2011 Spring Futurum

MAR SCH

ITH NR PE

ST P AU L’S

M OO RA SPRING 2011 L G

In C h r i st o Fu t u r u m

St Paul’s Grammar School No. 50 AUTUMN 2011

The pursuit of Dance at St Paul’s

ISSUE 50 SPRING 2011

St Paul’s Grammar School 52 Taylor Rd, Cranebrook NSW 2749 Locked Bag 8016, Penrith NSW 2751 Australia

Contact st paul’s phone: +61 2 4777 4888 fax +61 2 47774841 info@stpauls.nsw.edu.au

www.stpauls.nsw.edu.au

2012 Term Dates Term 1 Wednesday 1st February to Thursday 5th April Term 2 Thursday 26th April to Friday 22nd June Term 3 Monday 16th July to Friday 21st September Term 4 Tuesday 9th October to Thursday 6th December

Find St pauls online www.facebook.com/stpaulsgrammar www.twitter.com/spgs www.twiter.com/spgsprincipal www.vimeo.com/spgs www.flickr.com/spgs

CONTENTS TOWARDS 2033 @ ST Paul’s

Futurum: At a glance

3

DANCE THEN WHEREVER YOU MAY BE

6

THE UPSWING OF CRICKET AT ST PAUL’S

8

When one suffers, all share the pain

10

Bringing Science down to earth

12

what is that?

14

A WORLD OF STORIES

WORKING FOR OTHERS

15

partners in language learning

18

five minutes with our teachers

20

CARING FOR TEACHERS AND THEIR FAMILIES

22

4

16

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Edited by Ken Goodlet ken.goodlet@stpauls.nsw.edu.au

Design & Photography by Daniel Weatherhead daniel.weatherhead@stpauls.nsw.edu.au

Contributors Daniel Weatherhead, Paul Kidson, Ken Goodlet ______________________________________

do you have news for Futurum?

Do you know of any happenings around the community of St Paul’s?

We would love to hear your feedback.

Please send us an email at: futurum@stpauls.nsw.edu.au

Cover photo Sally Armsworth and Olivia Esveld on stage at Sojourn ‘11 - The St Paul’s Ballet and Dance Academy

Changed your address OR CONTACT DETAILS? Please email us at: development@stpauls.nsw.edu.au

WELCOME TO OUR SPRING FUTURUM FOR 2011.

Futurum celebrates its 50th edition. Over the past 25 years we have tried to capture the macro and micro stories about the community of St Paul’s. As the School continues to refine how it best serves the community while looking forward to the challenges and opportunies of education in the 21st Century, we continue to look to you for feedback and hope that Futurum continues to keep you connected as an integral past of the St Paul’s community.

2011 has seen the diversity of growth in co-curricular areas. This issue explores the amazing development of the St Paul’s Ballet and Dance Academy, culminating with over 500 people at the end of year showcase Sojourn 2011; the rapid progress of the School’s cricket teams and links to professional successes; and the service learning program, this year exploring opportunities to aid communities in Cambodia.

Read and enjoy.

THE PRINCIPAL

From the Principal, Mr Paul Kidson

Caption for any photos or images used on page

Mr Kidson addressing a recent meeting of the St Paul’s Grammar School Board

As we head towards our 30th anniversary in 2013, reflecting on our past is important, as it informs how we think about our future. On Saturday 29th October, members of the School Board met to re-examine the School’s mission and vision. They spent time examining core issues which remain central to the unique identity of St Paul’s: that we are a School which sees great hope and purpose in Christian faith, that we want our entire community to value the richness and diversity of learning at St Paul’s, and that we want our students to go into the wider world committed to making a positive difference.

This mission has remained unchanged since the commencement of the School in 1983, and will continue to remain unchanged, but the challenges of life in 2011 and beyond require us to review and reconfigure what learning at St Paul’s looks like for the future. Let’s remember that in 1983 there was no widespread usage of computers in schools, no mobile phones, no Facebook, no 9/11, no GFC, and St Paul’s was not involved in the ISA or the IB. Our current School is vastly different from what we were in 1983, but its heart remains the same.

So what does it look like to consider

moving ‘Towards 2033’?

The School Board commissioned MMG Education to survey care-givers, students and staff and there has already been a lot of positive response from families about the survey. It will provide essential data for the Board to consider as it plans for the long term welfare of the School. The Board has considerable responsibility for the mission and the vision of the School, and the information it considers from our wider community will help it discern how best to lead the School ‘Towards 2033’.

Many families will have long ceased their direct involvement with the School by then, and it is hard to know exactly what learning will require by then, but the commitment of the Board to provide for the long term welfare of this wonderful community is central.

Following analysis of the MMG Education survey data, the School Board will then commence the development of a strategic plan and an updated architectural masterplan for the facilities of the School. Opportunity for input into the strategic plan from the wider community will be made throughout 2012. The MMG survey is the first of a number of ways that members of our community will have to take an active

part in the future of the School. On behalf of the Board, I thank you for your contributions to our future.

By 2013, we will already have seen a number of second generation children enrolled at St Paul’s, children of former students. By 2033, we expect we will have third generation children, grandchildren of those early years’ students, enrolled in the School. We, the present, the custodians of the past, are also the benefactors of those yet to come. What a privilege; what a responsibility!

The great composer Johann Sebastian Bach would include the initials AMDG at the conclusion of his compositions; the initials are an abbreviation of the Latin phrase ‘ad majorem dei Gloria’ – for the greater glory of God. They were a reminder that his music, whether for community or ecclesiastic purposes, was an expression of his service to God through music. Similarly, as a School community, we must remember that regardless of our own planning and limited perspective, St Paul’s is a School which acknowledges, in our motto, ‘In Christo Futurum’ – In Christ, the future.

at a glance...

SPRING 2011

The way we were in 1986 What were you doing 25 years ago?

In 1986 the enrolment of St Paul’s was 465 students, the School ran ‘At Home’ Day (First Open Day), and the first Art & Craft Show was held. The L Block and the Arts/Industrial Arts complex were formally completed, and the School was accepted as a member of HICES.

The first photo (left) was taken in 1986 on the south side of the first school dam (firefighting dam). Looking west, in the distance you can see the early buildings of the school. In 2011 (right) this view is clearly impacted by the Centre, the High School Library as well as vegetation has matured in the grounds of the school.

Ibid 2011 Exhibition

THE 2011 PYP EXHIBITION

On Thursday 20th October over 120 family and guests came together in our Foyer Gallery to celebrate the works from the 2011 Year 12 IB Diploma Visual Arts class, at the opening of IBid. A special congratulations went to the 11 international students completing this course, by far the largest in the history of the school.

The PYP Exibition continues to be a wonderful showcase of learning that takes place in our Primary Years Programme from Pre Kindergarten to Year 6. Students urged people to appreciate their voice on global issues, and then presented their provoking units of inquiry, for the first time in our Junior School Hall.

The creative journey of our international students

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AUTUMN 2011

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A celebration of learning

SPRING 2011

2012 School Year begins February 2nd

Year 7 Parent Social Evening March 1st

Grandparents Day May 3rd

Annual Ball May 26th

70 2.2 3 .7 44 KM of ROADS

ACRES

280 000 SQuare meters

KM of PATHS

PLANET CAKE VISITS YEAR 10

students per hectare during An average school day

4207

square metres of roof

Taking a day to build a cake of a cake.

Paris Cutler and the team from Planet Cake (now a feature series on the LifeStyle Channel) visited Year 10 Food Technology on 1st September. In a six hour workshop, the students each produced a large cupcake-looking Chocolate Ganache cake.

3660090

LITRES OF WATER COLLECTED FROM st paul’s ROOVES in an average year

13.3

DAYS spent mowing lawns of the school in a year

1350

varieties of plants grown on THE SCHOOL SITE

1920

The VALEDICTORY DINNER 2011

SECONDS AN AVERAGE STUDENT TAKES TO WALK THE 3.2 KILOMETRES OF THE SCHOOL.

Farewell Year 12

Our 2011 Valedictory Dinner was held on Saturday 24th September at ACER ARENA. Over 400 guests heard from Head of Melville Mr Phillip Heath, Year 12 Parent Mrs Gerardine Aczel, School Captains Claire Sadler & Paul Mitchell and Principal Mr Paul Kidson. It was a great night to formally draw to a close the schooling of Year 12 and wish them well for the upcoming exams.

by the numbers The Spring edition of Futurum explores the physical grounds of the School. Words can tell a story but so can raw numbers!.

STUDENT COMMUNITY

The grace Year 9 dancing, with Yasmin Caption forofany photos or images used onSayah page in the foreground

the only way to do it is to do it Merce Cunningham 1919 - 2009

The pursuit of Dance at St Paul’s

‘Dance takes me to another world; it eats me up; it takes me over; it is a way to express deeper meanings. ‘

DANCE IS A PASSION TO MANY STUDENTS at St Paul’s, absorbing many hours in pleasurable activity, and hard work, as Head of Visual and Performing Arts (Performance) Mrs Cathy Jarman pointed out: St Paul’s offers Dance in three tiers: as a curriculum subject; as a co-curricular activity; and via the St Paul’s Ballet and Dance Academy, which operates mostly outside regular school hours. Some students are involved for 16 to 20 hours a week, there are two boys’ groups, and there are three showcases each year – Ricochet, Sojourn and La Petit Bal – as well as various school events where dance features. Miss Lauren Grizelj, who is coordinating the Ballet and Dance Academy in 2011, gave some idea of the extent of the Academy program: There are currently 119 students involved, 8 dance tutors, 12 different ensemble groups and a range of ballet, pilates and technique classes on offer. Many of our graduate students have joined the industry as teachers and professional dancers, including the staff leading our current dance programs.

Two Junior School participants are Year 6 students Melinda Mayrhofer and Tori Wade. Melinda said: I have been dancing at school since Year 3. I am becoming more confident in my dancing. I dance after school

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on Mondays until 5.30pm and before school on Wednesdays from 7.45am. My favourite dances are ballet and contemporary. Tori said: I have only just started at St Paul’s. I have been dancing all my life and have had many teachers. My mother used to be a dancer and she now teaches dancing. I like every style of dancing. I hope to become a professional dancer and would love to work with the Australian Ballet.

What is striking about the following three Year 9 dancers, Sally Armsworth, Olivia Esveld and Grace Parnell, is how young they were when they started dancing. Sally started when she was three: I took part in numerous eisteddfods and concentrated on ballet, jazz and contemporary. At St Paul’s, I naturally gravitated to the Years 7 and 8 dance group, Prima, have continued on with the Years 9 and 10 group, Parallel Project, took up the Dance elective subject this year, have become part of the Dance Academy and will, through the academy, be representing the school. Dance is a means of expressing myself and a way to keep fit, strong and healthy. I’d rather like to become a high school dance teacher. I’d definitely recommend the school’s program to students: the teachers take a personal interest in us and there are so many performance opportunities.

Olivia began dancing when she was twoand-a-half: Mum took me to Coolkidz and in 2009 I joined Peter Gray Accent on Dance at Richmond to work on my ballet. When I started at St Paul’s in Year 7, I joined every dance-related activity I could and am now in Parallel Project (two hours after school each week), hip hop (an hour after school weekly), pilates (an hour before school weekly), the elective school subject, and solos two days a week, on top of which I attend outside dance classes two nights a week. I am pretty shy normally, but I find this is a way to express myself. I love to perform and school provides

SPRING 2011

Olivia Esveld and Sally Armsworth (right)

so many opportunities. I’d like to pursue a career in dance and drama. Grace began dancing when she was three: By the time I came to St Paul’s in Year 7, I was spending 12 hours a week at a Penrith dance studio. I am now involved in Parallel Project and the Dance Academy, as well as taking the Dance elective subject. Jazz and contemporary are my main interests. I’d like to become a professional dancer. Dance takes me to another world; it eats me up; it takes me over; it is a way to express deeper meanings.

Kyle Goldfinch in Year 11 began dancing when he was six: I chose dance against soccer, my parents supported my choice and I went to a Penrith dance studio. I engaged in dance at St Paul’s in Year 9 and my main interests are hip hop and contemporary. I’m now doing HSC Dance and would like to become a choreographer in film; dance would make a contribution to this.

Stephanie Vella in Year 12 has received an HSC Dance Callback nomination for her major performance work, Lyer Lyer. This is the highest possible achievement for an HSC dancer. Callback provides a showcase that features the very best Dance students from the NSW Higher School Certificate.

Stephanie said: I first fell in love with dancing in 1999. Up to the time I received a dance scholarship to Year 11 at St Paul’s in 2010, I attended a range of dance and ballet schools that covered jazz, tap, ballet, modern, contemporary and musical theatre; won a range of modern expressive and jazz solo performance eisteddfods; had successes in many troupe performances; and was featured in corporate launches. At St Paul’s, I have done well in HSC Dance, performed on numerous occasions and, as a result of my performance before HSC markers of Miss Grizelj’s composition Lyer Lyer and the film of it, have been nominated for this pinnacle award. I am hoping to do a Bachelor of

Exercise and Sports Science at university, which has dance as a component, and I hope to work in rehabilitation. And what does dance offer me? I like getting up on stage; and when I do, everything else goes away.

To what does Mrs Jarman attribute the success of the program? To the vision of member of staff Mrs Vanessa Earp who promotes dance as an intelligent and relevant artform; to the advocacy of former member of staff Dr Michael Webb; to the willingness of the school to fund a program that few schools can or will fund – only 700 students in NSW do HSC Dance; to the strong program in the Junior School; to the academic rigour of the St Paul’s Dance curriculum and to the high standard, indicated by the HSC and IB results, at St Paul’s.

119

Students involved in Dance Academy Classes

12

Different types of Dance Academy classes students can choose

8

Dance staff teaching classes

741

Hours of classes taught in 2011

The students are have built thriving culture through their use of initiative, collaboration and creativity that captures the schools vision of a contemporary arts community.

Mrs Cathy Jarman

STUDENT & FAMILY COMMUNITY

the upswing of cricket at St Paul’s Caption for any photos or images used on page

Mr Steve Waugh providing pointers to St Paul’s players during the Westpac Clinic

‘We’re putting in place programs of development that involve former students now playing grade cricket coaching our players. ‘

THE SCHOOL’S THREE PENRITH LOCAL cricket competition teams, set up by school parents Mr Terry Palmer and Mr Chris Cullen with school support, are U16s, U12 Greens and U12 Blues, coached respectively by Mr Palmer, Mr Cullen and the last by Mr John Rajesakar and Mr John Peters. In one year, the number of school teams has risen from one in 2010 (U14s) to three, and included three girls, as well as 18 students who had not played cricket before . Also, teams are entered in the Wiburd and Douglas Shield knockout competitions, which attract students at school who play in the Sydney grade and in the Penrith and Hawkesbury competitions.

These are coached by Mr Geoff Newton. Pat Cummins, the new bowling sensation for Australia and a student at St Paul’s until the end of 2010, played for the school in these knockout competitions. Students Harrison Walsh and Samuel Keogh, both of 5B, Jasmine Chandrackumar of 7P and Matthew Rose of Year 9 were interviewed by FUTURUM about their involvement.

Harrison played two games in the 2010 U14s team that reached the semi-final: I am keen on the game but only played backyard cricket until last year. Now I play in the U12 Blue

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team which practises Tuesday afternoons and plays at weekends. We have so far played six games. We have been improving with each game, because we now know each other better and are aware of our weak spots. I am mainly a batsman now, but my ambition is to be an all-rounder.

Samuel first got involved in cricket when he was five in a learn-the-skills program: I began playing with North Richmond in the Hawkesbury competition in the 2009-10 season. When I heard about the St Paul’s competition I decided to join it, and have enjoyed being able to play the game with my friends – we know each other well. I see myself developing as an all-rounder, with a preference for pace bowling – I have had a good start to the season. I hope in future to get into a representative team and expect my bowling to be my strong point.

Jasmine is one of three girls playing in the school teams and has been playing for two years with Penrith RSL with the encouragement of her parents: My parents, Mum from the south Pacific and Dad from Sri Lanka, met through playing cricket in New Zealand! I think I’m developing as a pace

SPRING 2011

Congratulations Pat As we go to press, 2010 St Paul’s student Pat Cummins has been named Man of the Match in his first cricket test for Australia, the second test against South Africa, following his 6-79 in the second innings and his scoring the winning runs with the bat.

Source: AP

Caption for any photos or images used on page

Steve Waugh with St Paul’s students during Westpac Clinic

bowler, and in the games so far this season, my bowling has been tight. I hope to improve my batting and practice my bowling so I can become a professional cricketer.

Matthew is the captain of the U16s team and was in last year’s U14s team: I’ve been playing since I was seven or eight. My Dad was a good cricketer and my grandfather played for New Zealand. Last year I scored a few 50s and have been happy with my bowling. I’m happy with the way the team is going. We know where our strengths are, and can use those to our advantage. My ambitions are that we’ll win a grand final, that the team will have fun and that, with the growing interest in the game at school, we’ll develop to the point where we have a team in each age group.

Mr Newton, while watching a cricket game against All Saints’ College Bathurst, gave me these impressions of the cricketers: Their enthusiasm is strong. The school wants to develop players who enjoy playing.

There is a long range plan to develop cricket in the school, the visit by Cricket NSW with Steve Waugh in early November, sponsored by Westpac, being part of that

plan. The school was thrilled that Steve Waugh came. Student player Mitchell Brown gave his reaction to Steve Waugh’s visit: It was great. It taught us stuff we didn’t know; we improved our attacking technique. The visit gave us encouragement. Mr Newton continued: We’re putting in place programs of development that involve former students now playing grade cricket coaching our .

It was encouraging that two of our students, Jacqueline Klinke and Katherine Wong,

were chosen for the Combined Independent School’s (CIS) cricket team earlier this year and James Newton has recently been selected as vice-captain of a CIS team. Pat Cummins [2010 graduate, recently selected in to represent Australia vs South Africa in Test, 20/20 and One Day Internationals] , who has always worked hard academically and at his cricket, has been a great inspiration to the players, both on and off the cricket field.

STUDENT & FAMILY COMMUNITY

In each photo on this and the opposite page, Geordy Armstrong (centre) with Braveshave supporters outside The Centre (this page) and inside for the school assembly (opposite page)

When one suffers, all share the pain HOW DOES ST PAUL’S HANDLE the pain of those who suffer and provide support for them? The three students whose suffering is mentioned here, Michael Grantham (Year 9), Geordy Armsworth (Year 11) and Sarah Gunn (Year 12) tell their own stories of the trauma they have faced and the strength they have sought and found to cope.

‘It’s not a school where everything is brushed under the carpet.’

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SPRING 2011

Michael’s father ended his life in July 2010: It was a huge, devastating shock; totally unexpected. I came home from a friend’s place; Mum was crying in the company of some friends; she told me Dad had passed away. The news had a tremendous impact on my life. I needed and received counselling, from both the school and other counsellors, and that continues. Nearly all my teachers and some friends from school and outside were at the funeral. When I came back to school a week after my father’s death, at first no one spoke to me – some didn’t know what to say, others were considerate enough to treat me as if nothing had happened which I appreciated.

The teachers were very supportive and would do anything to help; I appreciated that very much. It’s not a school where everything is brushed under the carpet. I gained strength from thinking what Dad would have wanted me to do; he had left a letter before he died saying he was proud of me. But without the school, I wouldn’t have been able to get as far as I have.

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Michael’s Mum Mrs Amanda Grantham supports Michael’s comments about school support: The Rugby network and coach and his other teachers have been particularly helpful, but it has been a tough patch for Michael. The school has been a compassionate environment for him.

Sarah’s father died in November 2010 of bowel cancer, after battling it for four years: While I was prepared for it, I always had hope that it wouldn’t happen. A lot of teachers, particularly Visual & Performing arts, were very supportive of me and could be relied upon.

Many from the school community supported me at Dad’s funeral. Life for me has been difficult since then, but one good thing that has happened is that I have developed some understanding of those who suffer loss. When my classmate and one of my best friends Xavier Ong died in Singapore in July this year, I felt the need to do something to honour and remember him and to give those who feel the loss of him a chance to handle their grief. I guess the experience of my father made me appreciate how important life is and how important it is for everyone who feels the loss of Xavier to do even a small thing for a friend. It was therapeutic for me and, I think, for others. In consultation with the school pastor, I organised for some 80 of us to go to the Nepean River in August, fly 100 balloons

SPRING 2011

and float rice paper with messages on it down the river. It was moving to hear one of my very quiet Year 12 classmates and a close friend of Xavier’ s speak in public of him, something he felt the need to do, even though it must have been hard.

Geordy was diagnosed with Hodgkin’s lymphoma, a form of cancer involving the lymph glands, in July this year, after two painful diagnostic operations in June: I had been nauseous and vomiting for two months, cause unknown, and developed a lump in the neck/ shoulder area, and was then quickly admitted to hospital for the operations. As soon as possible after the results came out, I began chemotherapy and radiation treatment. I had been appointed School Captain 2011-2012 before being diagnosed and thought when diagnosed I’d give up the position, but then decided to stay on as I saw it as an opportunity to show how strong I could be in adversity.

After my first chemo session, I attended leadership training camp even though I was sick; everyone watched out for me. The teachers were very considerate about the state of my health and put no work pressure on me. I lost some of my hair. At the suggestion of Mr Heath and others, it was decided that, for one particular school assembly, many of the teachers and students would shave their heads in support of me and a Year 6 boy who had cancer, and raise money for a cancer foundation. I spoke at the assembly about the seriousness of the problem, giving some stats, and thanked God and all those who had supported me, without whom I would not have got through it. I have always trusted God, though I had a rough patch at first, but I now see it as a speed hump and have faith that I’ll get through this.

Mrs Mary-Anne Armsworth, Geordy’s Mum, was fulsome in her praise of the school community’s

generous support: parents, friends, students, staff: There were the Year 11 girls, who made half a dozen meals for us – others in Year 11 also made meals; there were the school friends who came while Geordy was vomiting in front of them after his first chemo, who carried on as if everything was normal; there was Geordy’s response that he already had a counsellor in the school pastor when the hospital asked if he’d like a counsellor before his second chemo session; there was the car dealer parent who gave him a car so he could get to appointments, very considerate for a family under huge pressure. I have always thanked God for the school every day; I do so doubly now.

As we go to press, we have been informed that, in answer to our prayers, Geordy has been placed in remission.

LEARNING COMMUNITY

(from left) Romney McMath and Sophie Unwin investigating ‘Murder under the Microscopre’

Bringing Science down to earth Science Week at St Paul’s ‘The best part was arguing about what was right and wrong and learning that what you think is right might be wrong. ‘

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SPRING 2011

Year 7 and Murder under the Microscope AMONGST THE RANGE OF ACTIVITIES during Science Week was a crime-solving game that included all Year 7 students, as teacher Miss Kymberlie Newby explained: Murder under the Microscope is a Department of Education/University of Western Sydney competition involving 500 teams across Australia and a few around the world, four of the teams being each of the four classes in Year 7 at St Paul’s; the competition ran for four weeks. Week 2, the actual start of the game, just happened to coincide with Science Week.

Within each class team are ten sub-groups that work together but are in competition with other teams in Year 7. The students need to determine (through research) where the crime

SPGS PENRITH

site is, who the victim is and who the villain is.

They are given a list of 10 possible crime sites, 15 possible villains and 15 possible victims.

The scenario was this: over the previous three years, humans had done something that had triggered the villain. That is the whole idea of the game – to explore how our human activities are affecting our environment. The students had to do a lot of research using clues they are given in SMS messages, emails, a blog and video interviews to narrow down the possible crime sites/victims/villains. The game teaches fantastic research-based skills and encourages cooperative learning through the sub-groups.

Cameron Lee, Jeremy Newton and Isaac Gunther were three of the participants.

Cameron said that he was given the password in July: I had to look at two villains, a plant and lizard, and one victim, a bird. Clues were the video background and SMSs, some with pictures of people, some with other information. My sub-group consisted of just me, but I shared my information with other sub-groups in my class and used eCampus as a sharing facility. We needed to work out the habitat for each – what each creature ate, for

SPRING 2011

instance – and check if the crime fitted. The best part was arguing about what was right and wrong and learning that what you think is right might be wrong. Our class narrowed it down to two possible villains and voted for the correct answer – our class was the 18th out of the 500 worldwide to reach the answer. The rush to the finishing line was dramatic.

Isaac started with the White Headed Snake (the victim), pesticides (the villain) and Margaret River (the crime site): The two of us in my sub-group divided the work between us so that we both did the river, one did the snake and one the pesticides. The snake couldn’t live in the supposed crime site so that ruled the site out. Another sub-group also ruled out the Margaret River. We posted what we had learnt on eCampus. From the exercise Caption forhow anyto photos or images used on page we learnt research and how to use eCampus better. The highlight was putting in the accusation at the end, but because the computer froze, we lost seven vital seconds.

Jeremy and a partner formed a sub-group: We had a bird (the victim), a plant (the villain) and a river in northern Tasmania (the crime site). We soon found that the crime site was wrong, so we both focussed on victim and villain, with help from another sub-group. We discussed our finding on eCampus. Did we learn more than we would have if our learning technique had been more conventional? Yes, maybe. But it was certainly more fun!

And the correct answer? Miss Newby again: This crime site was Victoria, the victim the Superb Fairy Wren and the villain the imported Red Fire Ant from South America via North America into Queensland in the late 1990s by boat and into Victoria via landscaping supplies.

Year 9 and the hovercraft On the school oval during Science Week, school property manager Mr Peter Males demonstrated the hovercraft he had built over two years to Year 9. Students Jack Sarina and Matthew Godwin here provide their observations from the discussion they had in their teacher Mr Chris Roberts’ class after the demonstration.

Jack was struck by two features: First, I was struck by the way the air under the moving hovercraft was so little disturbed that the eggs placed there were not broken. Second, in a video in class afterwards the flexibility, durability and strength of the carbon fibre used on the hovercraft’s skirt were demonstrated effectively. Matthew had not

Captions for pictures...

It was announced on November 10th 2011 that Sol Heredia was a recipient of The Victor Chang Science Award for 2011.

Sol (pictured above with his mother) is in Year 11 and studies IB Chemistry and Physics. The award is presented to Year 11 students who are selected by their school as having excelled in their science studies during the year. Awardees are presented with framed Certificates of Achievement at presentation ceremonies and are given the opportunity to visit the Victor Chang Cardiac Institute for some hands on experience. It has been developed to foster and encourage an interest in science among secondary school students, with the view to promoting careers in science as a viable and interesting career path. Congratulations to Sol.

seen a hovercraft before: I was really excited.

When I saw it in operation, I was impressed by how fast it could go; the air provided so much less resistance for the motor than the ground did. I was also impressed with the power it generated. We were told to stand behind it and feel the wind that was pushing it. I suppose the most important thing I learnt was the importance of minimising resistance to get the maximum benefit from the motor.

The students’ Science teacher Mr Chris Roberts saw many benefits in the hovercraft

experiment: It made science relevant because it corresponded to the students’ interests. I showed them a video of Formula 1 race cars which demonstrated the high tech stuff they could see in operation on the hovercraft such as the use of a fibreglass and Kevlar fuel tank (similar to the rubber and Kevlar ones in race cars). The exercise also showed the connection between process and hard work as Mr Males discussed the nuts and bolts of the two-year construction job and the changes he needed to work at, such as getting the fan blades right.

STUDENT COMMUNITY

the beach scene – and there were 100 eggs (polystyrene balls) in the sand! Oh, that is how the babies came! Back to the books.

But what is that? Birds taking the eggs! The children came back to the table and used puppet birds to attack the eggs. This led to talk about cruelty and survival in nature, in the midst of which is the beauty and wonder of God’s creation.

Caption for any photos or images used on page

what is that?

Feeding natural curiosity in Pre-K

‘Learning had crept up on the children unawares in the excitement of the new.’

DURING TERM 3, PRE-K’S CURIOSITY WAS aroused by an investigation of what living things needed to do to grow and be healthy.

The two classes, the Green Tree Frogs Room which attends five days a week and Blue Dragonflies Room which attends three days a week went in different directions with this central idea, more or less as their curiosity led them (with some leading questioning and direction from their teachers).

Mrs Lisa Bonazza’s green tree frogs had a table with a beach scene on it with soft puppet toy creatures, some ‘real’ (for example, turtles) and some fantasy (for example, mermaids) creatures and this led to many conversations between the children. Charlotte said to Paige: She [the turtle] is going to have a baby. Come and see my baby. She’s cold. Hello, little turtle, do you want a swim? Now the mermaid takes the baby turtle for a swim. Now she’s going to have another baby. Charlotte pushes the baby turtle into the finger puppet hole of the big turtle. She’s nearly ready to have her baby. Do you want to see my baby?

At this point, Mrs Bonazza directed Charlotte and Paige to some books on sea turtles which showed eggs. How did they get there? Then the children went back to the table with

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Mrs Susan Seckold’s blue dragonflies class began with two questions: How do you know something is living? What does it need to live?

They talked roots and branches and seed pots and sun and soil and worms and seedlings.

Arnav was excited about flowers, seeds, gardening books and gardening tools on the table: Let’s do some gardening. I need gloves and those shovel things. We need seeds!

We need some water next. Where is some dirt? His teacher suggested the garden bed.

This is good space. Now seeds, then water.

We just need to watch them grow. Each day that week, Arnav was involved in gardening activities, including reading gardening books for inspiration. The next week, a friend told him that the seeds were shooting and when they ran to the garden he said, They came up! I didn’t know that’s how they grow. That’s impossible. It’s so surprising! I will water them today!

David brought in his solar-powered butterfly for news to show the class: It keeps all the bad bugs away from the vegetables so they don’t eat them. He saw a weed growing near the school garden which his teacher identified for him as common mallow weed: Could I pull it out? And could I pull out the vegetables that are no good? And could I put them in the compost heap? His teacher showed him which ones to pull out because they had gone to seed, and showed him her ABC Gardening for Kids book which they read together. From there he learnt about no-dig gardens, growing potatoes using tyres and straw and many other things.

Learning had crept up on the children unawares in the excitement of the new and led to a greater understanding of the complexity of the created order and its abundant rewards.

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A WORLD OF STORIES

‘One World Many Stories’ was the theme of Book Week this year in the Junior School Inquiry Centre.

Librarian Mrs Julie-Ann Thomas gives this picture of the week’s (22nd-26th August) events: All students from Pre-K to Year 6 participated in a time of learning about and celebration of world literature.

The Centre was decorated with an ancient Egyptian pyramid made of hessian, with a base made of water pipe and with a pathway of sand leading to it. Inside the pyramid was an exhibition of ancient Egyptian artefacts including mummified sheep organs provided by member of staff Mr Anthony Head. Codes using hieroglyphics were also on display.

Around the library were artefacts from African, Chinese and Australian Aboriginal cultures.

There were colouring in competitions for the younger children and postcards from around the world made by older children. On the Monday, renowned cartoonist Dave Hackett visited the school and taught students some basics of cartooning. A highlight of the week was Wednesday’s annual Book Character Parade. Many parents and friends came to see some amazing costumes on display. It was a very special week.

Emma Bryant of 5B dressed up as an Ancient Greek goddess for the character parade: I chose this character because I thought it would be fun. I did a Google search for the costume and realised I could make the costume fairly easily myself – a bedsheet and a belt, which looked nice and authentic. But the Book Week highlight was the Monday cartoonist and his exaggeration of the facial characteristics of Elvis Presley, wrinkles, warts, nose hair and all. Did the week encourage reading? Perhaps for the younger readers, but I am already a reader so didn’t need that encouragement. But the week was fun.

Ben McCormick, also of 5B, dressed up as a character from Elsa Beskow’s book Children of the Forest: For clothing I wore a blue mushroom-looking outfit of normal clothes and my father’s red and white-spotted beanie.

I was pleased with the outfit, even though others called me ‘Toad’. The best thing about the parade was seeing the Pre-Ks dressed as Star Wars characters and Bob the Builder and calling out to them, “What are you building?’

Many older participants picked characters from books that no one knew, so they could dress as they liked and no one knew how accurate they were.

Rose Nelson of 2B dressed up as a pirate from the book How I became a Pirate: I used a tea towel as a headscarf, an eyeshade as an eye patch and Mum helped me attach a hook which we already had at home. I was happy with the costume. The best things about the week were looking at the books and Cartoon Dave’s cartoons. My favourite book was Cartoon Dave’s. Before Book Week, I was sort of a reader, but I am more of a reader now.

Cooper Smith of 2B dressed up as a ghost: My ghost could have come from many different books. I found a black blanket at home, a mask that was black and whitened-in eyeballs and a fake arm that could fall off that came from a Reject shop. What I enjoyed most was looking at other people’s clothes and making jokes about them.

FUTURUM asked whether it was a good idea to do it all again next year and, if so, how should it be done: I would like next time to do Tweedledum and Tweedledee with a friend, using costumes padded with pillows (Emma).

I think next time we should charge $2 instead of $1 for each participant and send the extra money to needy people in poor countries (Cooper). Perhaps we should ‘dress up’ as normal kids. Perhaps we should write a story about ourselves and dress up as us. Perhaps we should have a story-writing contest (Ben).

Everyone thought Book Week was so good that we should celebrate it again next year.

GLOBAL COMMUNITY

Above, a mix of orphans from the Cambodian Buddhist orphanage and Year 11 St Paul’s service learners lined up; and opposite, Luke Heffernan exercising his new skill as an English teacher at the orphanage school

WORKING FOR OTHERS

Learning by working for others in another culture – service learning – has a long and important history at St Paul’s.

‘People are fundamentally the same the world over, despite differences in culture.’

Organiser of this service learning venture, member of staff Mr Geoff Newton, explains how Cambodia became their destination this year: I went to an organisation called Rustic Pathways which specialises in challenging young people to get involved in various service and tourist activities overseas.

The possibility came up with them of working in a Buddhist orphanage on the outskirts of the port city of Kampong Cham north-east of Phnom Penh the capital. In a country that has over 30% of the population below the poverty line and one of the lowest per capita incomes in Asia, there is little over to spend on orphanages, so there was to be plenty of useful work to do. And Cambodia was relatively close and less of a cost to get to than other possibilities. While there were to be brief stops in the capital, mainly to see a killing field site, and at Angkor Wat, the nine days in Cambodia in September were to be almost entirely spent in the village where the orphanage is. Within a day and a half of opening bookings at school, all 14 places for the program were taken up by Year 11 students.

Brigida Johns is one of those students: At first I didn’t know where Cambodia is. I began researching and was shocked to discover how

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orphanage school a culture had been annihilated by the Pol Pot regime, vast numbers having lost their lives and their remains preserved in the 380 killing field sites in Cambodia. Luke Heffernan liked the idea of a school service trip: I wanted to experience something different from our world and I saw this as a great opportunity. Malen Khean was very keen to go back to the land of her birth: I dragged my Dad to school to register me to go as soon as I heard about the trip. I had migrated from Cambodia when I was three months old and had relatives there I wanted to visit as well as going to the orphanage. Harry Kirkwood is interested in the Third World: My brother went to a previous Tanzania service learning program with St Paul’s and I went to India when I was younger, so I was well prepared for everything being confronting.

What were the highlights? Brigida found the people very welcoming: I have been to other countries, but I found the people, including the orphans, as warm and friendly as any I had encountered. Of course, they had reason to be because we were helping them; but it was more than that; it seemed to be in their nature to be so. Another highlight was working at the orphanage and teaching the orphans. I particularly enjoyed teaching them to make bracelets and to dance the chicken dance.

Luke also enjoyed working at the orphanage: Everything to do with the kids seemed worthwhile. They were so eager to do and learn things – and so happy, even when playing on a rough oval full of potholes. They were very eager to learn English. Malen agreed: One of our jobs was to build a library and, although the children were not expected to help, they did. Harry said he couldn’t pinpoint any one thing that was a key thing: Going to Angkor Wat – experiencing such new things

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– and the interest people showed in me have stayed with me.

For Brigida, the experience had an enormous impact: It was such an eye-opener. I had only ever been to developed world economies before. I saw these people generally happy without material wealth; money does not buy happiness. Also, I decided as a result of the Cambodia experience that I’d like to do law and human rights – and I changed my views on refugees. Australia has 22 million people while Phnom Penh alone has 9 million. Contrary to my previous view, I don’t think refugees should be sent back to their homeland. Luke was impressed by the hope of the people: Even though the Khmer Rouge under Pol Pot had a nightmarish impact on Cambodia, they acknowledge the past and still have a positive view of the future. And even though poverty is so widespread and serious, a single person like me can have such an impact. An important part of our trip, which had some impact, was seeing kids and young adults alike willing to learn English from young Australians with no teaching experience.

Malen was struck by the poverty: It is sad in a way to see a family of six on a motorbike,

to see people without limbs begging and to see evidence of the devastation caused by widespread HIV/AIDS. I would like to come back to do something in the medical field to help such people. Harry was struck by the motivation of the people: I was struck by the positive attitude of the people, that you don’t need a lot to be happy. Also, rather than watch TV 24/7, I came back wanting to work hard and do well in my studies to make a difference in the world.

FUTURUM asked whether people in Cambodia were more different from Australians than they had expected. Brigida replied, More different.

Having travelled mostly in developed Western societies, I found the obvious differences in Cambodia in culture and attitudes took me aback. Do you think that if you had more to do with Cambodians, you would feel struck in the same way? Brigida and Luke replied: Probably No; people are fundamentally the same the world over, despite differences in culture.

GLOBAL COMMUNITY

partners in language learning 21st Century and St Paul’s Caption for any photos or images used on page

Damian Meduri addresses those attending the 21st Century National English Speaking Competition in Beijing in April 2011

‘I was surprised at how easy people found it to understand my Chinese; it boosted my confidence in my language skills. ‘

IN APRIL 2010 an editor at China Daily who was a university classmate of St Paul’s staff member Mrs Ruby Li organised a meeting with a St Paul’s delegation in Beijing that resulted in a partnership between the China Daily Group’s 21st Century paper and the school. The 21st Century group of eight papers, with a circulation of one million, is ‘the most popular English education weekly for English learners in China’, its website states.

Two students from St Paul’s, Bronte Goldstein of Year 11 and Damian Meduri of Year 10, flew out of Sydney on 6 April 2011 for Beijing to take part in the 21st Century National English Speaking Competition, ‘the most prestigious English-speaking contest in China’, its website states.

Bronte told how she came to go to China for the 21st Century competition: I was asked to go by Mrs Li. It was an amazing opportunity to improve my Chinese and to experience Chinese culture. We had two days’ sightseeing in Beijing first, then went to the Junior School competition where the 100 finalists were to compete. I was blown away by how good their English was. Many parents spoke English, the finalists had been learning from a very young age and they had worked hard.

Damian spoke at the Middle School

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competition the next day: While I did not take part in the competition, which consisted of some 20 or 30 competitors, I gave a prepared three minute speech and an impromptu speech. The questions afterwards were quite political. The next day, Bronte took the same role in the Senior School competition: There were some 30 competitors and the standard was mind-blowing. My prepared talk was on the topic ‘Discover yourself’ and my impromptu speech topic was ‘Should we be allowed to be anonymous?’ After the competition, we had more sightseeing, and then had four days, accompanied by Mr Kidson and Mrs Li, in the south-eastern Chinese city of Shantou to visit the Matthew English Language Centre, with which St Paul’s has a special connection.

Damian reflected on his impression of the trip: I had been to Beijing before and then felt a stranger, but this time, having a role, I felt quite at home. Shantou was a culture shock, with few Westerners and was more unlike Australia than Beijing was. Bronte saw the value of the trip in these terms: We visited a government school in Shantou and I have maintained contact with some of the students. They are interesting people. I was surprised at how easy people found it to understand my Chinese; it boosted my confidence in my language skills.

And I loved the food.

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Bronte and Damien (centre) with students at the Shantou Matthew Learning Centre

Two Chinese students, Kelly Fu from Xiamen and William Ji from Shanghai, as a reward for doing well in the 21st Century competition, came to St Paul’s for a visit on 31 July this year. William has been learning English since he was two: I now attend Shanghai Foreign Language School where I am in 9th grade. My mum ‘invited’ me to go into the competition. I thought it would be a great chance to challenge myself and have fun. I enrolled in August 2010, participated in the Shanghai semi-final final and qualified for the national final in Beijing. I had benefitted from having spoken English a lot, watching English language movies, and attending English speaking training classes and some Shakespeare plays such as Macbeth.

When I was offered the chance to go to Australia I thought it was a great opportunity to go abroad without my parents! Everything I did was splendid. The best experiences were the harbour cruise and Featherdale. I thought St Paul’s was fabulous – and really BIG. It’s about eight times the size of my school, and only has 25% the number of students. Unlike schools in China, St Paul’s has an open way of educating. Students get to talk about their own points of view instead of just listening and remembering. I have become good friends with the Harnetts, whose home I stayed in. I

had a great time with their kids (they love my presents of paper cuts, Beijing Opera masks and Chinese knots). I had a memorable trip with Damian and Bronte. We still text each other once in a while.

Australia is as vast and beautiful as I expected.

The hospitality was beyond my expectation.

Did the trip help my English? Definitely! I can’t hide behind my parents any more. I have to communicate with others all by myself and all in English, so my English is more natural.

Was my experience in Australia worthwhile? It has widened my horizons. Thanks to this trip, I’ve found it a lot of fun talking to my Australian friends.

Kelly is in 9th grade at Xiamen Foreign Language School and has been studying English for eight years. She explained how she became a finalist in the competition: I recorded a speech and I posted it online, and the judges in Beijing selected my speech out of the audios from my province. They then gave me a telephone interview to decide whether I was lucky enough to be one of the 37 people selected from around one hundred thousand students across China. In the final, I won national third place and this trip was part of the prize. The competition was worthwhile because it enabled me to meet

talented students from different parts of China and made it possible for me to actually visit Australia.

There were many moments of the trip I hold dear: the first time I had a lizard climbing on my upper arm, the first time I saw the oneand-only Sydney Opera House, the first time I saw the gorgeous Blue Mountains. . . these are the memories I will cherish for a lifetime.

Our school is more hectic than St Paul’s. Our school usually doesn’t emphasise arts and music so much, and we have a much smaller campus. We have more homework, and we are asked to memorise a lot of things. Spending time with my host and my school buddies really helped me to understand the cultural background of English. Bronte and Damien, my school buddies, were really friendly and I really enjoyed their company and that of their friends. I’m really looking forward to the day they visit China. I got sick the day I arrived in Australia, and I thought it was going to be the end of the world. But my hosts Mr and Mrs La Greca were really kind and they took care of me. I’ve met many amazing people who have shown me such kindness and understanding.

And spending time in a completely different country made me learn a lot. The time I spent in Australia is definitely the best time of my life.

PROFESSIONAL COMMUNITY

How can a librarian develop information literacy skills that support staff and students? Library Assistant in the High School Library, Mrs Lynette Kay, is completing her Certificate III in Library/Information Services through North Coast TAFE: The unit I am completing at present is ‘Develop and Use Information Literacy Skills’. It has challenged and developed my literacy knowledge; provided excellent communication (both verbal and non-verbal) and effective research, technological, team work and time management skills. This course has enabled me to better assist staff and students to find resources swiftly and efficiently.

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The Artful Picture Dodger of Cameron.... manhandles Oliver (19th century woodcut)

OUR TEACHERS

World breakthrough on The Artful Dodger and other rewards of learning

Where did the Dickens character The Artful Dodger in Oliver Twist come from? Pure invention? Mr Cameron Nunn, in researching his PhD on transportation of the 25,000 child convicts to Australia in the British National Archives in June this year, came across the record of 13-year-thief Samuel Holmes, trained in pickpocketing by a Jew in a hideout uncannily similar to that described in Dickens and written up in 1836, two years before Dickens began serialising the book. Holmes, transported to Australia at the end of his trial, had said: ‘Two boys took me to a house in Stepney, kept by a Jew, and he agreed to board and lodge me for 2’6 a week provided I brought and sold to him all that I might steal.

He has about 13 boys in the house on the same terms.’ The Sun newspaper in London gave Mr Nunn’s find national and, in effect, global publicity: such publicity is a researcher’s dream. In reflecting on his research, Mr Nunn said: I think that teachers never stop learning, whether it is pursuing qualifications or through less formal processes. It’s helpful to know what

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it’s like to be a student and to go through the challenges and triumphs of mastering new skills and developing strategies for research and organisation.

What study can a teacher do to better provide pastoral care to students and pursue her own spiritual journey? For High School teacher Miss Stephanie Paragalli, a post-graduate Certificate in Religious Education from Australian Catholic University was the way: This is not an extra teaching area but a new dimension to my own knowledge and empirical quests. This degree has opened up so many rich points of discussion within my classes as I have found new connections between the Bible readings, contemporary authors and course content.

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How can an educator best prepare himself (and assist other educators to do the same) for communicating a Christian worldview through the classroom curriculum to students? Mr David Hastie’s chosen method is by way of networked research: My PhD studies require me to pursue my interests by engaging with a network of educators through publications of mine and conferences at which I speak. My areas of interest include Christian and Anglican education, censorship in schools and English literature, extending, for example, to my article in ‘The Sydney Morning Herald’ of 4 November 2011 entitled ‘Why great narratives must be passed on’ on the value of transmitting a canon of quality literature from generation to generation. ’The process has enhanced my understanding of the application of Christian faith to education and our culture generally and has enabled me to more effectively support students and other educators.

How can an educator become more effective and provide support and guidance for others to do the same? Junior School educator Mrs Taryna Wawn has taken the route of a Masters of Education in Leadership at the University of Western Sydney: My research interests are increasing the effectiveness of interactive whiteboard use, evaluating the effectiveness of the learning programs more efficiently and, my favourite, producing students who are more effective in their mathematical reflection techniques.

I chose this last area to research for two reasons. Firstly, it is an area which interests me greatly and secondly, the International Baccalaureate Organisation expects their Primary Year Program students to be reflective in their learning. I believe this is an area where worthwhile improvement can be made in the Junior School. Results in my Year 3 classroom have been encouraging. The

AUTUMN 2011

interactive whiteboard has been placed in the hands of the students by restructuring the classroom in various ways which has resulted in greater motivation and student satisfaction; and brainstorming words to match a unit, conferencing a question with classmates and, finally, having students provide written reflections that are balanced and well explained has improved retention of knowledge.

Caption for any photos or images used on page How can educating boys be done more effectively? Year 7 co-ordinator Mr Anthony Head, who has had a wealth of experience in the area of boys’ education, is honing his skills: I have just completed the Graduate Certificate of Educational Studies, specialising in Educating Boys, through the University of Newcastle. The course has examined the learning strengths of boys and how our teaching and school structures can best facilitate their learning. The course has been very useful this year as I have taught the Year 7 boys’ class, where I have been able to implement some of the strategies, and both have involved boys and some parents in my research.

How can students be better encouraged to incorporate social justice issues into their thinking and studies? Director of Students and Family Services (P-12) Mr Paul Humble explains how he is pursuing this: Having completed a Master of Arts at the University of New England, I have been accepted in a Doctor of Education program at Flinders University for 2012 and intend to pursue an interest in educating in the area of social justice, a long-term interest of mine. At St Paul’s I have been involved in reshaping our pastoral care and welfare practices. A committed, consistent and coherent P-12 focus incorporating the tenets of social justice and restorative justice is essential in preparing our students and their families for success in life outside of the school. To be able to provide a framework where nobody is left behind and all individuals are highly valued members of the St Paul’s community is what drives me. This doctorate will allow me to further explore what this looks like in a 21st century context.

How can a teacher re-engage students in their natural creative and abstract

Top, Mr Anthony Head with his Year 7 boys’ class; and bottom, Mrs Taryna Wawn’s class in oneon-one discussion before writing their reflections

thinking ability? This question exercised music teacher Mr Andrew Tredinnick in the Master of Teaching degree studies he has just completed at the University of Western Sydney: The dumbing down of the creativity and abstract thinking of the young renders their experience increasingly concrete and lifeless. For a key Canadian thinker, education professor Kieran Egan, students start life happily participating in all forms of knowledge (they can sing, dance, be athletic, draw, communicate and so on). Gradually these

capacities are shut down as they ‘learn’. The task of educators in his view is to find learning tools to avoid this shutdown process. For leading communities of practice scholar Etienne Wenger, the learning community itself provides a curriculum for new members to gradually participate in and increasingly engage, and the job of the teacher is to facilitate this process. These thinkers are having wide impact on contemporary education, and I am excited to be inspired by them for my future thought and practice.

PROFESSIONAL & FAMILY COMMUNITY

Mrs Catherine Stacker teaching Year 8 Mathematics

CARING FOR PARENTS AND THEIR FAMILIES

St Paul’s in 2009 was the first school to have a breastfeeding friendly space, a parents’ room.

‘My students have often asked me why I don’t bring [my children] in and sit them at the back of the class! ‘

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Director of Planning and Organisation P-12 Mrs Karen Keogh gives this background to this momentous event and what has happened since: For the last 15 years, St Paul’s has submitted an annual report to the Equal Opportunities for Women Agency (EOWA) on the status of women in the school.

Four years ago, I took over this responsibility at St Paul’s, did some research, became fired up and set up a committee to support women staff members and their aspirations. Some three years ago, we had a meeting to which 25 women staff members came. There was a feeling that there was a perception in the school that it could be a problem relying on female staff members who had children, a perception that the committee has worked hard to change. The setting up of the parents’ room was a significant event in our EOWA program.

Mathematics teacher Mrs Catherine Stacker has recently been making use of the parents’ room. She here first tells of events leading up to this: My background in England was a science honours degree in Statistics and Mathematics in 2004 and a graduate Certificate of Education. I worked first as a data analyst, then taught Mathematics, became a Lead Teacher, then took leave to have my first son and juggled that with some more teaching. My husband and I came to Australia in 2009. We planned our children when we felt that we could best look after

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Mrs Stacker with her sons

them. I have never planned to be a full time stay at home mother; however, I fully respect those women that do make that choice.

Although I love my children dearly, I also enjoy going to work and having a break from them!

I am fortunate to have a career that I was able to step away from for a short while without falling behind in the ever changing world of education. Having children has been both the hardest challenge and the most rewarding experience. Aside from the birthing process, parenthood is extremely demanding both physically and mentally. As a parent you can never prepare for the lack of sleep and the demands of running around after toddlers.

Just as you think you have your sleep back, they are cutting teeth or toilet training and the cycle begins again! Every day there is a new hurdle to jump but every milestone is just as rewarding as the previous one.

After I had my second child Isaac late last year, I was asked if I’d like to come back and teach. My main priority when I made the decision to return to work was that I would be able to return part time and that I could spend as much time with my children as possible.

Children grow up so quickly. Unfortunately with the global financial crisis in 2008/09 I wasn’t able to take very much time off after having Finlay and I was determined not to miss out on spending time with Isaac as a young baby. I knew that St Paul’s is a huge supporter of women in the workplace and I am very

blessed to have had the opportunities to work and be a mother.

When I returned to work three days per week in February this year, Isaac was only six months old and I was still breastfeeding him.

Mrs Keogh was wonderful in arranging my playground duties early in the morning so I could use the parents’ room at recess and at lunchtime. The parents’ room is well looked after and I was very fortunate to have this facility available to me. Without this support it would have been impossible for me to continue breastfeeding and working. When I am at work the boys are in childcare as we do not have family that can look after them during the day. I definitely have to use my time at work fully as I know that with two little boys at home there is little chance for me to do school work until the boys are in bed. My students have often asked me why I don’t bring them in and sit them at the back of the class!

I have been very blessed to have two beautiful healthy boys and to have an employer that appreciates the juggling act that mothers face when they return to work with young children.

The support at St Paul’s has been wonderful.

Without the school’s dedication to providing a breastfeeding friendly workplace and realising the importance of mothers returning to work in their own time, I very much doubt that I would have managed to juggle life as a parent of two young children and my career as a

teacher. Isaac has been a very happy, content baby and I have often wondered if this would have been the case if I had the stresses of working full time and the emotional turmoil of having to stop feeding him prematurely. I am incredibly thankful for the support of everyone at the school, especially Mrs Keogh for her determination and understanding. Although I have only given birth to two children, I feel like a part time mother of the 120 children that I teach each week. It is very difficult to have to take time off work when one of my boys is sick. There is a constant feeling of guilt for the students who will miss out from me not being there that day and I will be checking my email for updates regularly. It isn’t easy trying to be a good teacher and a good mother but it is definitely more achievable when you have the support from the people you work with, both students and colleagues.

And Mrs Keogh’s comment? Mrs Stacker brings such value to the school!

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SPRING 2011

Bethany Mc McVeigh of Year 8 speaks on behalf of the students as the high school along with parents and friends, farewells Year 12 for their study leave and exams.