Newsletter
ST GEORGE’S ANGLICAN GRAMMAR SCHOOL Edition Nine 19 June 2020
Contents From the Principal ......................................................................................................... 1 From the Head of Curriculum ................................................................................... 3 From the Head of Pastoral ......................................................................................... 5 From the Head of Year 7 ............................................................................................. 7 From the Head of Health and Physical Education ................................................. 8 From the School Chaplain ........................................................................................... 9 From the Business Manager ........................................................................................ 11 School News ................................................................................................................. 13
St George’s Anglican Grammar School; an exciting, innovative co-educational secondary school based in a high-rise building in the Perth CBD. The School caters for local and international students in Years 7-12, and is a proud member of the Anglican Schools Commission network of schools in Western Australia. We are committed to child safety and protection, and expect all staff, volunteers, visitors to the School and contractors to respect and abide by all policies, procedures and practices developed and put in place by the Anglican Schools Commission (ASC) and/or the School in this regard.
From the Principal Mr Gary Racey
Taylor, it can feel like “more of the same” while, simultaneously, a precious opportunity to learn and change.
A Call for Peace! Thank you very much for the overwhelming response to my article forwarded to families regarding the ‘Black Lives Matter’ protests and a call for peace. The fact that we are combined in our efforts to teach, educate and lead our young people to empower equality and reject racism certainly says a lot about our school community and the values we hold so dear. Due to the importance of the message, I have decided to devote most of my article space to share with you a piece of writing by the Reverend Daniel Heischman, who holds the equivalent role as our Anglican Schools Commission CEO, The Reverend Peter Laurence OAM, in America. Lessons in Listening and Language The Rev. Daniel R. Heischman, D.D., Executive Director Call it an inflection point, a watershed or crucible moment, a precipice. Our country has been experiencing a dramatic shift over the past two weeks, one which will not leave us unchanged. We thought a pandemic would be transformative enough. Now, as a nation cries out in anguish over the police murders of George Floyd and Breonna 1
Looking ahead, it can feel overwhelming.Where do we begin? In the words of Episcopal Bishop Robert Wright, we must not “get stuck in the cul-de-sac of shame or guilt.” Small actions, taken in the right direction, mean much amidst the need for grand, systemic change. Modest lessons, learned from our experience, can offer avenues of hope. I take away at least two lessons, learned or re-learned, from these days of sustained attention on racial injustice. The first is to do more listening. I have felt shaken after viewing the murders of George Floyd and Ahmaud Arbery, but I, as a white person, can opt to view those crimes then return to my normal life, without the constant fear of something happening to me. I can escape it, I can disengage, while people of colour cannot. It still remains dangerous to be a person of colour.Those disparities lead to dramatically different ways of viewing the world. In a January Washington Post-Ipsos poll, 65 percent of black people said it was a “bad time” to be black in America.” So, too, most black people said white Americans “do not understand” what black people experience on an everyday basis. That tells me we must hear more of the dramatically different ways we live with and through race.We need, as many of our schools are doing, to create spaces where the realities of people of colour can be heard. Instead of trying to explain ourselves, offer quick answers, or strain to appear bias-free, just listen. As Debby Irving puts it, I need to “embolden myself to take part in listening to truths I wish did not exist.”*
St George’s Anglican Grammar School Newsletter
So, too, we need to frame our conversations about our racial divisions in tangible, direct language. Like many Episcopalians, I am prone to talking in such ways that smooth over, generalize, or sidestep hard realities (“these difficult times”). That removes us from the immediacy of the situation.To ground our language, for example, in the specific names of those who have died as a result of racial hatred, serves to honour their dignity as human beings and to give concrete evidence of the struggle that black Americans have endured.
COVID-19 Update As winter is upon us and we are seeing some children develop colds and flu, I thank families for your continued vigilance in keeping your child/ren home if they are unwell, have a cough, fever or display any of the symptoms of COVID-19.You are asked to please continue this strategy for the health of our entire community.
Episcopal schools are natural places of listening. They are also places where words matter. We are embedded in a tradition that can help us take our shock and rage and translate it into action, en route to “doing justice.” (Micah 6:8) *Debby Irving, Waking Up White (Cambridge MA, 2014), p. 175.
Blessings
Gary Racey Principal
Financial support A further reminder to families who may be experiencing financial difficulty as a direct result of COVID-19, including loss of employment/business or reduction of work hours that the School is committed to support you. This support extends beyond Term 2, so please contact the Business office to get a COVID-19 bursary application form, if required. 2 Edition 9 2020
From the Head of Curriculum Ms Victoria Kelleher
“If a student can’t learn the way we teach, maybe we should teach the way they learn” - Ignato Estrada
If the past three months have taught us anything, it is that schools need to be sustainable and able to adapt. Never has the need for us as educators, to be innovative and flexible in our practice been more apparent. Interested in how teachers use learning spaces at St George’s, I recently read a report entitled Responsible Innovation: designing school is for tomorrow’s learners, written by Professor Joanne Deppeler and Dr Kathleen Aikens from Monash University. Although the focus of the report calls on policymakers to engage a wide range of stakeholders in the school design process, the premise is that classrooms of the future should be designed with a 21st century focus.
The report explains, “to be future-resilient, the physical spaces need to be easily reconfigured for multiple teaching and learning purposes, diverse user contexts and changing conditions”. Our classrooms at St. George’s are very different from the traditional classroom environment. They are creative and innovative, and foster learning. Students do not have their own desks, rather they have classroom furniture 3
which includes bean bags, desks, chairs, cushions, sofas, high tables, and other creative seating options. A student belongs to the classroom and uses the learning space best suited for their needs. Certain tasks will require certain furniture, and this can be adapted for our student’s specific needs. The options can be set up collaboratively by the students and the teachers as they develop their learning intent. Deppeler and Aitkens note, “to date, teachers’ professional practices have largely been shaped within walled classrooms and have employed teacher-centric spatial arrangements” and that is certainly the experience of most schools you and I have ever been in. At St. George’s however, we have transitioned to more open, flexible learning environments which are student-centred. The classrooms have been designed to provide our students with a more flexible and responsive learning environment one which provides every student with the best possible learning outcomes. The design of our learning spaces embrace pedagogy that supports our student’s learning including moveable walls and wheels on furniture to rearrange the learning spaces for flexible options. The spaces inspire and motivate our pedagogical practice to ensure our students develop 21st century skills to thrive in a changing world. I am in awe at how our staff make use of these spaces to support their students. Year 11 and 12 Exams
St George’s Anglican Grammar School Newsletter
Friday 19 June marks the end of the Semester One Exams for our Year 11 and Year 12 students. It also provides a valuable opportunity for these students to reflect on the progress of their learning and set new goals for Semester Two. Learning to be a self-directed learner, through reflection, is an important skill. American philosopher and educator John Dewey has been credited with the idea that “we do not actually learn from experience as much as we learn from reflecting on experience” (Posner, 2005, A Guide to Reflective Teaching, p. 21) Once our students receive their examination script and the accompanying feedback, they should begin the reflection process. This will help students assess what they have done well and what they need to do, moving forward, to succeed. During this reflection, students should ask themselves the following questions: 1. What could you have done differently to prepare for the exam? 2. What will you do differently in class, preparing for assessments, completing homework, and studying for the next exam? 3. Do you need to spend more time studying on the days right before the exam? Do you need to spend more time keeping up with reading, class, and homework as the class is progressing? 4. Will you take new approaches to how you study and learn the content? 5. Will you do something new that you did not do before? Will you spend more time on the things you are already doing? Reflecting on their progress allows them to think about what works for them and what they can do differently going forward. As a result of reflecting on their examination, students: • Take ownership and responsibility for their learning. • Actively reflect on the studying and learning approaches that help and hinder exam success. • Improve their learning and studying approaches.
They learn which techniques work for them, and which do not. • Are better prepared for greater success on future exams. • Can better understand why their study techniques might not have resulted in a good score. • Can evaluate whether they made helpful changes since the last exam and reflection. Year 9 OLNA On Monday, a communication was sent to our Year 9 families regarding Year 9 OLNA. This year, our Year 9 students were not able to prequalify for OLNA through NAPLAN. As a result, the Authority will provide an additional sitting of OLNA, for Year 9 students only, as an opportunity for them to demonstrate the literacy and numeracy standard. The proposed test window is three weeks for Reading and Numeracy (10 –28 August) and 2 days for writing (10 – 11 August). Students at St George’s Anglican Grammar School will sit Year 9 OLNA on Monday 10, Tuesday 11 and Wednesday 12 August. This attempt would be the prequalification opportunity for these students. Furthermore, students who achieved Band 8 or higher in Year 7 NAPLAN writing will be prequalified for the writing component as students in Year 7 and 9 sat the same test. These students will not need to sit the OLNA in Year 9 writing. There is no prequalification for students achieving Band 8 or higher in Year 7 NAPLAN reading or numeracy. I would encourage you to read the OLNA Information for parents/carers brochure, which is available online at https://senior-secondary. scsa.wa.edu.au/assessment/olna However, if you have any further questions or concerns, please do not hesitate to contact me at: vkelleher@stgeorges.wa.edu.au
Victoria Kelleher Curriculum Coordinator
From the Head of Pastoral Mr Hilton Hardman
There is a recognition that pastoral care and academic progress are linked. The physical, emotional, cognitive and social elements of a person’s life cannot be treated in isolation. What happens in one domain will affect what happens in one or more of the others.
Leadership speaker and author, Sheila Bethel, in her book Making a Difference, has suggested that students “don’t care how much you know, until they know how much you care”. Effective academic learning within a school context cannot be separated from the exercise of effective pastoral care. Therefore a commitment to excellence in academic performance must be accompanied by a commitment to excellence in physical health, social competence and emotional resilience.
interpersonal relationships and developing trust and mutual respect throughout our community. We aim to empower each student to establish their own identity, meet challenges with resilience and to develop the confidence to make sound judgements and autonomous decisions. COVID-19 might have forced us to relook at the delivery of our PAWS program, but it hasn’t prevented us from having guest speakers pass on essential knowledge to our students. Our thirty-six guest speaker plays a crucial role in ensuring we have the ability to target specific pastoral topics by professionals in the field. We have had eight guest speakers present to our students this term, but most were through Zoom, it was important that as a school we don’t lose focus on the importance of this program. o Year 7’s had presentations on Poverty/ Inequality and Bullying o Year 8 students had a presentation on Self-awareness and Managing Emotions o Year 9’s had a presentation on Homelessness and Advocacy o Year 10’s had a Presentation on Drugs and their effect o Year 11’s had a presentations Poverty, Inequality and Homelessness o Year 12’s had a presentation on Alcohol Savvy. Each of these topics fell under a focus area for that year group.
Pastoral care and concern for each individual are at the heart of everything we do at St George’s. Our emphasis is on fostering strong 5
St George’s Anglican Grammar School Newsletter
Dr Jane Genovese draws on academic research, as well as her personal experience studying law and psychology and a PhD, to share what she considers essential study strategies and skills for students and parents. About Dr Jane Genovese Dr Jane Genovese graduated from Murdoch University in 2009 with a Bachelor of Laws and Bachelor of Psychology with First Class Honours and received a Vice Chancellor’s Parent Guest Speaker Award for Academic Excellence. In 2017, she Our parent guest speaker in week 7 was a success with many parents joining the webinar completed her doctoral thesis in education and psychology. on Raising Resilient Children. A recording of the session will be shared with the school, and She is the author of several books, including we will look to make it available to our Study Hacks:Your Survival Guide for High parents. School and the comic Smart Study: How to During Term 3, week six, we will have Dr Jane Study Less and Get More. Genovese in as our Guest speaker for our More information around this talk will be sent Parent body. out in the days to come. Please mark this date on your calendar and take the time to come Below is the outline of her talk along with a in and listen to an insightful and practical talk brief overview. which will allow you to have insight into how your child can study smart.
Test and Exam Hacks: Helping Your Child Study Smarter Research shows that unless students are explicitly taught study skills, they won’t just magically pick them up. In this presentation,
Hilton Hardman Head of Pastoral
From the Head of Year 7 Mrs Gaile Racey
Hogwarts comes to Year 7’s at SGAGS What does Bertie Botts magical flavoured beans, Professor McGonagall, the Sorting Hat and 56 hungry Year 7’s have in common? A love of CLASSIFICATION!
World-renowned Professor McGonagall from Hogwarts visited SGAGS this week and she was blown away with the knowledge and understanding of dichotomous keys from all the students. It was hair raising stuff as students really put themselves out there using their senses to classify the beans, as the threat of tasting a magical bean flavoured with ear wax or worse was very real.
A highlight from the Hogwarts adventure was when Year 12’s from the Wizarding Great, Professor Donovan class visited to be educated by the Year 7’s, in the skill of using a dichotomous key. A wonderful display of how all year levels work together at SGAGS.
Gaile Racey Head of Year 7
7 Edition 9 2020
From the School Chaplain Ms Sarah Stapleton
The poem ‘Judge Softly’ was written at the turn of the 19th century, and it speaks a fundamental human truth: Humans are quick to judge each other. That we are quick to judge is a characteristic that continues to define the way we treat each other and function together as society. More often than not, it is to our detriment.
What matters is how we react to the person in need. The Word of God tells us not to judge each other at all.
You might notice in the Bible that there is not much mentioned about getting to know a person before you judge them. Rather, God asks us to love our neighbours, the alien, the other, without knowing anything about them at all. The story of the Good Samaritan is an excellent example of how God wants us to treat each other. In the story, a man is robbed and beaten and left lying by the side of the road. The man is ignored by a priest and a Levite, who cross the road to avoid contact with him. The third passer-by, a Samaritan helps the man without question, and makes arrangement for his ongoing care. Jesus does not at any point in the story suggest that any of the people featured needed to get to know, convert, or interrogate the man lying prone on the road. To Jesus, it does not matter what puts our neighbour in a bad way.
Sarah Stapleton School Chaplain
With all that is happening in the world right now, the need for education around issues of race and oppression becomes evident, and urgent. Poems like ‘Judge Softly’ remind us that we have struggled with assumptions and judgement for centuries. It is good to get to know people who do not look like us, share our culture, or care about the same things that we do. It is good to live in community, share our resources and work to live together in equity and harmony. It is even Judgement is a theme that runs through the more important that we suspend our Bible, and although some of us may fear God’s judgement and love each other. Not because judgement, we are assured that God is an we know everyone, or because we feel endlessly merciful divine presence, rather sympathy or empathy, but rather because God than a vengeful and unpredictable ruler. God’s loves us regardless, and requires us to do the divine judgement is and will be, very different same for each other. to what we do to each other.
9 Edition 9 2020
“Judge
Softly”
“Pray, don’t find fault with the man that limps, Or stumbles along the road. Unless you have worn the moccasins he wears, Or stumbled beneath the same load. There may be tears in his soles that hurt Though hidden away from view. The burden he bears placed on your back May cause you to stumble and fall, too. Don’t sneer at the man who is down today Unless you have felt the same blow That caused his fall or felt the shame That only the fallen know. You may be strong, but still the blows That were his, unknown to you in the same way, May cause you to stagger and fall, too. Don’t be too harsh with the man that sins. Or pelt him with words, or stone, or disdain. Unless you are sure you have no sins of yourown, And it’s only wisdom and love that your heart contains. For you know if the tempter’s voice Should whisper as soft to you, As it did to him when he went astray, It might cause you to falter, too. Just walk a mile in his moccasins Before you abuse, criticize and accuse. If just for one hour, you could find a way To see through his eyes, instead of your own muse. I believe you’d be surprised to see That you’ve been blind and narrow-minded, even unkind. There are people on reservations and in the ghettos Who have so little hope, and too much worry on their minds. Brother, there but for the grace of God go you and I. Just for a moment, slip into his mind and traditions And see the world through his spirit and eyes Before you cast a stone or falsely judge his conditions. Remember to walk a mile in his moccasins And remember the lessons of humanity taught to you by your elders. We will be known forever by the tracks we leave In other people’s lives, our kindnesses and generosity. Take the time to walk a mile in his moccasins.” ~ by Mary T. Lathrap, 1895
From the Business Manager Ms Nicole Sangrigoli
Secondary Assistance Scheme The Secondary Assistance Scheme provided by the Department of Education is available to parents or independent secondary students who hold eligible concession cards. We are pleased to advise that the Secondary Assistance Scheme has been extended until the end of Term 2, 2020 with a new closure date of Friday, 3 July 2020. As such, the current concession card eligibility is also extended until 3 July 2020 (previously the concession card had to be eligible in Term 1). It comprises: a $115 Clothing Allowance paid to parents/ guardians a $235 Education Program Allowance which is paid to the school
Applications close: Friday, 3 July 2020 Application forms are available from the School or by emailing student.allowances@ education.wa.edu.au
Salvation Army Digital Doorknock This year because of COVID19 restrictions the Salvos didn’t have their annual house to house doorknock or collections in shops and other places over the past month. The need however is very great and the funds are very low… and the Salvos are concerned that more people will be coming to them some who have never needed support before – in the next few months. We don’t normally like to send out emails asking for donations to causes etc as we think that usually everyone has their own charities and fundraisers to support. But (you heard the but coming didn’t you!)… The Salvos may be one organisation that you do put some money in their tin at the shops or give to when they knock on your door. So we are asking that if this is something that you usually do – could you do it on our fundraising page? - the link is below… https://digitaldoorknock.salvationarmy.org.au/ brucenamandahttps://digitaldoorknock.salvationarmy.org.au
11 Edition 9 2020
From the Head of Physical Education Ms Jodie Scheele
I am delighted to inform the St George’s community that we will be hosting the 2020 Inter-House Cross Country Carnival on Thursday the 25 June at Hale Oval, Kings Park.
Students are to come to School in their Sports Uniform with their House shirt on and please ensure they bring along a water bottle.
2020 NWAS Year 7-10 Winter Sport Competition Due to COVID-19, the format for the NWAS Winter Sport has been altered from afterschool fixtures to one-day carnivals. This will enable students the opportunity to engage in inter-school sport. Dates for the Students will travel carnivals are: by hired bus up to the venue to run their Year 7 and 8 - Thursday 27 August race in year groups and then return to school 1. 2. Year 9 and 10 – Friday 28 August after their year group has raced. For our seniors,Year 11 and 12, will be given the option to choose to run, keeping in mind that More information will be provided closer to the date. House points are recorded and their contribution to the overall House shield will make a difference to the overall House winner. Jodie Scheele The program is as follows:
Head of Health and Physical Education
School News
Student Term Dates - 2020 Term 1 30 January - 9 April New Student Orientation 29 January Students Mid Term Break, Friday 28 February
SEQTA The St George’s Anglican Grammar School SEQTA account is not a monitored platform. Please contact the staff member directly to ensure prompt action to your message.
Term 2 30 April - 3 July Students Mid Term Break, Friday 29 May
Battery Recycling Used batteries are being collected in the IT Manager’s office. Please take advantage of this free facility.
Term 3 27 July - 25 September New Student Orientation 24 July Students Mid Term Break, Friday 21 August
What batteries can be collected? Dry cell batteries include AA, AAA (single use or rechargeable), C, D, button batteries, 9V, 6V and cordless power tools.
Term 4 13 October - 9 December
What batteries cannot be collected? Lead acid batteries, such as car batteries, and mobile phone batteries cannot be collected. Please contact your local council for details of how to dispose of these batteries.
Enrolments The School Enrolment Policy requires one full term’s notice in writing prior to the withdrawal of a student from the School. Where such notice is not received, the School will charge an amount equal to the tuition fees for that current term. To avoid fees in lieu being charged, notice of a student’s withdrawal must be received by the School before the first day of the School Term preceding the Term of the student’s departure. If this does not occur, families will be charged the remainder of the current Term, plus an additional Terms fee in lieu.
More information can be found here: Upon withdrawal of a student from the School, https://www.mrc.wa.gov.au/School-community/ all fees and charges incurred for that student Battery-programs/School are payable to the School in full within seven days of exit. If the account has been paid in full and a refund is due, payment will be processed for the full refund due within seven days of exit. 13
St George’s Anglican Grammar School Newsletter