Guwanyi, Winter 2025

Guwanyi WINTER EDITION 2025

Guwanyi Gu-wan-ye

Cover Image: ' Robyne Maria Elliott (ma)'

by Ella Lobwein, Yr 12 2024

As an acknowledgement to the traditional custodians of this land, the people of the Dharawal nation, Guwanyi comes from the Dharawal language meaning 'tell'. For on this land they taught their children their beliefs, knowledge and culture and we pay our respect to them as we seek to do the same for our children.

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Contents Message from the Principal

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Faith, Doubt, and the Illusion of Obstacles

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Staff Spotlight

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Leading with Purpose

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Listening, Leading, and Leaving a Legacy

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Indigenous Working Group

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The Australian Ballet

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Gilgandra Service Trip

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House Public Speaking

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House Music Festival

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College Community Photos

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Breaking the Mold

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Celebrating our Alumni

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Published by: Shellharbour Anglican College 1 Piper Drive, Dunmore New South Wales 2529 info@shac.nsw.edu.au events@shac.nsw.edu.au alumni@shac.nsw.edu.au

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Message from the Principal Welcome to our third edition of Guwanyi, our biannual College publication! Guwanyi means "to tell" in Dharawal, and through this magazine we hope to “tell” of the wonderful learning opportunities at the College, our amazing students and dedicated staff.

Mrs Megan Hastie Principal Our Student Reconciliation Action Group has also kicked off this year, and we've been working with our Indigenous students to honour and champion the longest continuous living cultures in the world! They have been involved in naming our Learning Centre Birung, which means “to belong” in Dharawal. The recent Reconciliation Week was a wonderful opportunity to acknowledge the wrongs and hurts of the past as we work towards healing and community in the present and the future.

This edition celebrates the diversity that exists within our community and the interconnected nature of it every person has a role to play. Our Senior School Student Representative Council (SRC) plays a vital role in our community, providing an important opportunity for our students to not only speak into the life of the College and raise issues that are relevant to them, it also helps them to learn what it means to be change makers and problem solvers themselves. Equally, our P&F is a vital support (dare I say cheersquad?) within the College, and it reflects again the diverse nature of our community. Many of our regular members have busy professional lives, and whilst there's not quite a gender balance, we'd love to see one! We extend the invite to all parents and friends to get involved!

Even though we are a diverse community, what binds us together is that we are all lifelong learners - from our youngest students in Prep through to our oldest staff members, and our broader community too! This year we have created a new role - Coordinator of Professional Practice - to support our staff in their ongoing learning and growth to ensure we provide the most powerful and effective learning opportunities for all our students. We want to see every student thrive and achieve success in their learning. We want to build young people of character, who are courageous, compassionate, curious and creative. Who are willing to take risks and make mistakes in order to keep on growing and serve our world.

We have so much to "tell" in this edition!

Guwanyi, Winter 2025

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Faith, Doubt, and the Illusion of Obstacles Mr Mark Brown Director of Christian Mission and Service

Photo by Mr Douglas Hewitt, Coordinator of HSIE

‘Some barriers in life are placed in our way, while others we create ourselves.’ That’s not a famous quote, and I’m not a famous person. It’s simply an honest observation I’ve made.

In life, we often have barriers that are placed in our way, barriers that make it difficult for us to succeed. Some of those barriers are part of life. Sometimes those barriers are unfair. But the kind I find most interesting are the ones we place in front of ourselves. These self-imposed barriers can sometimes be intentional or subconscious, and sometimes we aren't even sure why.

In Senior School Chapel, we have examined barriers, specifically barriers to faith. Barriers that can take the form of doubts or reasons and stop us from investigating or believing. One of the key understandings around this series is the reality that we all carry doubts. It doesn't matter whether we have placed our trust in Jesus, chosen another way, or currently sit somewhere in the middle.

Doubts can become immovable barriers—or, if we’re willing to investigate and brave enough to have our perspectives challenged, they can reveal themselves as self-made obstacles that can, in fact, be moved.

We've taken time to consider the historical reliability of the Bible and what evidence there is that Jesus did indeed walk the earth. We've considered the claims of science and whether it holds all the answers to not just the how but the who and why. We have even explored the concept of absolute truth, considered how the certainty of faith can bring clarity in a chaotic and confusing world, and reflected on the evidence for the existence of God.

Big questions. Big ideas. What if what the Bible says is true? What if science, history, philosophy and logical reasoning back up the Bible's claims? What if the hope, forgiveness, grace, mercy and love spoken in the Bible is true? Surely, it's worth investigating – for the first time or returning once more.

What if the barriers that get in the way of faith aren't immovable, but are barriers we have placed there ourselves? They may not be barriers at all. It may be time to take another look at Jesus.

God showed how much he loved us by sending his one and only Son into the world so that we might have eternal life through him. This is real love—not that we loved God, but that he loved us and sent his Son as a sacrifice to take away our sins.

1 John 4:9-10 If you want to learn more about or investigate the Christian faith, we run a course called Hope Explored, and I would love to invite you to join us. Feel free to email me at mbrown@shac.nsw.edu.au for more information, or we can set up a time to chat.

Mr Mark Brown Director of Christian Mission and Service

Guwanyi, Winter 2025

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Staff Spotlight Welcoming Our New Coordinator of Professional Practice (P–12)

We are delighted to introduce Miss Lisa Close, who has recently stepped into the newly established role of Coordinator of Professional Practice (P–12) at Shellharbour Anglican College from 2025. With deep passion and commitment to teaching excellence, Miss Lisa Close brings a wealth of experience and insight into this new leadership opportunity.

A Vision for Growth and Excellence “I am incredibly excited and grateful to take on this role,” Lisa shares. “It presents a wonderful opportunity to support our staff across the College in key areas such as strengthening professional practice and growth, guiding teaching accreditation, and enhancing recruitment and retention strategies. I’m especially passionate about embedding evidence-based practices across our teaching.”

This role is designed to build on the College’s strong foundation of professional learning and help teachers deepen their expertise while embracing their God-given gifts and talents.

Fostering a Culture of Professional Learning At the heart of Lisa’s vision is a belief in lifelong learning.

“Professional learning empowers every educator to continually elevate their knowledge, skills, and teaching competency. My approach is twofold: support the individual while strengthening shared professional language and consistency across the College.”

Already, Lisa has initiated regular meetings with new Senior School Heads of Faculty to provide structured guidance and collaborative support. Fortnightly meetings for new staff have also been launched, creating safe, collegial spaces for discussion and mentorship as they settle into the College community.

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Guided by Faith When asked about the Bible verse that grounds her in her work and life, Lisa reflects on the power of trusting in God’s timing.

“For someone who values order and routine, unexpected disruptions can be a challenge. That’s why I find comfort in Matthew 6:34 — ‘Therefore do not worry about tomorrow, for tomorrow will worry about itself. Each day has enough trouble of its own.’ This verse reminds me to be present, let go of worry, and trust in God’s provision for each day.”

Looking Ahead While Lisa now oversees the Culture & Behaviour Team and is committed to shaping a positive, inclusive, and thriving staff culture rooted in shared values and purpose.

As we look to 2025 and beyond, we are excited to see how Lisa will lead and inspire a culture of professional excellence and growth across Shellharbour Anglican College.

Professional learning empowers every educator to continually elevate their knowledge, skills, and teaching competency. My approach is twofold: support the individual while strengthening shared professional language and consistency across the College.”

Miss Lisa Close

Guwanyi, Winter 2025

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Leading with Purpose At Shellharbour Anglican College, leadership is more than a position—it's a call to serve, inspire, and shape the culture of the school community. Our 2025 College Captains, Samuel Schooley and Elhannah Laird, embody this vision through their distinctive yet united approaches to leadership.

A Desire to Serve For Samuel, stepping into the role of College Captain was a natural extension of his heart for service. Joining Shellharbour Anglican College in Year 9, he was struck by the sense of belonging he experienced in a smaller, more connected community. “The inspiration for me to pursue the role of College Captain came from wanting to be able to serve the community at Shellharbour Anglican College in a different way,” he says. “I saw vast opportunities that could be brought to our College and aimed to make an impact in the lives of every student who walks down our hill.”

His leadership is marked by a desire to strengthen school spirit and ensure every student feels safe and

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heard. “The main goals I had set for myself going into this role were to bring a sense of school spirit while also creating an area where students feel safe, are able to be heard, and feel like they belong to a community.”

For Elhannah, her journey into leadership was shaped by the role models who quietly but powerfully influenced her throughout her time at the College. “What inspired me most were the people who gave generously of themselves, without seeking recognition: the leaders who stayed back to help pack up, the teachers who checked in quietly, the captains who made you feel seen,” she recalls.

A College Captain is about being the kind of person who listens deeply, loves fully, and acts consistently. Elhannah Laird Her leadership stems from a deep gratitude for the community that helped shape her. “This role is a way for me to give back… and to create the kind of culture where others can grow into themselves too.”

Creating a Culture of Belonging Both captains are passionate about fostering an inclusive, welcoming environment—one that allows students to grow in confidence and character.

For Samuel, community is not a buzzword; it’s foundational. “I really hope I have been able to remodel the fundamentals of what it means to be a part of a community,” he says. “We can only grow and be the best versions of ourselves with the help of others and by showing up for our community.”

This sense of shared responsibility is central to his leadership style—authentic, consistent, and grounded in the belief that every student matters.

Elhannah shares a similar vision but speaks specifically to the slow and intentional process of building belonging.

“When I first arrived at the College, I didn’t immediately feel connected or confident in who I was,” she says.

“Belonging isn’t created quickly; it’s built slowly, through conversations, showing up for one another, and making space for others.”

This has led her to focus on leading in both visible and unseen ways—through joyful initiatives, encouraging words, and being a steady presence for students. “I aim to serve joyfully, speak with warmth, listen openly, and create a space where everyone feels they matter.”

Inspiring the Next Generation As leaders, both Captains are keenly aware of the responsibility they carry to set an example for younger students. Yet their definitions of leadership challenge traditional assumptions.

“I want younger students to know that leadership doesn’t have to look one specific way,” says Elhannah.

“You don’t need to be the loudest or the one always in the spotlight. Some of the strongest leaders are the ones who lead gently, who choose kindness when it’s hard, who act when no one is watching.”

Her desire is to show students that being authentic, vulnerable, and consistent can be just as powerful as more overt forms of leadership. “If there’s one thing I hope people take from me,” she says, “it’s that everyone can make a difference.”

Samuel echoes that sentiment, highlighting the importance of modeling commitment and communitymindedness. “I hope to inspire students by demonstrating what it means to put in the effort and show up for others,” he says. “I want to help students understand that leadership is rooted in relationships— and in the willingness to give of yourself for the good of others.”

Shaped by the College, Preparing for the Future Reflecting on their time at the College, both Samuel and Elhannah describe their experience not only as transformative but foundational to the people they are becoming.

“For me,” says Samuel, “this community provided the support and space I needed to grow. I faced challenges that taught me resilience and how to navigate difficult situations with confidence. I’ve also had the opportunity to connect with a diverse range of people, which has broadened my perspective.”

His long-term vision is clear. “In five to ten years, I hope to join the Navy as an officer,” he shares. “This role as school Captain has been instrumental—it’s helped me develop leadership skills and reaffirm my purpose in serving others. I found fulfillment in supporting others and making a positive difference.”

Elhannah, too, sees her time at Shellharbour Anglican as pivotal in preparing her for the future. “So much of who I am today has been shaped by this College,” she says.

“I’ve grown in confidence, resilience, and clarity—not because things have been easy, but because I’ve been both stretched and supported along the way.”

Looking forward, she envisions herself in a career that blends science, health, and sustainability. “I care deeply about the environment, human wellbeing, and using creative and scientific thinking to solve problems,” she explains. “This role has already equipped me with the skills to manage time, lead a team, communicate clearly, and make space for others. More than anything, it’s taught me that imperfect action is better than inaction.”

Together, Samuel and Elhannah demonstrate that leadership at Shellharbour Anglican College is deeply rooted in service, compassion, and a desire to see others flourish. Their stories reflect not just who they are, but the kind of community they are helping to create—one that listens, uplifts, and leads with integrity.

Guwanyi, Winter 2025

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Listening, Leading, and Leaving a Legacy At Shellharbour Anglican College, student leadership is more than a title—it’s a responsibility to listen, serve, and shape the school community for the better. The Student Representative Council (SRC) is a vital platform where students across Years 8 to 12 step into leadership with purpose and integrity. Whether it’s giving voice to their peers, planning inclusive events, or advocating for positive change, each SRC member brings a unique perspective and shared commitment to making a difference. In this article, our student leaders reflect on what motivated them to join the SRC, the values they bring to their roles, and the legacy they hope to leave behind. Through their words, we gain insight into how student-led leadership continues to strengthen our College culture.

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What motivated you to join the Student Representative Council, and what does this role mean to you?

As members of the SRC, we want to make our school better by letting the students of year 8 feel like they have a voice. The main reason why we joined the SRC is because this role will help us in future leadership positions inside and outside of the college. Another reason we joined the committee is because we see opportunities to improve aspects of college life. This role means that we can be a part of the change to our school.

- Year 8 representatives Henry Baines and Jessica Reitze.

How do you see the SRC contributing to the school community in meaningful ways?

As members of the SRC, we see our role as making a real difference by listening to students and turning their ideas into action. We aim to create a positive and inclusive school environment by organising events, raising important issues, and working with staff to improve school life. Our goal is to make sure every student feels heard, supported, and proud to be part of our school community.

- Year 9 representatives Leila Miellet, Ellie Linsley, Mason Barker and Jasper Vallentine.

In what ways do you plan to listen to and represent the voices of your peers?

As members of the SRC, we plan to actively listen to our peers through regular conversations, feedback forms, and by being approachable around the school. We'll make sure to bring everyone's ideas and concerns to the table, speaking up for what matters most to our peers. Together, our goal is to create real change by being fair, reliable voices for our cohort, showcasing commitment to our role.

- Year 10 representatives Erena Walton-St Clair, Liberty Baines and James Tebbutt.

What skills do you hope to develop through your involvement in the SRC? Being part of the SRC is a great chance for us to grow as leaders while helping to build a stronger sense of belonging within our year group and the wider school community. We want to develop skills that bring people together, making sure everyone feels included, valued, and connected. By working with students and staff, we’re learning how to communicate effectively, listen to different voices, and turn ideas into meaningful events and activities that unite us. This role also helps us build confidence, teamwork, and organisational skills so we can create a positive environment where everyone feels they truly belong and are part of something bigger.

- Year 11 representatives Annabel Ives, Alyssa Humphrey, Talina Mion, Alexandra de Mesa, Chelsea Boicheski, Coen Sloan, Malakai Suka, Harry Stortz, Indiana Whittle and Taylor Mackey.

What legacy would you like to leave behind at the end of your term on the SRC? At the end of our time at school and on the SRC, we want to leave behind a legacy of meaningful change and connection.

We want to have been a part of creating a welcoming and inclusive school culture, and to have encouraged others to be involved and do the same.

- Year 12 representatives Lachlan Smith, Charlotte Ford, and Vice Captains Rhiannon Harris and Noah Wraight.

Guwanyi, Winter 2025

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Celebrating Connection, Culture, and Leadership First Nations Student Meeting This year our College community has witnessed a meaningful gathering as students who identify as Aboriginal and/or Torres Strait Islander came together for the First Nations Student Meeting — a powerful space for connection, cultural pride, and student leadership.

Guided by Ms Maiquilla Brown, Aboriginal Community Planner at Shellharbour City Council, students openly shared their experiences and ideas about how the College can continue to support their identity, learning, and cultural connection. This conversation is part of our ongoing commitment to ensuring every student feels seen, heard, and valued.

During National Reconciliation Week, students proudly represented our College in the Shellharbour Reconciliation Walk, joining the wider community in a show of unity, respect, and shared commitment to reconciliation.

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Within the school community, these students also helped organise and lead assemblies that deepened understanding of First Nations culture, language, and history — sparking meaningful conversations that resonate beyond the classroom.

A highlight of this term’s meeting was the special announcement of the name chosen for our new Prep–12 Learning Centre: Birung — a Dharawal word meaning “belong.” Selected collaboratively with our First Nations students, the name Birung honours the local land and reflects our shared vision of creating a culturally safe, inclusive space where every student feels a strong sense of belonging.

These moments of dialogue and collaboration highlight the leadership and strength of our First Nations students, whose voices continue to shape our College’s journey towards cultural inclusivity and respect. Their contributions remind us that reconciliation is not a single week or event, but an ongoing commitment woven into everyday school life.

We extend our heartfelt thanks to all students who participated in the meeting and recent activities — your leadership is inspiring change, fostering understanding, and helping create a community where every student can proudly embrace who they are.

Together, we continue to learn, reflect, and move forward, guided by the values of respect, unity, and belonging.

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Guwanyi, Winter 2025

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Students Dance with The Australian Ballet We are thrilled to share that our students have been selected for an extraordinary artistic experience, as they step into the world of classical dance with The Australian Ballet. On Friday, 27 June, selected students participated in a unique ballet workshop and enjoyed a live performance by the Australian Ballet Company, right here in our new Learning Centre, Birung.

Students discovered the beauty, discipline, and creativity that lie at the heart of one of the world’s most admired art forms. Guided by professional dancers from The Australian Ballet, our students experienced firsthand insight into the world of ballet, from learning the language of movement to exploring the art of storytelling through dance.

The workshops provided students with an engaging, hands-on experience, learning about posture, coordination, and expression, building not only dance skills but also confidence and self-awareness. Students also had the chance to ask questions and hear about the

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dedication, practice, and passion it takes to pursue a career in the performing arts.

Following the workshop, students watched a live performance by The Australian Ballet Company in Birung.

Named from the Dharawal word meaning “belong,” Birung is a space designed to bring our community together for moments of shared inspiration, learning, and cultural celebration. Hosting the Australian Ballet Company in this setting reflects our commitment to creating opportunities that enrich students’ educational journeys and foster a lifelong appreciation of the arts.

Beyond the joy and beauty of dance, students learn perseverance, creativity, and the power of collaboration skills and values that will stay with them for life.

We extend our heartfelt thanks to The Australian Ballet for making this remarkable experience possible.

Guwanyi, Winter 2025

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Gilgandra Service Trip During the April school holidays, Students in Years 10 to 12 travel to Gilgandra, located near Dubbo in the Orana region of NSW as part of the Service Learning we foster at Shellharbour Anglican College. Partnering with a local church, students led a Kids Club and contributed to various community initiatives, including engagement with local First Nations groups. This experience offers students a unique opportunity to grow in character, reflect on their identity, and build meaningful connections through service—both with the community they come from and the one they serve.

Students Alexandra De mesa (Year 11) and Ryan Sweeney (Year 12) share their reflections on the trip.

Day 1 Our journey began early, with students gathering at the College at 6:30am for a 7:00am departure. After a few hours on the road, we stopped for breakfast at McDonald’s and later enjoyed lunch in Wellington, exploring in small groups. We arrived in Gilgandra around 5:30pm and settled into the showgrounds, setting up tents and getting organised. Dinner was a relaxed affair with takeaway pizza, followed by a trip briefing from Mr Barter and a devotion led by Mr Langley. As the evening wound down, the camp was unexpectedly enlivened by a spirited "mooing competition," where teams competed for the most creative moo. The contest ended with Josh and Jamie taking the title, much to the amusement of the group.

Afterwards, we settled in for the night, ready for an early start.

Day 2 Some eager students joined Mr Barter at 4:45am for a sunrise trip to Tooraweenah, where they enjoyed breathtaking views of the Warrumbungle Ranges. The rest of the camp rose at 6:45am to prepare for the first full day of service. After breakfast, teams headed out to their allocated sites at 9:30am, taking part in a variety of community projects including cleaning, planting, and running activities for local aged care residents. By 3:00pm, students had returned to camp for showers and well-earned rest. The evening concluded with burgers for dinner, a bit of free time, and an early bedtime.

Day 3 Those who missed the sunrise on Day 2 had their chance early that morning, while the rest of the group began the day as usual with a 6:45am wake-up and 7:30am breakfast. Teams headed out once again at 9:30am for a second day of service. Tasks included

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painting, gardening, farm assistance, and spending time with elderly members of the Gilgandra community.

After another productive day, students returned to camp by 3:00pm for some downtime before dinner and a restful evening.

Day 4 Day 4 was dedicated to cultural learning and reflection.

After a slower start and breakfast at 8:00am, we departed at 10:30am for a cultural immersion experience with Uncle Ralph. Upon arrival, several students volunteered to take part in traditional Aboriginal dances, learning directly from Uncle Ralph.

He then guided a group through his personal museum, showcasing traditional tools and artworks, and sharing stories of his upbringing and cultural heritage. Students even had the opportunity to try throwing a boomerang.

We returned to camp around 3:00pm for some free time before dinner and an evening devotion by Pastor Henry Louie.

Day 5 The final day began early as we packed up our tents and gear. Before departing, we were visited once more by Uncle Ralph, who came to farewell the group. We were on the road by 7:30am, stopping for breakfast at a local park and lunch at McDonald’s en route. We arrived back at Shellharbour Anglican College at 6:00pm, tired but full of new experiences and lasting memories.

The trip was deeply rewarding, filled with moments of fun, reflection, and service. Highlights included the unforgettable mooing competition and the incredible meals prepared by Mrs Young and the kitchen team.

Most importantly, students returned having built stronger friendships and a deeper understanding of community, service, and self.

Guwanyi, Winter 2025

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House Public Speaking In Term One, Senior School students took part in our much-anticipated annual House Public Speaking Competition. After a series of live heats within each House, selected finalists showcased their speeches at a Senior School Assembly. The finalists impressed the audience with their articulate, engaging, and confidently delivered presentations. Their ability to speak with such clarity, energy, and poise is truly commendable.

Congratulations to this year’s winners: Samuel Vonk (Junior Division) and Mason Lay (Senior Division).

Junior Division Allen Leila Millet Booth Ellie Linsley Chapman Samuel Vonk Chiswell Alex Rodriguez Senior Division Allen Joseph Barter Booth Mason Lay Chapman Kieran Mahar Chiswell James Tebbutt

How to Know If You Should Truly Trust Someone Some people walk among us, looking completely normal —until they do something so baffling, so concerning, that you start questioning everything you know about them. I’m not talking about criminals or corrupt politicians. No, I’m talking about the real villains in society: the people who bite into a KitKat without breaking it first.

Let’s be honest—KitKats are engineered to be snapped apart. They come with clearly marked sections, a clear set of rules. And yet, some people ignore all logic and take a huge bite right across the width of the bar.

What kind of person does this? Someone who doesn’t just think outside the box—they crumple up the box, throw it away, and set it on fire for good measure. If they’re willing to do that to a KitKat, what else are they capable of? Are their socks mismatched? Are they a no pineapple on pizza person, do they read books backwards?

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And then there are the milk-before-cereal people. Just why, why do you have to do this? I have some questions.

How do you know the right cereal-to-milk ratio? Do you just pour and pray? It’s like playing a breakfast-themed lottery, and the prize is either a perfect bowl or a sad, floating mess. I respect creativity, but some risks just aren’t worth taking before 8 AM. But there is more, now we have the airplane clappers.

You know the ones—the moment the wheels touch the runway; they break into a full round of applause like we just landed on the moon. Don’t get me wrong, I appreciate pilots, but do we really need to give them a standing ovation for doing their job? Do we clap when a bus driver reaches the stop? Do we high-five the microwave for heating our leftovers? No. But for some reason, a routine flight landing is treated like a surprise party for a pilot who already knew it was happening.

Now, let’s talk about the pedestrian crossing button mashers. You’ve seen them—rapid-firing that button like they’re playing fortnight (Fortnight sounds), convinced they can hack the traffic system. I hate to break it to them, but the light is not changing any faster. The universe is not sitting there thinking, "Oh wow, this person is really determined, let’s speed things up." And yet, we all just watch them do it, silently watching and watching and watching because the lights never go green.

And finally, we have the shampoo rebels—the ones who condition first and shampoo second. Look, I don’t want to judge… but why? That is like cleaning your car nice and sparkly and then driving it straight through a huge pile of mud. What’s the goal here? Is there a secret benefit we don’t know about? Their hair is just going to look as bad as when they first started.

At the end of the day, these little things reveal a lot about a person. If someone does any of these things, watch them closely. Be cautious. And whatever you do— don’t hand them a KitKat. You might not like what you see.

Samuel Vonk

Ladies and Gentlemen, I come before you today to warn you of a grave danger that we, as a species, are facing. The Earth is warming, icebergs are melting, entire ecosystems are being destroyed… and I still don’t have a girlfriend. So guess who’s back with another dating advice speech. That’s right, I, Mason Lay, am back for redemption presenting you with tips on how to keep the romance alive!

Let’s set the scene. You’ve been in a thrilling, heartracing, electric romance over the past few months. At least it was. Now, you can feel that spark die as the magic slips into something ordinary. So how can we fix this?

So, ladies and gentlemen, let’s commit to keeping the romance alive. Because the best kind of love isn’t the one that burns the brightest—it’s the one that never burns out. It’s not about grand, dramatic gestures or fairytale moments; it’s about the everyday choices we make to show up, to care, and to keep choosing our partner, day after day.

And who knows? Maybe if I follow my own advice, I’ll finally get that girlfriend someday in the distant future.

Mason Lay

Firstly, make sure that you express your gratitude towards their presence. A massive mistake in relationships is presuming that they know how much they mean to you. So tell them - remind them - of the effect they have on you. Thank them for the small things, compliment them. Even write little corny pieces of poetry for them. The small, subtle things go a long way. So make sure to show your appreciation in the things they do for you on a regular basis.

Now the routine is comforting, but spontaneity keeps things exciting. Surprise them with a random thoughtful present, or plan a surprise date. Or even something as simple as a random hug or kiss when they’re not expecting it can make all the difference.

And finally, making sure that you maintain trust in your partner and remaining patient in your relationship are crucial. It’s important to understand that your partner might be going through something outside of your control and that they might just need a little time alone.

And that’s okay. Give them the room they need and make sure that they know that you’re there for them when they need you to be.

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2 1. Samuel Vonk, Junior Division Winner 2. Mason Lay, Senior Division Winner

Guwanyi, Winter 2025

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House Music Festival A Celebration of Creativity, Collaboration, and House Spirit The Senior School’s House Music Festival was one of the most anticipated events of Term Two—and it did not disappoint. Now in its 20th year, this much-loved tradition once again brought together students from Years 7 to 12 in a vibrant showcase of talent, teamwork, and school spirit.

Each house worked collaboratively over several weeks to produce a themed musical performance, incorporating costumes, choreography, and creative storytelling. The goal? To entertain the rest of the College community while embracing the joy of performance and the camaraderie that comes with a shared challenge.

This year’s house themes and setlists showcased both imagination and musical flair: Allen – Allen Gets Caught Red-Handed I Want to Break Free (Queen) Beat It (Michael Jackson) Booth – Booth Becomes Billionaires Money, Money, Money (ABBA) Price Tag (Jessie J) Chapman – Destination LAX Empire State of Mind (Alicia Keys) Party in the USA (Miley Cyrus) Chiswell – Goes to the Nether Stayin’ Alive (Bee Gees) We Are Never Ever Getting Back Together (Taylor Swift)

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This year, it was Booth House who took home the title, impressing the judges. Their performance stood out for its cohesion, humour, and high-level musicality—earning welldeserved applause from staff and students alike.

More than a competition, the House Music Festival is a highlight of the school calendar. It fosters inter-year collaboration, nurtures leadership and performance skills, and celebrates the creative gifts within our student body.

It’s also a powerful reminder that when students are given space to lead, express, and innovate, they rise to the occasion in inspiring ways.

Congratulations to all students and staff involved in making the 20th House Music Festival such a memorable event. Booth may have claimed the trophy, but the spirit of celebration and creativity was shared by all.

Guwanyi, Winter 2025

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1. First Day of School, 2. Prep Parents Welcome Morning Tea, 3. Year 7 Welcome Afternoon Tea.

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2 1. JS Swimming Carnival, 2. SS Swimming Carnival, 3. Student Leaders Commissioning Ceremony, 4. Year 7 Camp.

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1 1. Shellharbour Anglican College Open Day, 2. Senior School and Junior School Cross Country.

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1. Stage 1 and Stage 3 Space Fair, 2. Bronze Duke of Edinburgh Hike, 3. Music elective excursion to the Theatre Royal in Sydney, 4. Gilgandra Service Trip, 5. ANZAC Day Service.

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1 1. Mother’s Day Breakfast, 2. Year 3/4C visit Year 11 Music class, 3. Stage 1 forces and flight incursion, 4. Da Vinci Decathlon.

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1. National Simultaneous Storytime, 2. Teddy Bear’s Picnic, 3. Year 8 Technology at The Pines Dairy, 4. Junior School Drawing Club, 5. Year 7 at Shoalhaven Zoo.

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2 1 1. Illawarra Reconciliation School Walk, 2. U14 Boys Rugby Intramural game, 3. Senior School Athletics.

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1 1. Junior School Athletics Carnival, 2. UOW visit Year 12, 3. Year 10 Commerce in the COLA.

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Breaking the Mold The P&F Reimagined at Shellharbour Anglican College At Shellharbour Anglican College, the Parents and Friends (P&F) Committee is rewriting the narrative of what it means to be a school volunteer. They are a diverse, professional, committed group of working parents and carers who juggle careers, families, and volunteering - proving that making a difference doesn’t require perfection, just participation.

Modern Parents, Real Commitment From senior public servants and health executives to lawyers, accountants and remote-working parents, the P&F at Shellharbour Anglican College is made up of people from all walks of life. Many have demanding careers and family responsibilities, yet they’ve chosen to contribute what they can to their children’s school.

“I’m an Occupational Therapist in a Director role for NSW Health” says President of the P&F Committee, EmmaKate Dewhurst. “I can’t always attend daytime events but being part of the P&F allows me to support the College in other ways and connect with the community.”

Others plan ahead and set realistic expectations.

“I volunteer in ways that fit my schedule. Sometimes that means helping behind the scenes or simply turning up to meetings when I can.”

And that's the beauty of this group - every contribution is valued. Whether it’s flipping sausages at a carnival or crafting financial reports as treasurer, there’s a role for everyone.

Vice President, Jayne Williams, is a lawyer and joined when her son started at the College. “I was new to the area, living just across the road, and wanted to meet people. Joining the P&F helped me connect while learning about volunteering opportunities.”

Flexible, Empathetic, and Realistic So how do these busy families manage it all? “There’s no perfect balance! but we have a supportive committee that understands life gets busy. Some weeks I do more, some less. We help each other out.”

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Diverse Strengths, Shared Purpose What truly sets the P&F apart is the group’s diversity - not just in profession, but in perspective. “We’ve got bakers, BBQ enthusiasts, event organisers, strategists, and quiet achievers,” says one member. “Some are great with a spreadsheet, others bring creativity or practical skills.”

The group prides itself on inclusivity and respect.

“Everyone gets a voice, and we listen to all perspectives because one size doesn’t fit all in a school community.”

More Than Fundraising While fundraising plays an important role, the P&F is just as focused on building a vibrant and connected community.

From running BBQs at sports events to providing picnic hampers for staff on World Teachers’ Day, the group aims to foster a culture of appreciation and connection.

“Giving back to our incredible teachers was a highlight. We delivered personalised letters and hampers. It was a simple way to say thank you for all they do.”

Leading by Example Perhaps the most powerful impact of the P&F is the example it sets for the next generation.

“One day at soccer, my son was asked if it was embarrassing that I help at school. He replied, ‘No, it’s important to help out.’ That’s the kind of message I want him to learn.”

An Invitation to All To parents wondering if they have the time or skills to contribute, the message is clear!

“The more people who get involved, the lighter the load.

There’s no pressure - just an opportunity to serve, connect, and model community-mindedness to our kids.”

At Shellharbour Anglican College, the P&F isn’t just helping run events or raise funds. They’re building something far more valuable: a welcoming, inclusive, and engaged school community.

If you want to get involved, you can find out more information here.

Shade shelters in the Senior School donated by the P&F Association.

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Celebrating our Alumni Service-Driven Leadership Since graduating from Shellharbour Anglican College in 2021, alumna Claire Asquith has gone on to exemplify the values of service, leadership and lifelong learning that are at the heart of the College’s mission. Now studying at the University of Queensland, Claire continues to make a meaningful impact on her community while pursuing academic and professional excellence.

Claire joined the College in Year 7 and quickly immersed herself in a wide range of opportunities—both inside and outside the classroom. She reflects on her time at Shellharbour Anglican College as a season marked by close connections, lifelong friendships, and valuable support. She credits the culture of involvement at the College for shaping her outlook: “Shellharbour Anglican College was fundamental in the mindset I carry with me today—that involvement is everything.”

Her senior years were filled with diverse co-curricular experiences, from the Duke of Edinburgh Gold Award and Gilgandra Service Trip, to sport, debating, performing arts, and student leadership. “I was never necessarily the

Shellharbour Anglican College was fundamental in the mindset I carry with me today—that involvement is everything.

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best at anything,” Claire admits, “but I am proud that I gave everything a go. Gilgandra and Duke of Ed were particularly formative—being out on Country broadened my perception of Australia and sparked a passion for social justice that I’ll carry with me for life.”

Claire began her university studies at the University of Sydney but later transferred to UQ to pursue a more balanced and connected lifestyle. She is now completing a Bachelor of Politics, Philosophy and Economics (Honours), drawn to the degree through her deep interest in modern history, policy, and the structures that shape society. “I hope to use my passions to travel the world,” she says. “My dream is to work in government, potentially for DFAT or as a diplomat, using policy to make the world a better place.”

Her time at The Women’s College within UQ has been equally impressive. In 2025, Claire was awarded both the Academic Scholarship and the Walter Taylor Ward Community Leadership Prize. “It took a lot of courage and grit to move away from Gerringong, but these awards have been a huge support,” she says. “They reflect the value I place on giving back and being part of something larger than myself.”

Claire currently serves as the College’s Community Convenor and has previously held the role of Equity Resident Assistant. Through these roles, she has helped raise over $33,000 for various causes including the World’s Greatest Shave, the National Breast Cancer Foundation, and The Lodge Youth Support Services. She also works as a UQ Student Ambassador and is active in her faculty’s student society.

To current students, Claire offers this encouragement: “Take care of your mental health, get involved and work hard. After school, hard work overrides natural intelligence. When you put yourself out there, you build a network of people and opportunities that help propel you toward your goals.”

Claire’s journey is a testament to the lasting impact of a values-based education and the power of saying yes to opportunity. From her early days at Shellharbour Anglican College to her leadership and academic achievements at university, she has shown that true success lies not only in personal accomplishment but in the difference one makes in the lives of others. As she looks to a future in public service and global diplomacy, Claire continues to embody the spirit of servant leadership—grounded in humility, driven by purpose, and inspired by the belief that positive change begins with action.

We love hearing from our past students and celebrating the many paths they’ve taken beyond Shellharbour Anglican College. If you’re an alum and would like to share your story, achievements, or reflections since graduating, we warmly invite you to get in touch. Please contact us at alumni@shellharbourac.nsw.edu.au—we’d be delighted to hear from you.

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1 Piper Drive, Dunmore NSW 2529 PO Box 4147, Dunmore NSW 2529 02 4297 6029 info@shellharbourac.nsw.edu.au shellharbourac.nsw.edu.au A school within the Anglican Schools Corporation Connect with Shellharbour Anglican College