiences and I had a chance to reflect on this topic in a deeply personal way during this past year. 2014 was certainly a year of discoveries for me: a year in which I experienced an unbelievable juxtaposition of emotions which have helped me to grow spiritually and professionally.

It was a year where I became a mother and I lost my father.

On 11th January 2014, my husband John and I were finally blessed with our baby, Harry Matthew. This long awaited event had taken many years of careful and deliberate planning but had been frustrated by the loss of one pregnancy and struggling to conceive. During this time, God was moving in my life in a very special way teaching me contentment and gratitude for the many blessings that He has generously given me, despite my sometimes overwhelming longing for a family. Then, Harry came into our lives and the discoveries I have made since have been so amazing. I have spent hours gazing into his sleeping face in wonder at creation, totally awestruck that this tiny precious life has been entrusted to me. I’ve discovered new hidden parts of myself. I never knew that you could love so fiercely, so deeply and so protectively.

My idyllic haze of new motherhood was abruptly shattered when six weeks after Harry’s birth on 23rd February 2014, my father died one morning suddenly and unexpectedly before church. He was 66. Dad was an Anglican minister

working in the parish of Deloraine in Tasmania. He was overjoyed to become a granddad for the third time - my sister has two girls and this was his first grandson. He had so much of life to experience still and so many things to share with us. Again, through this experience I discovered so much. I’ve never really thought deeply about death and heaven - I guess I just hadn’t had the experience before but after Dad’s sudden and untimely death it weighed on me. I discovered though, through many prayers and faithful counsel, that God’s timing is never untimely, it is perfect and that earthly bodies fail. Despite being exhausted as a new mum and all that brings with it, God provided me with time. As I was on maternity leave, I had the time to care for my Mum - Dad’s widow, to really be available to her. Harry’s life has provided the family with so much joy and at dark times, a much needed distraction. I’ve also taken great comfort in where Dad is now and I’m more certain than ever about eternity. Dad served God faithfully throughout his whole life and was an amazing example to me of the father heart of God. He was always available for me, loved me unconditionally and always supported me. Through his death, I’ve discovered a greater depth to my faith and experienced more certainty than before. I know Dad is rejoicing in heaven. I know his eternal reward has come. I am so grateful that God gave him to me as my father and despite missing him sorely, I do count this blessing.

Engaging with the topic of discovery so personally has greatly benefited my teaching. It’s been interesting to see the authenticity of this topic and to journey through it with students. Our current Year 12 have engaged really well with this new Area of Study. I’ve just finished marking their vlogs. These vlogs (a combination of video and blog) involved students presenting their own ideas on discovery in an online context. I have been so impressed with their creativity, confidence, knowledge and hard work.

I’ve enjoyed the topic immensely as I’ve reflected on my life at present. One of the most enjoyable parts of life is watching Harry’s daily discoveries. He’s just turned one as I write this and each day is full of new discoveries. Some are huge - like learning to roll, sit up, pull himself up, crawl and talk. Others are smaller such as working out how to put plastic rings on a hoop or what makes different noises.

Buckminster Fuller puts it like this, ‘Children are born true scientists. They spontaneously experiment and experience and re-experience again. They select, combine, and test,

seeking to find order in their experiences – “which is the mostest? Which is the leastest?” They smell, taste, bite and touch-test for hardness, softness, springiness, roughness, smoothness, coldness, warmness: they heft, shake, punch, squeeze, push, crush, rub and try to pull things apart.’

Harry is currently learning to walk, cruising round furniture or behind his walker getting his balance and stumbling a lot. We give him lots of encouragement and cuddle him when it hurts. But he has to discover this new skill for himself. I guess this is a small microcosm of what parenting is; providing the tools, support and encouragement but allowing freedom to explore, to make mistakes and to learn.

One of the things that every parent wants to do for their child is to help them learn. You can help your child access this topic by discussing discoveries in your own families.

The rubric is so broad that there should be an aspect of it that every family can engage with. Time spent together on holiday can provide students with a new range of experiences and a good stimulus for thinking about discoveries. In the HSC, they have to write a creative piece as well as an analytical extended response. Some of the best ideas for creative writing can be drawn from their own experiences of discovery such as going on a mission trip aboard or discussing confronting discoveries from the news around the dinner table. However you choose to engage with the topic is up to you, but making it part of conversation at home will definitely benefit your child’s thinking.

Discoveries are so common and can happen through most daily activities; in the best of times and in the worst of times, as the past year has shown me. As Christians, we are so fortunate that Jesus walks with us through life. I’ve sought to praise God for all the discoveries of the past year. In hard times, I have found comfort from these words from Isaiah 4011.

He tends his flock like a shepherd: He gathers the lambs in his arms and carries them close to his heart; He gently leads those that have young.

God certainly leads us through life’s discoveries. He is our hope and shelter. I am grateful that at PHCS I am able to share God’s eternal promises with our students.

AUTUMN 2015 / 21

new hope school AN OPPORTUNITY TO IMPACT IN A REAL AND POSITIVE WAY Dianne Dowson Director, New Hope School My involvement in New Hope School began formally near the beginning of Term 4, 2014, when Dr Boyce offered me the role of Director of this new school. I have a strong desire and passion for this school and all that it aims to provide. My excitement for this new venture continues to grow along with the opportunities it will bring to support students and families in a wonderful way. From meeting the new prospective students and their families, to making decisions about landscaping, classroom furniture and paint colours, each aspect has brought me great joy.

There was great anticipation leading up to the first day of school. Many questions were on the minds of the New Hope School staff and other members of the Pacific Hills Christian School Community. How would the students settle in? What would they be like? How were we going to meet their varied needs? When day one arrived and the parents and students were met at Reception, there were the normal levels of excitement mixed with anxieties for those entering this new setting. As we walked the students to the classroom with parents following on with us, it was wonderful to be a part of the first conversation between two of the students as they met for the first time and realised that they would be in the same class together.

These students quickly formed a friendship which has helped them to settle in well.

The parents were given a brief tour of the classroom and adjoining administration building and all commented

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on the amazing transformation that the building had undergone. This transformation has been the result of many hours of tireless efforts from the Maintenance Staff at Pacific Hills Christian School. Under the direction of Lee Pratt, the buildings have become a fresh and bright learning environment which is almost unrecognisable from its previous function as a drama room with black walls, black ceiling and blackened windows. Many Pacific Hills staff have been keen to visit and view the new school, and each has freely commented on what a wonderful space it has become.

New Hope School, however, is more than just a building, it is a place that has the potential to provide new hope to many families who have been looking for a Christian School environment for their child with special needs. I consider it a privilege to have this opportunity to impact in a real and positive way into the lives of the students we care for and their families. I am excited at the prospect of seeing these students grow, learn and develop in amazing ways and to see the impact that we may have on their social, emotional, spiritual and academic development. The New Hope team, consisting of myself, Nicole Thompson, Lisa Philips and Daniel Mallison have developed a great relationship with one another in the short time, since the beginning of this year, when we first met together. Each person in the team brings a compassionate and patient approach to the way we work with each student. Each of us understands the need for consistency and values each individual as a unique individual who deserves the best supportive school environment that we can provide. I feel truly blessed to be able to work with each one of them.

It has been an absolute privilege to be involved in the commencement of New Hope School. This school has been in the thoughts and prayers of several of the Pacific Hills Christian School executive staff for a number of years and it is through their commitment to wanting to provide a school for students with special needs that New Hope School has been realised.

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BLAKE BAYLDON YEAR 11 PACIFIC HILLS TENNIS CHAMPION

sport

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STUFF YOU SHOULD KNOW ABOUT When and where did you start playing tennis?

I started playing when I was 6 years old at Dural Tennis on Quarry Road.

Who would you say has had the biggest influence on your tennis career?

I’d say my two coaches Andrew Turner and Mario Cabral influence me the most.

What are some of your achievements and highlights so far?

I’ve represented NSW, placed third at Nationals, been to Sergio Bruguera’s Tennis Academy in Barcelona, played in ITF events and I have won plenty of State Junior Tournaments.

What is your current ranking and where do you hope to finish this year?

My current Australian ranking is 400 and by the end of the 2015 I’m hoping to be inside the top 250.

Would you like to share a little about how you got baptised earlier this year?

Both my tennis coaches, Mario and Andrew are Christians and a few years ago, Mario was the one to bring me to church for the first time and since then my faith has gotten stronger and Mario and Andrew have both been a positive influence on me with my tennis and also my faith. I was wanting to get baptised for a while and then when the opportunity came up I just took it!

What motivates you as a Christian to succeed in tennis?

I would just like to use the gift that God gave me to do my best in the sport I love.

Do you have a favourite Bible verse you would like to share with us?

Yeah, my favourite verse is Jeremiah 29:11 “For I know the plans I have for you,” declares the LORD, “plans to prosper you and not to harm you, plans to give you hope and a future.”

TWENTY SECONDS WITH MR McCONNELL BLAKE BAYLDON Favourite footy team? Parra Eels Next big name in tennis? Thanasi Kokkinakis KFC or McDonald’s? None, don’t eat either.

Friday nights with the girlfriend or the boys? Both!

Holden or Ford? Holden Beach or bush? Beach!

Favourite subject? PDHPE and Modern History MKR or the Block? MKR Forehand or backhand? Forehand Family, fame or fortune? Family

AUTUMN 2015 / 23

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