St Martins Spirit
Index
From the Principal
PAGE 4
Transformative Professional Learning
Exploring the Berry Street Education Model with Deputy Principal Celia Mara
PAGE 8
Music Program Successes
An update on exciting achievements and developments in the St Martins Music Program
PAGE 10
Musical Magic
Sandra Halleday gives us insight into this year’s Year 6 Musical production
PAGE 12
Service Learning: An Indonesian Adventure
Hear from Head of Junior School Well Being, Robyn Teakle, about the trip to Indonesia and how it impacted students
PAGE 16
Talent on Show at the Wehl Street Theatre
Participants in the Senior Drama Program shine
PAGE 18
Work Experience
Career Pathways Coordinator Linda Polomka reports on the recent Year 10 Work Experience week
PAGE 24
The Role of Play in Early Childhood Learning
Christine Ware explains the importance of play-based learning and how it’s incorporated into St Martins’ curriculum
PAGE 26
Grow Challenge Inspire Program
Thalia Wesselingh, Humanities Faculty Leader, showcases the new initiative for Years 7 to 10 fostering forward-thinking individuals
PAGE 28
Photo galleries
Music and Drama
PAGE 6
Camps & Outdoor Education
PAGE 7
Sport PAGE 14
Senior Formal PAGE 20
Around the College
PAGE 30
In the Community PAGE 31
Meet the Staff:
Wesley Olivier
Say hello to Wes, our Director of Ministry!
PAGE 32
Calendar
Get all the key dates and information for school events happening in Term 3
PAGE 34
From the Principal
Alan Connah
Welcome to the first edition of our new quarterly college magazine, The St Martins Spirit. An exciting new initiative to help us better connect with our College community.
Following a recent review of College publications, we have decided to make some changes. With the increasing use of social media as a way of sharing our College story with the community, our fortnightly newsletter has evolved into a quarterly publication, ‘The St Martins Spirit.’ The magazine incorporates a wider and more indepth range of articles and stories on different College activities. We have also decided to use an online digital format for the magazine, so it can be conveniently accessed by everyone.
Capital Works Update
In line with our strategic priorities, the College continues to undertake a range of exciting capital works projects to
further improve our facilities. Over the last six months we have seen several projects come to fruition.
Firstly, a new floor was laid in our old gym, bringing it up to competition standard and completing the refurbishment of this facility.
Secondly, we have seen the construction of a new gym over half of our existing hardcourts. The new Hardcourt Gym covers an area equivalent to two Basketball courts and will provide much needed space for Physical Education lessons and sport at the College. We are hoping to start using this new facility very soon.
Thirdly, we have seen the construction of a new purpose-built Music Centre, which houses a state-of-the-art performance space, teaching / band room, practice rooms, staff office and storage space. Over recent weeks there has been much excitement as students have begun using these new facilities.
Finally, we have begun the tender process for the construction of a new multi-million-dollar Senior School Hub. The new hub will include spaces for a Senior Student Centre, comprised of study spaces, classrooms, meeting rooms, a common area and student heat and eat area, along with a Student Services Centre, a Learning Enrichment & Wellbeing Centre, a space for Indigenous Education, staff offices and student and staff amenities.
All these projects are part of our College Masterplan to provide for the continual renewal, growth and development of our school. We thank God for the many blessings our College has received. Sincere gratitude and thanks must also go to our parents, staff, volunteers and College Board for their unwavering commitment to our students.
Yours in Christ, Alan Connah Principal
Music & Drama
Camps & Outdoor Education
Transformative Professional Learning
Staff Become Students for a Day
In an engaging and impactful professional development initiative, our school recently held a Student Free Day dedicated to staff training. This initiative reflects our ongoing commitment to enhance the educational experience for our students by investing in the professional growth of our educators. On this day, our team participated in an immersive training session led by the Berry Street Team, focusing on the renowned Berry Street Education Model (BSEM).
Understanding the Berry Street Education Model
The Berry Street Education Model is a comprehensive framework designed to improve the learning environment and outcomes for students by addressing their social-emotional needs. The model
emphasises the importance of a safe, supportive, and inclusive school culture, which is foundational to academic success.
Key components of the BSEM include:
1. Body: Strategies to help students regulate their bodies and emotions.
2. Relationship: Building strong, positive relationships between students and staff.
3. Stamina: Developing students’ resilience and capacity to persevere through challenges.
4. Engagement: Techniques to keep students engaged and motivated in their learning.
5. Character: Fostering a sense of identity, values, and purpose in students.
Staff as Students: A Day of Learning
29 April - Body Component: On our first Student Free Day, staff members dived deep into the BSEM with the guidance of the Berry Street Team. The day was filled with interactive workshops, practical exercises, and reflective discussions. Staff learned new strategies and tools to help students regulate their bodies and emotions, assisting them in managing stress and staying focused.
11 June - Relationships Component: Our second day emphasised building strong, positive relationships between students and teachers. Activities were designed to foster trust and rapport within our school community. We are eagerly looking forward to continuing our learning over the remaining two days, where we will
explore the other components of the BSEM, focusing on Stamina, Engagement, and Character.
Benefits for Our Staff and Students
The impact of this professional learning is expected to be profound and far-reaching. Some key benefits we anticipate:
1. Enhanced Teaching Practices: Staff are now equipped with a broader range of strategies to support the diverse needs of our students, leading to more effective teaching and learning.
2. Improved Student Well-being: By addressing students’ social-emotional needs, we create a more supportive and inclusive school environment, which is essential for their overall well-being.
3. Stronger Relationships: The focus on relationship-building will help to create a more connected and trusting school community.
4. Increased Student Engagement: With new techniques to keep
students engaged, we expect to see a boost in motivation and participation in the classroom.
5. Resilient Learners: The emphasis on building resilience will help our students develop the skills they need to overcome challenges and succeed in their academic and personal lives.
“A safe, supportive and inclusive school culture is foundational to academic success.
As we move forward, the lessons learned from this professional learning will be integrated into our daily practices, ensuring that the benefits are longlasting and impactful. We are excited about the positive changes this will bring to our school community and are committed to continuing our journey of growth and improvement for the benefit of all our students.
As Dylan Wiliam, a leading educational researcher, once said;
“Every teacher needs to improve, not because they are not good enough, but because they can be even better.”
This belief in continuous professional learning drives our commitment to enhancing our educators’ skills, ultimately benefiting our students’ growth and success.
By empowering our staff with the tools and knowledge from the Berry Street Education Model, we are paving the way for a brighter, more supportive educational environment for everyone. This transformative experience underscores our dedication to continuous improvement and the well-being of our students.
Celia Mara Deputy Principal
Music Program Successes
AMEB Awards, a GIJ-Winning Band & New Facilities
St Martins Lutheran College’s Music Program has recently celebrated significant achievements, with students recognised nationally for their collective and individual efforts.
Three jazz ensembles and a choir represented the College at the recent Generations In Jazz festival. The Division 4.1 Band delivered a stellar performance, clinching victory among 17 competing bands. Emily Meier stood out for her exceptional trombone abilities, earning selection by the panel for the Division 4 Superband.
Band Leader and Instrumental Instructor, Isaac Bruggemann, expressed his pride, noting the students’ diligent preparation over the last six months. “Having a win at Generations is a big confidence booster for the students,” Bruggemann remarked. “Sometimes it is hard to see the reasons to keep practicing your instrument week after week, but a win reminds the students that all their hard work is paying off. I’m certain this will continue to build excitement for the music program at St Martins.”
Year 12 student Annabelle Mossford MacGregor was recognised for her piano talents, receiving her Certificate of Performance at the recent Australian Music Examinations Board (AMEB) Award Ceremony. Piano teacher Heather Lucas praised Annabelle’s
achievement, highlighting the accomplishment of surpassing 8th Grade Piano while still in school.
Annabelle’s brother, Year 11 student Christopher Mossford MacGregor, also received recognition at the ceremony. Both siblings were the first students in Australia to be awarded the prestigious AMEB Gold Award for their skill and contributions to the music community. Shortly afterward, Year 11 student Emily Meier joined the Gold ranks. This marks a monumental moment for St Martins, with three Gold Award recipients in their music program.
“Our recent achievements underscore the dedication and commitment of our staff and students.”
AMEB Gold is not easily attained, requiring an AMEB Qualification, Performances, and Contribution Activities. The award encourages students to push their limits, explore new avenues, and collaborate with peers.
In support of the thriving music program, a new purpose-built music facility has
been completed at St Martins. The new music hub provides a large ensemble performance space, band room, and smaller purpose-built practice rooms for individual and instrumental teaching. The practice rooms meet strict standards for noise level, sound insulation, and acoustic quality, enhancing the music program’s capacity and quality.
“Music is very much a performancebased subject, and our newly developed music facility was designed with this in mind,” Music Coordinator Stephen Walther remarked. “We’ve created a space to help young artists realise their goal of becoming successful musicians.”
Students are encouraged to develop their skills through performance opportunities in the school and broader community. The music program’s full performance calendar includes the Musicale, Eisteddfods, Art Showcase, and Battle of the Bands. With the new facilities, the team is also developing a series of lunchtime concerts featuring class bands and guest artists.
“Our recent achievements underscore the dedication and commitment of our staff and students,” Mr Walther continued. “We are proud of the exceptional talent present in Mount Gambier, and it’s rewarding to see it acknowledged on a national scale.”
There are four purpose-built practice rooms, all with professional grade sound proofing.
The instrument storage area for students. There is separate storage for teachers.
Emily Meier, Annabelle Mossford MacGregor and Christopher Mossford MacGregor with their Gold Australian Music Examination Board Awards.
The St Martins Choir at GIJ; Maya Clarke, Jenna Agnew, Mia Munro, Katie Leyden, Skye Morrison, Asha Baker, Jena Jagger and Lucy Lambert.
The new music facilities feature a large ensemble performance space with stage.
Musical Magic
An Insight into the Year 6 Musical
This year’s Year 6 musical is ‘Shakespeare Rocks!’ - a modern musical comedy about the life of William Shakespeare. The story is told through the adaptation of the Bard’s diary and brought to life by the ‘Rough Shakespeare Company’. So far we have held auditions, assigned roles and begun learning the dances and blocking the scenes. It’s already coming together very well.
Producing a musical is the highlight of the year for these students and it provides an opportunity to develop skills that will benefit them both in and out of school. These include communication, collaboration, creativity, confidence and adaptability. They develop resilience as they face live performances, the challenges of memorising lines, adjusting to unexpected circumstances, and working with last-minute changes. Acting also encourages empathy and understanding for others. Students can learn to put themselves in other people’s shoes and develop an appreciation for different perspectives and experiences.
Every year we are blown away by the growth in the students, from their initial hesitancy as they first read the
script, the experience of audition day, and the development of their acting, singing and dancing skills as they grow into their roles through the numerous rehearsals, to that moment they step out on stage for their first performance. Despite a few butterflies, they hold their heads high and perform with confidence and pride at a job well done. As one of their teachers, I must admit I’ve shed a few tears of joy myself at the look on their faces on that final night.
“The musical provides an opportunity to develop skills that will benefit students both in and out of school.”
Carson Bradley was selected as the lead role of William Shakespeare and is excited about the production.
“Being the main character of a musical is really big; having all those lines and performing on stage. It’s been challenging learning all the lines and putting a posh accent on,” Carson remarks.
By the end of the production, Carson is hoping to develop more confidence and ability to go with the flow.
For Rhi-Arn Barbour, auditioning for a main role was an easy choice as she loves acting and wanted the opportunity to showcase her abilities. She secured the role of Aubrey, who has more than 40 lines throughout the musical.
“Sometimes I mis-pronounce words, but I think I’m getting better at it,”
Rhi-Arn comments.
Rhi-Arn is aiming to improve her ability to stay in character by the end of the musical. “I can get out of character pretty easy, I get distracted,” she admits.
This year the performances will be held in Week 9, Term 3. There will be a matinee performance on Thursday 19th September and a matinee and evening performance on Friday 20th September. The matinee performances provide an opportunity for most of the rest of the school to watch while the evening is for the parents and the public.
Sandra Halleday Year 6 Teacher
Auditions were a full-day process in term one, with the cast announced just before break.
The panel making tough decisions during auditions.
As rehearsals continue students will be relying less on their scripts as they finesse their acting skills.
Rehearsals in Week 4 of Term 2 showed how the musical is already coming to life.
Sport
Service Learning:
An Indonesian Adventure
This years’ Service Learning trip was a trip of rekindling old connections and reinvigorating the future. The focal point of the trip was the week spent in our partner school SD HKI 3 Pematangsiantar in North Sumatra, Indonesia. This little Lutheran Primary school is in the heart of a busy city and only has 60 students from Year 1 to Year 6. Despite the size of the school we were welcomed with culture and dance and were instantly embraced by the love and warmth of the staff and students.
Our team of Year 10, 11 and 12 students and staff planned lessons in conversational English, Mathematics, Inquiry, games and sport. We shared language and culture, song and dance and our common connection through Christian faith and worship. We did have some adjusting to do as the school day starts at 7:30, finishes at 12:30 and is Monday to Saturday. The days were hot, the classrooms and resources are basic but the learning was rich. The students and staff embraced new ideas, skills and abilities that we shared through our planned activities. Over the time of the partnership and indeed over the course of the week we saw a true growth in confidence, language and learning. Most of all the staff of HKI 3 talk of the sense of motivation, pride and hope that our visit creates.
The time we spent sharing and talking and having fun together as well as worshiping together created a strong bond that will be cherished for many years to come. This service learning trip opened our eyes to new perspectives and just how happy we can be with the bare basics. Mostly it made us feel grateful for the simplest of things, the things that we take for granted. We came to see and understand what we are capable of, and how we can use our skills, abilities and talents to make a difference, build strong connections and give hope and happiness to others; and that is a pretty special gift to share.
“The days were hot, the classrooms and resources are basic but the learning was rich.”
Throughout the trip we not only served at the school but we also served each other. We helped each other out when we didn’t have cash, carried each other’s bags if needed, cared for each other if we were tired or unwell. We were patient and waited for others if we needed
and we took time to talk together and celebrate our days together.
Our service learning partnership journey with SD HKI 3 started in 2018 and from the outset we have highlighted the St Martins Spirit Value of Growth. This opportunity to give without expecting anything in return has brought so much to both of our communities. The annual Horas Day fundraiser is a way that our whole community can give and support the growth of HKI as they look to grow their school. The opportunity for staff from our partner school to visit us in Australia is also a wonderful opportunity for them to learn new things, ways of teaching, our way of life and culture.
North Sumatra is so very different to Mount Gambier, the climate, landscape and way of life and we embraced every moment. We are truly grateful to have had this experience.
Thank you to Nic, Chrissy, Brenda, Rod, Lauren, Chloe, Piper, Lily, Jessica, Thomas, Al and Jasmin for being a part of this journey.
Robyn Teakle Head of Junior School Wellbeing
The school St Martins is partnered with, SD HKI 3, is located in Pematang Siantar City in North Sumatra, Indonesia. Pematangsiantar has a population of 253,500, around nine times the population of Mount Gambier.
The St Martins Group with the Principal, teachers, Educational Leaders and some students of HKI 3.
Year 11 student Alexander Lynch enjoying an up close experience with elephants in Bukit Lewang.
The travellers also had the opportunity to visit Singapore’s famous Gardens by the Bay.
St Martins students teaching English literacy skills to the students of SD HKI 3 in one of the classrooms.
Year 12 student Jessica Cobbledick with students of SD HKI 3.
Talent on Show at the Wehl Street Theatre
More than 20 students from St Martins Lutheran College showcased their acting talents on Friday 31 May, at the Wehl St Theatre. These productions are significant milestones for the students, especially for seniors, whose performances contribute to their SACE (South Australian Certificate of Education) completion. These events serve as stepping stones to even greater opportunities in the performing arts post-graduation.
Throughout their drama classes at St Martins, students participate in numerous smaller performances at school, with a larger production at Wehl St Theatre at least once a year. The two classes from Years 9 to 12 worked towards the May performance for approximately five weeks, including a couple of intensive theatre days.
Drama Teacher and Director Andy Ahrens, who has an extensive background in directing and producing plays and musicals in Adelaide, has been teaching at St Martins for 12 years.
“Performing on stage is very different from the classroom. It’s the real world, and it’s lovely to see students rise to the occasion in front of an audience,” remarked Mr. Ahrens. “The audience thoroughly enjoyed both performances.”
The Year 9/10 class performed the comedy ‘10 Ways to Survive the Zombie Apocalypse,’ where, in the end, no one was safe from the zombies—not even the four narrators. In contrast, the Senior class tackled the Greek tragedy ‘Antigone Now,’ written by Melissa Cooper. This drama is a modern take on the ancient story of Antigone, a woman who sacrifices her life to oppose an unjust law.
Year 11 and Stage 2 Drama student
Lauren Agnew took the lead role of Antigone, delivering a stellar performance and captivating the audience with a dramatic dying scene.
Lauren, who has been taking drama classes since Year 7, acknowledged the challenges of tackling a Greek mythology piece.
“I found some of my lines very awkward to deliver and had to find a way around this issue,” Lauren commented. But it all came together on the night with the production flowing seamlessly.
At St Martins, the Drama program for Years 6-12 offers a dynamic journey into the performing arts. From Year 7, students explore a variety of styles and practitioners, from Greek Theatre and Commedia dell’Arte to Shakespeare and
Stage 2 Drama students, Lauren Agnew as Antigone and Katie Leyden as Anitgone’s younger sister Ismene.
modern theatre. By Year 9, students can specialise in drama, deepening their knowledge and skills.
“It’s lovely to see students rise to the occasion in front of an audience.”
The program extends beyond the classroom with camps to the Adelaide Festival and Fringe, and the College has previously hosted workshops with professionals from NIDA, the State Theatre Company, Slingsby, and Bell Shakespeare. Students enjoy performances at the local Sir Robert Helpmann Theatre and the College
supports work experience with the State Theatre Company.
St Martins also hosts an annual Year 6 Musical and a Secondary musical every two years, providing students with additional opportunities to perform. Additionally, the biannual House Performing Arts event fosters a spirit of competition and camaraderie among students.
Whether acting, designing costumes, creating sets, or managing the stage, students can engage in various aspects of production, exploring various potential career pathways.
“I love the feeling of achievement after a performance,” Lauren concludes, reflecting the collective sentiment of the students who dedicate their time and passion to these productions.
The Year 9 and 10 cast of ‘10 Ways to Survive the Zombie Apocalypse’.
Lauren Agnew as the lead role of Antigone, performing with her Year 11 peers.
One of the two groups that demonstrated the various methods of surviving the zombie apocalypse.
Stage 2 Drama student Samuel Halleday as Creon, Antigone’s fierce uncle.
Senior Formal
Year 10 Work Experience
Work experience is a much anticipated and integral part of Year 10 at St Martins Lutheran College. For a lot of students, it is a starting point for their career journey, whether it is their first experience in a workplace or one of many they’ve already had. It provides an opportunity for students to work out what is and isn’t important to them and can be a useful comparison between the dream and real world reality. As teachers, we are always excited to hear about adventures of students after their return to school and as we can see this year, a photo paints a thousand words!
The Value of Work Experience
So, what are the benefits of work experience?
Research suggests that learning that takes place outside of the classroom
is learning that can help to change or strengthen a young person’s trajectory. Practical exposure to a job or industry, in a different environment can be a good reset for young people. For us as educators and supporters of young people, a positive learning experience in a workplace helps us to connect to students in new and different ways and to better understand their specific goals. In addition to this, work experience can help individuals to:
• Understand workplace culture and expectations.
• Develop a clearer vision of future pathways and career aspirations.
• Find greater motivation for study or further training.
• Contextualize learning. This in turn helps young people to understand
how subjects apply in the real world, which in turn can help to make school learning more meaningful.
• Develop employability skills such as communication with colleagues and customers, working as part of a team collectively working on jobs or tasks, working within constraints and timeframes, working without constant supervision.
• Develop technical skills that are not taught always in the classroom, through hands-on practical exposure to specific tools, technologies or procedures.
Work experience can contribute to a young person’s well-being and confidence as they transition to adulthood and navigate real-world tasks and challenges. Students can include work experience on a resume when applying for future jobs and a
new workplace is great place to find a referee. Many students are offered casual employment or apprenticeships or traineeships after work experience.
“Work experience provides an opportunity for students to work out what is and isn’t important to them.”
A Happy Ending
After our students return from work experience, we are always thrilled to receive employer feedback that demonstrates the St Martins Spirit of ‘Growth’.
• Our student was a delight to have. They worked well with our other employees and asked questions about their work.
• It was a pleasure to have our student work with us for the week. They showed interest and put their thoughts forward when required. They were polite, punctual and eager to learn.
• Our student was polite and wellmannered, and showed great interest in our industry.
• Always on time, appropriately dressed and ready for work. Our student worked competently when part of a team or when tasked with a job of their own.
• Our student was a delight to have at our office for the week. They were a conscientious worker who was confident enough to ask relevant questions and was willing to undertake all tasks given to them.
With many more examples of feedback like this, we should be justifiably proud of their collective efforts. They have demonstrated that what you put in is what you get out and that there is great value in getting in and having a go, keeping an open mind, being receptive to learning and putting yourself outside of your comfort zone. Congratulations to our Year 10 class of 2024!
Linda
Polomka Career Pathways Coordinator | Middle/Senior School Teacher
The Role of Play in Early Childhood Learning
This year on June 11, the first ever “International Day of Play” was celebrated around the world. This day, established by the United Nations General Assembly, serves as a reminder of the importance of play for children’s learning and development, and calls for play to be integrated into education and community settings worldwide.
Play is vital for all children and young people. It fosters resilience, innovation, and problem-solving. Through play, children develop the physical, social, emotional, cognitive (thinking), and creative skills necessary for learning and participation in life and work – whatever this might look like in the rapidlychanging future.
In the educational setting, play-based approaches help engage children actively
in the learning process. It makes learning enjoyable and relevant, motivating students to engage and helping them to retain information over time.
“Play is vital for all children and young people. It fosters resilience, innovation, and problem-solving.”
At St Martins, we recognise play as a key way of learning across all year levels and subject areas. Some skills, such as reading, require explicit teacher-directed instruction for children to learn best. Other skills can only be developed by
giving learners time to tinker, iterate, share ideas, ask questions, make mistakes, and try again.
Our very youngest learners begin school in our Reception mid-year intake class this July. Play-based learning forms a large part of the programme for these students, with teachers Jeannie Gryn and Ally Bowering facilitating exploration of the Australian Curriculum through hands-on learning experiences where children can investigate, ask questions, and follow their interests. Children will make and build, engage in imaginative and social play, draw and paint, and move their bodies in lots of different ways – learning about themselves, their community, and the world around them.
Play remains important throughout students’ schooling. We provide opportunities for children to play in the classroom, outdoors in the playground, on the sporting field, and in nature spaces. Children and young people might engage in lunchtime card game, board game, coding or robotics clubs, giving them opportunities to play and socialise. As they prepare to leave St Martins, senior secondary students engage in subjects which require students to design, problem-solve, and try out ideas.
Opportunities for play are essential at home as well as at school. In the busyness of life, it can be difficult to find time for children to engage in unstructured, open-ended play – but this is invaluable for your child’s wellbeing as well as for their development.
Ideas for play and playful learning at home:
• Talk together about things your child is interested in
• Give your child time to play outside, including physical activities like running, kicking balls, and climbing
• Ask “I wonder…” questions
• Create an obstacle course or a cubby with household items
• Read every day with your child
• Build – a marble run, a road or ramp, tinker with tools, make constructions from boxes and other recyclable items
• Play with sand or water
• Sing and dance together
• Encourage your child to discover and develop at their own pace
• Limit screen time when you can –children thrive on two-way interactions.
Play is a fundamental right for every child. We look forward to continuing to work together to provide each student at St Martins with opportunities to learn through play.
“Children learn as they play. Most importantly, in play children learn how to learn.”
- O. Fred Donaldson
Sources & Further Reading
• un.org/en/observances/internationalday-of-play
• learningthroughplay.com/why-play/ play-unlocks-essential-skills
• education.wa.edu.au/play-basedlearning
Christine Ware Junior School Director of Teaching and Learning | Junior School Christian Studies Coordinator
The new initiative for Years 7 to 10 fostering forward-thinking.
With thanks to our passionate teachers, during Week 10 of this term our Years 7 to 10 students will be participating in our inaugural Grow Challenge Inspire Week. The Grow Challenge Inspire program aims to provide our students with authentic and engaging learning experiences designed to foster their growth as forward-thinking individuals. Throughout the week, students will be able to develop their skills, such as problem solving, critical thinking and creativity, with opportunities for real world applications. This week will also involve building connections within our community through local business
“Throughout the week, students will be able to develop key skills with opportunities for real world applications.”
mentors and industry groups.
The Grow Challenge Inspire Week features specially designed programs tailored to each year level. Each cohort will spend the week together, coming up with ideas, challenging their own thinking, and inspiring others.
Our Year 7 cohort will be participating in ‘Lights Camera Action!’ Following a workshopstyle introduction to various forms of animation and film, students will be organised into small groups to create their own short film or animation
centered around a designated theme. The week will culminate on Friday, when students will have the opportunity to present their creations to their peers as well as to some classes from our Junior School. Throughout the week, students will have numerous opportunities to enhance their skills in teamwork and digital literacy. They will gain hands-on experience in areas such as filming, using green screens, animation, and editing. This immersive experience is designed not only to develop technical skills but also to foster creativity, collaboration, and effective communication among students.
The Year 8 cohort will embark on an exciting program titled ‘Imagine If: Future Solutions.’
This initiative introduces students to the local forestry industry, setting the stage for a week dedicated to realworld problem-solving. Students will have the chance to engage directly with the community, identifying and exploring a relevant problem within the forestry sector. Throughout the week, they will work with Future Anything to collaboratively design and develop prototypes, rigorously testing their ideas to devise practical solutions. The program culminates with an event at UniSA, where students will present their innovative ideas and proposed solutions to leaders in the forestry industry. This presentation offers a unique platform for students to showcase their work, receive feedback, and gain insights from industry professionals.
Aligned with The Rite Journey Program, our Year 9 program cohort will participate in ‘Step Up Step Out.’ This program is designed to enhance students’ personal development, focusing on building their capabilities in public speaking, leadership, and teamwork.
Our Year 10 students will engage in an innovative program titled ‘A Better Tomorrow.’ This initiative is designed to challenge students to adopt “a new state of mind” with a focus on envisioning and contributing to a vibrant future for Mount Gambier. Throughout the week, students will participate in a series of workshops and activities run by illuminate Education Australia that emphasise forward-thinking and proactive learning. The goal is to inspire students to take ownership of their education and actively contribute to the community’s development. Families are invited to attend the College on Friday afternoon to share and celebrate the students’ learning.
We are thrilled to present these incredible opportunities to our secondary students and we are confident that participation in these programs will provide them with a wealth of real-world experience and knowledge, equipping them with skills that extend far beyond the classroom.
Thalia Wesselingh
Faculty Leader - Humanities and Languages | Year 7 Teacher
Around the College
In the Community
Meet the Staff
Director of Ministry
Wesley Olivier
Describe yourself in three words
Patient, resilient and friendly
What inspired you to pursue a career in ministry? From the age of 18, I knew that God was calling me into ministry. However, my father who himself was a minister told me to “run, until you can’t run anymore”. So, I went and got a BSc in Human Physiology and Psychology, followed by a degree in Analytical chemistry. I worked in the labs at a steel plant, then as a High School science teacher, and even found myself working as a project officer in mental health for Queensland Health in Mount Isa. It was
while in Mount Isa that I was no longer able to ‘out-run’ my call into ministry. So, my wife and I moved back to South Africa where I started my formal training for ministry.
What’s your experience prior to your current role? The two years prior to starting my time here at St Martins, I had the awesome job of being a stay-athome dad and husband. We had just moved from South Africa to Mount Gambier and so these two years really allowed me to help my family settle into our new home. Prior to this I was a Methodist minister in South Africa for 11 years. So, preaching, teaching, pastoring, and leading ministry teams was pretty much my life. So, I am very grateful to be able to do those exact same things here at St Martins - just without having to also worry about finance, maintenance, and running church meetings.
How long have you been at St Martins? I am about to reach the two-term mark.
What does your role at St Martins involve and why is it important to you? The two main roles of my job are worship and ministry. Making sure that Friday whole school worship is something meaningful and engaging is important to me because it is the time I get to share, with everyone at school, just how much God loves them and wants to build a relationship with them. Ministry is the part where I get to build relationships with students and staff and if I am lucky, help them on their own spiritual or life journey. It is a privilege to share in some of the conversations that I get to have. I believe it is important for people to know that their stories matter. What do you enjoy most about working with students? No conversation is ever boring! I love how much little ones can become so energetically engaged in your conversations. Also, it is very cool when older kids are willing to have open and honest chats with you.
Are there any projects or initiatives you’re currently working on that you’re excited about? In August, St Martins has the privilege of hosting all the Lutheran Education principals and directors from South Australia, Northern Territory and Western Australia for three days. Day one of their visit has been planned as a full-day retreat. It is both awesome and scary, getting to plan this full-day retreat, but I love the opportunity to find creative ways of allowing individuals to have their own God moments. So, this is something exciting that is on my work list.
“It is a privilege to share in some of the conversations that I get to have.”
In your role, how do you support students and staff from diverse religious backgrounds or beliefs? One of the mantras I have tried to introduce during my time here at St Martins has been: “We are made in love, by love, and for love.” Therefore, personally I believe that regardless of our religious backgrounds or beliefs, if we focus on the one common truth that GOD IS LOVE; if we treat each person as someone whom God has lovingly made; and we strive to share God’s love in all moments. Then we will create a ‘faithful community’ regardless of religion, denomination, or belief. If we can create a loving community here at St Martins, then I feel that we would have achieved God’s plan for every person here.
What do you hope students will take away from their time with you? I would love for students to feel and know that they matter. I want them to know that they matter simply because they have been made in love, by love, and for love.
What are your interests outside of St Martins? Currently, my life revolves around soccer! Coaching and being involved in various schoolboy teams, has become my new hobby. When I do get time to myself - I follow Liverpool, I read comics, I watch action films, and I help at the Uniting Church. However, time with my family is my main interest in life.
Term 3 Calendar
22/7
Student Free Day 24/7 Yr 7’s Walking the Seasons Excursion
SACE Information Night 6pm
School photos - Mon/Tues families & classes, Wed - groups
6/8
Year 7 immunisations (+ Year 10 catch up)
10.30am - SATAC Application Info Session (via Zoom) –Year 12’s 20/8
5pm to 7pm - SACE Info Night - Chapel/ Gym 14/8 House Day 10am-2pm TAFE SA Open Day
Year 9 & 10 Science & Engineering Challenge - Wulanda 7/8 21/8
26/7 9am Worship Vocal Eisteddfod (Choirs) @ Wehl St Theatre
9/8
Book Week
Year 10-12 Course Counselling SAPSASA Boys & Girls Soccer - State Carnival Adelaide
9am Worship Catch up school photos Veta Morphus Retreat Instrumental Eisteddfod (Bands) @ Wehl St Theatre 23/8 9am Worship 23/7 Students commence Term 3
8.50-9.45am JS Book Week Parade
10.30-11.10am MS/SS Book Week Parade 2/8 9am Worship 16/8 9am Worship
6pm – Get Home Safe Foundation parent session in Chapel
Student Free Day Staff professional development 12/9
SAPSASA Track & Field - State Champs Adelaide
9am-2.30pm Rehearsal - Choir Concert in College Music Space 6pm-7.30pm Concert - Choir Concert in College Music Space 30/8
10.30am - Year 6 Musical matinee (Sir Robert Helpmann)
6/9 9am Worship Compassion Kids Fundraiser 20/9 9am Worship 10.30am - Year 6 Musical matinee (Sir Robert Helpmann) 7pm - Year 6 Musical (Sir Robert Helpmann)
Student Free Day Staff professional development 13/9 9am Worship 27/9 9am Worship 2.15pm early dismissal
SAPSASA Boys & Girls Hockey - State Carnival Adelaide Year 9 Rite Journey Solo Camps (split into classes over the week) SAPSASA Golf - State Championships Adelaide
Contact
CAMPUS 3 St Martins Drive, Mount Gambier
WEBSITE stmartins.sa.edu.au
PHONE (08) 8725 1430
EMAIL office@stmartins.sa.edu.au
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