Plus Ultra | 2025 Issue 2 by St Peters Lutheran College

Peters Lutheran College

More Beyond

2025 | Issue 2

In this issue of Plus Ultra we celebrate what ‘More Beyond’ looks like in action. You’ll find stories of staff creating enriching experiences beyond the classroom, students using their God-given gifts to aim higher, and Old Scholars building on their St Peters foundation to make their mark in the world. Each story reflects the enduring spirit of St Peters and its limitless possibilities.

Shannon King Editor

Editor

Shannon King s.king@stpeters.qld.edu.au

Design

Anthony Cox a.cox@stpeters.qld.edu.au

Clarissa Szepski c.szepski@stpeters.qld.edu.au

Photography Anthony Cox

Cover: St Peters You’ve Got Talent (SPYGT) Boarding Boys performance

Left: Students from 9CD hiking at Ironbark

St Peters Lutheran College 07 3377 6222 reception@stpeters.qld.edu.au stpeters.qld.edu.au facebook.com/stpeterslutherancollege instagram.com/splc.official

SPOSA Office 07 3377 6592 sposa@stpeters.qld.edu.au www.facebook.com/sposa45 instagram.com/splc.sposa

effort has been made to ensure that the information contained in Plus Ultra is accurate. Although the publication is throughly proofread and edited, we sincerely apologise for any omissions and errors that may be present.

The Faith Foundations of St Peters

Tim Kotzur Head of College

This year, as we celebrated the College’s 80th Anniversary, we’ve had cause to reflect on our past. At the same time, we’ve been thinking about our future as we plan our next Strategic Intent, Plus Ultra 2030. As we reflected on our past and dreamed about our future, one question that came up was: what makes St Peters ‘St Peters’? Is it our culture of learning and excellent academic outcomes? Is it the holistic education and the world of opportunities on offer? Is it our families, our community, and our sense of belonging? Is it our iconic Ironbark program? What about our world-class Music or Swimming programs? Is it our beautiful 50acre campus? Is it that we are co-educational and our young people from all walks of life learn side by side each day? Is it that we are a Boarding school? Is it that our unique Plus Ultra Mindset empowers our young people? Undoubtedly, it’s all these things and much, much more.

One thing that most certainly has helped to make St Peters ‘St Peters’ is our Christian foundations. We are a school of the Lutheran Church. Since that very first day, 20 February 1945, St Peters has striven to provide a quality education in which the Gospel of Jesus Christ informs all learning and teaching, all human relationships, and all activities. The Gospel, to use Martin Luther’s turn of phrase, is ‘in, through and under’ all that happens at St Peters. It is our Christian faith, ethos, and values that shape and give St Peters its identity.

Deeply rooted in the values of our Christian heritage is the desire to transform our faith into a ‘lived experience’. Mr Schneider, the founding Headmaster, expressed this at the official opening of St Peters 80 years ago: “First and foremost …. (St Peters) must aim to develop Christian character so that young men and women will go forth with Christ in their lives.” Today, we express this in our

endeavour to create a learning community where our young people can respond to the Gospel of God’s love by using their learning and talents to meet the deep needs of their community and make a difference in the world.

If we were to remove our Christian foundations, St Peters would no longer be the learning community that generations of people hold so dearly. As we celebrate 80 years of ‘Excellence in Christian Co-education’ may the words of Pastor Reinhard (Reini) Mayer, Old Scholar, former College Chaplain, and former Bishop of the Lutheran Church Queensland District always ring true about St Peters: “The faith foundation of the school has not changed — the Cross of Christ is still the foundation of the school and remains central to all that is proclaimed.”

Plus Ultra. Ever Higher. More Beyond. St Peters Lutheran College.

Art as a Living Gospel

Creating Windows into God’s Story

Chaplain Kirstin Munchenberg

The first time I drew a Bible story live in Chapel, I felt both nervous and expectant. My pastels lay before me, their colours bright and ready. As I began to sketch and speak, lines shaped into faces and colours flooded the scene. Slowly, the Chapel grew still. Students leaned forward. They weren’t just hearing my words, they were watching the story take shape before their eyes. In that moment, I realised art can open hearts in ways words alone sometimes cannot.

I have served as a chaplain for over two decades, and along the way, I have learned that art is more than decoration; it can be a revelation. God has entrusted each of us with gifts, and when we offer them back to him, they become vessels for his message. For me, that means vivid colour and bold lines, visualising Scripture as I tell it. For others, it might be music, writing, or hospitality.

Whatever the medium, the purpose is the same: to praise and serve the God who first created us.

The Bible overflows with imagery, vivid, layered, and full of meaning. Psalm 19 reminds us that creation itself is God’s art gallery: “The heavens declare the glory of God; the skies proclaim the work of his hands.” In Exodus 31, God calls Bezalel by name, filling him with the Spirit and gifting him with skill to create beauty for the tabernacle. When we use our gifts to serve him, we join in the same work of revealing his beauty.

Many of my illustrations speak directly to school life. As I drew the Samaritan woman and Jesus, capturing the weight of her jar, the curve of the well, the blue of living water, I spoke about how wellbeing begins not with our actions, but with God’s good gifts. In our busyness and striving, Jesus invites us to stop, to be seen, and to be nurtured.

Art speaks to the senses, but it also speaks to the soul. It can proclaim the joy of the resurrection in bright colour or hold the weight of lament in muted tones. Sometimes it tells the gospel plainly; other times it leaves space for mystery, inviting the viewer to ponder, wrestle, and wonder. I’ve seen students who rarely engage in Chapel suddenly speak about what a piece means to them. I’ve seen people return to the same image again and again, seeing something new each time. In those moments, I’m reminded that the Holy Spirit can work through pastel dust and bold strokes as surely as through sermon or song.

We are each created in the image of the Creator, which means that creativity is woven into who we are. Your gift might not be drawing; it might be music, cooking, organising, or listening, but whatever it is, it can bring light into someone else’s darkness. When we place our skills, time, and imagination in God’s hands, they become windows into his story, allowing others to glimpse his beauty, truth, and grace.

So, let your life be a canvas. Offer your gifts freely. And trust that the One who first spoke light into darkness is still creating, still revealing, and still inviting us to join him in the work.

Left: ‘The Resurrection and the Life’ (oil pastel on board). Illustrated during a Chapel service linking faith and visible wellbeing. As Lazarus steps into the light at Jesus’ command, the image speaks of hope, freedom, and the new life Christ offers us all.

Right from top: ‘Made Known in the Breaking of the Bread’ (pastel on blackboard). Illustrated in real time at a Boarding breakfast as we explored the Emmaus Road encounter. The sunset sky and empty road frame the moment when the risen Jesus is revealed in the breaking of the bread — a reminder that He meets us in the ordinary acts of faith.

‘Blessing the Gifts’ (pastel on blackboard): Drawn during a Chapel service on the feeding of the five thousand. As bread and fish overflow in the basket, the image points to God’s abundance — how what we place in his hands becomes more than enough to meet the needs of many.

‘Wellbeing Begins with Being with the One at the Well’ (pastel on canvas): Live-drawn in Chapel as the Samaritan woman meets Jesus at the well. The image connects the biblical story to our school’s understanding of wellbeing; that true wholeness begins with time in the presence of Christ, who sees us deeply and is the source of living water.

Curriculum Innovation at St Peters

New Cross-Disciplinary Electives for 2026

In 2026, St Peters will launch a suite of innovative cross-curricular electives for Year 9 designed to deepen student engagement, foster real-world connections, and enhance the transferability of skills across disciplines. This initiative represents a significant evolution in our curriculum, reflecting a commitment to pedagogical excellence, student agency, and futurefocused education.

A collaborative and inclusive process drove the development of these electives. Earlier this year, staff were invited to pitch subject ideas that integrated at least two academic disciplines, offered authentic industry insight and opportunity, and focused on skill development with explicit metacognitive reflection. The response was enthusiastic and diverse, with proposals submitted from every department across the College.

Staff teams presented their pitches to a panel of 30 students from Years 8–10, whose feedback played a central role in shaping the

final offerings. Students provided insightful and constructive commentary across all ten proposals, expressing excitement about the freedom of choice, relevance to real-world issues, and opportunities for creativity and leadership. They also raised thoughtful concerns around clarity, overlap with existing subjects, and accessibility, suggesting improvements such as clearer structure, more hands-on experiences, and broader appeal. Their feedback demonstrated a strong desire for subjects that are both meaningful and inclusive, and their voices were instrumental in refining the curriculum.

Three new electives will run in 2026: Criminology, Are You a Rational Consumer?, and Musical Theatre. These subjects are academically rigorous and strategically aligned with industry trends and tertiary pathways. Students will engage with guest speakers, case studies, and projectbased learning that mirror professional contexts. Each elective embeds explicit skill development, critical thinking, collaboration, ethical reasoning, and digital literacy,

paired with reflective practices that support metacognition and skill transfer across domains.

Student enthusiasm for these subjects has been overwhelmingly positive. Many have expressed excitement about exploring topics that resonate with their interests and aspirations. Teaching teams are equally energised, looking forward to sharing their expertise and working alongside students and the broader community to co-create curriculum offerings that ignite passion and nurture engaged, agential, and empowered learners.

As we prepare to launch these electives in 2026, we are proud to offer a curriculum that reflects the values of innovation, responsiveness, and holistic education. These subjects represent more than just new content; they embody a pedagogical shift towards empowering students to think critically, act ethically, and learn deeply across boundaries.

Fostering Creativity at Lunchtime

The eLearning team, based in the Centre for Learning and Innovation (CLI), has been giving students the chance to dive into digital design and manufacturing through Lunch Lab sessions. This extra-curricular program invites students in Years 7–11 to step into an open-ended workshop where imagination meets creation — a space where they can explore their ideas freely. While the focus is on hands-on learning, design thinking, and skill development, the overarching aim is to foster creativity, enjoyment, and innovation.

Within Lunch Lab, students have access to digital design software and advanced manufacturing tools. With these resources they can design and produce projects that reflect their interests, whether working independently or collaboratively. Year 9 student Lewis enjoys the freedom of Lunch

Lab. “You can make and build anything to your heart’s content using high-quality machinery,” he said.

So far, students have created everything from keyrings, hanging signs, and costumes, to Father’s Day gifts, model train parts, and soldered circuits. Each project is a unique expression of creativity, perseverance, and problem-solving.

Lunch Lab operates every Tuesday and Thursday lunchtime in the CLI Makerspace. There’s no need to register; students bring their lunch, laptop, and ideas. Participation is free, making it an accessible and flexible opportunity for secondary students to explore design and technology in a relaxed environment. The CLI Makerspace is equipped with laser cutters, 3D printers,

sewing machines, craft materials, and a range of tinkering tools, all available for students to experiment with and create.

Meanwhile, students in the Primary Years can explore their creative side in the Tinker Lab.

Rachael Yates eLearning Coordinator

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Each week, Upper Primary students explore how digital technology works by quite literally taking it apart. From hard drives and laptops to simple robots, these curious minds dismantle, examine, and even attempt to rebuild various devices. The goal is to nurture curiosity, encourage handson experimentation, and develop an early understanding of how technology shapes our world, all while having plenty of fun.

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Beyond all the making and exploring, both Lunch Lab and Tinker Lab deliver significant educational benefits. Students strengthen their problem-solving abilities, develop technical proficiency, and build confidence through trial and discovery. Just as importantly, these programs foster a sense of community. Students come with friends, share tools, exchange ideas, and celebrate their achievements together. It’s another way for learners to spend their lunchtimes doing something different, purposeful, and rewarding. Ben (Year 7), a Lunch Lab regular, also appreciates the social aspect. “You get to create anything you want with the support

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of teachers and using high-tech equipment, plus it’s a great opportunity for a social chat,” he shared.

With the festive season approaching, Term 4 sessions will take on a creative twist as students

design and manufacture personalised Christmas ornaments and gifts using the laser cutters and 3D printers. We can’t wait to see the innovative and imaginative projects that emerge from these sessions!

Springfield Achieves IB PYP Milestone

This term marked a significant milestone for St Peters Springfield as we welcomed International Baccalaureate (IB) evaluators for our Primary Years Programme (PYP) verification visit. This step is the culmination of years of preparation, commitment, and collaboration, as we work towards becoming an authorised IB World School.

The visit was an overwhelming success. Over several days, the evaluators engaged deeply with our community, meeting with staff, students, and families to gather a holistic picture of how the PYP is being lived out across the Primary Years. Their role was to ensure that the principles and practices of the programme are authentically embedded in our teaching, learning, and community culture.

Classroom Observations

A highlight of the visit was the opportunity for evaluators to spend time in classrooms

across Prep to Year 6. They observed inquiry-based learning in action, where students confidently shared their questions, ideas, and reflections. The evaluators noted the energy and engagement of our learners, commenting on the ways in which classrooms are organised to foster collaboration, creativity, and agency. These observations confirmed the commitment of our teachers to creating dynamic learning environments that empower students to take ownership of their learning journey.

Conversations with the Community

The evaluators also met with staff, parents, and students to hear their perspectives. Teachers spoke about their dedication to developing a Programme of Inquiry that is both rigorous and relevant, while students proudly explained how the Learner Profile guides their daily actions and interactions. Parents shared how the PYP has enriched

their children’s experiences, building confidence, curiosity, and a love of learning.

These conversations provided powerful evidence of the collective effort it has taken to reach this point. The evaluators praised the strength of our partnerships, recognising that the PYP is not just a curriculum framework, but a shared commitment to developing internationally minded learners who will make a positive impact on the world.

A Milestone for Springfield

The successful verification visit is a testament to the dedication of our staff, the enthusiasm of our students, and the support of our families. It reflects the shared vision of creating a community where inquiry, reflection, and action are at the heart of learning.

Senior Christian Studies Retreat Days

An innovative new approach to the delivery of Christian Studies has emerged this year in the Senior School at Springfield. A trial program of Christian Study Retreat Days has reinvigorated learning for seniors in this subject, which is foundational in a Lutheran school.

Following the Christian Studies Curriculum Framework, the retreat planning team organised key concepts around Lutheran Education Australia’s new Free to Flourish vision for learners. This initiative seeks to shape students as relational, compassionate, purposeful, and adventurous people.

Retreat Days are whole days out of the regular school program, dedicated to learning through engagement with a range

of presentations, discussions, and activities. The format for each day is shaped around the theme in focus, with different themes lending themselves naturally to different approaches. For example, the Adventurous theme was developed not by sitting in the Learning Commons or classrooms at school, but by engaging in something a little adventurous. For this theme, we walked to a local park and then set out on hiking trails into the Spring Mountain Conservation Park. As students hiked, they were invited to find places to stop and complete a series of reflective activities using stimuli from the landscape, which unpacked how they might take an adventurous approach in their life’s journey.

A common feature of each Retreat Day has been the Loaves and Fishes elective, whereby students prepare lunch for the day. Students

have embraced this opportunity to serve their peers and enhance the sense of community.

The response from students has been overwhelmingly positive to this new approach. Timed for just after assessment deadlines and examination periods, the Retreat Days have provided students with an opportunity to reflect deeply on the spiritual themes of Christian Studies.

This program is a work in progress and looks to be an ever-evolving exploration of key concepts, as they are applied to a dynamic context. The possibilities for Retreat Days are endless. We look forward to future days to broaden the Free to Flourish vision for our students.

Pastor Matt Wilksch Springfield Chaplain

Work and Welcome

Tyler Steven Mpagi

“Every day has been a learning experience filled with collaboration, laughter, and growth.”

If you visit the Information Technology (IT) Services department, one of the friendly faces you will be greeted by is that of Tyler Steven Mpagi. Tyler joined St Peters at the start of 2025 through the Work and Welcome program run by Multicultural Australia.

This program invites staff to donate from their pay to help someone from a refugee or asylum seeker background gain paid employment for a term. The program aims to build a more inclusive and capable workforce, promote the strengths of cultural diversity, and offer hope, dignity, and belonging to job seekers from refugee and asylum seeker backgrounds.

During Term 1, Tyler worked with Events, People and Culture, the Copy Centre, the IT Services Helpdesk, and Year 10 Entrepreneurial Studies students, drawing on his business experience in Botswana. Tyler quickly became a valued member of our community, known for his friendly smile, impressive work ethic, and varied skillset.

Once Term 1 ended, it was clear that Tyler was the type of person we wanted to employ full-time. He successfully completed the application and interview process and was employed by the College in IT Services.

Tyler is grateful to Multicultural Australia for the opportunity and to the staff at St Peters who made him feel welcome and a part of the community from the first day.

“The kindness, respect, and encouragement I received from both staff and students made a lasting impression on me,” he shared.

“Every day has been a learning experience filled with collaboration, laughter, and growth.”

“Working alongside such a professional and supportive team in IT Services has helped me gain confidence and adapt quickly to the Australian work environment.”

St Peters has been supporting this program since 2013. The longest connection has been with Ranjani, our first Work and Welcome employee. Ranjani worked in the Primary Years, and once her term with Work and Welcome ended, she was employed in the kitchen. Through the St Peters P&F Helping Hands fund and ongoing support from staff, her son Sadu was able to attend St Peters. We recently learnt that Ranjani and Sadu have finally received their Permanent Residency visas — a life-changing result for them after years of prayer and logistical support for this to become a reality.

The Work and Welcome program is just one way that we can live out our values of God’s love and service to others. Every time I see Tyler’s friendly face in IT Services, I am reminded of the importance of community.

Tyler also recognises the special sense of community here at St Peters. “Whether it’s the teachers, support staff, or students, everyone contributes to creating a positive

and inclusive environment that reflects the College’s strong values,” he said.

“I have made many wonderful friendships during my time here, connections that I will always treasure. The teamwork, understanding, and sense of belonging I have experienced are things I will carry forward throughout my career.

“This opportunity has not only helped me enhance my professional skills but has also reminded me of the power of compassion and inclusion. The Work and Welcome program is more than just a job placement; it’s a bridge of hope that allows people like me to start building a new chapter in a new country.”

Grounded in Nature

David Schoeman’s Path to Landscape Architecture

When Year 12 student David Schoeman first arrived at St Peters in Year 10, he noticed something curious: the College had a rainforest, yet few students seemed to use it.

“I thought it was a bit odd,” he recalled. “The school has this rainforest, and we’re never really down there. So, I found out who the current coordinator was, emailed Mrs Daley, and asked if there was anything I could do.”

David’s curiosity sparked a collaboration this year that connected him with Primary Years students, staff, and a former teacher, one that has ultimately shaped his future career aspirations.

Growing up in Wiltshire, England, David’s love of the outdoors began early and in all weather. “Our parents would always say, ‘you just have to wear wellies and a

coat and go outside’,” he said. His mother and grandmother passed on their love of gardening, taking him to the Chelsea Flower Show several times. “Ever since I was little, I always did stuff with Mum in the garden, and eventually, I just did it by myself.”

When David’s family moved to Brisbane, the lush subtropical environment reignited his interest. “It’s so different to the nature in England,” he said. “There’s just so much more life and so much more growing. That’s why I really wanted to do something [with the rainforest] at school. If you’ve got it here, you might as well use it.”

After contacting Teacher Librarian Megan Daley, the Jahnke Rainforest coordinator, David joined a Primary Years tree planting day led by former staff member and rainforest founder, Barry Jahnke.

That was just the beginning. David went on to help label and map rainforest flora and worked alongside staff and volunteers to redesign the entrance garden. “One of Barry’s friends from QUT designed the plan for that project,” David explained. “It was cool to see how he did it, to look at the plan, and ask him about it.”

Through his collaboration with Barry, David gained practical hands-on experience and a deeper understanding of environmental stewardship. “Barry’s taught me that caring for the rainforest is more about educating others,” David said. “He told me how gardeners sometimes clear away the leaf litter, but the plants actually need it. If you teach that to the primary school kids, they won’t go around kicking it and digging it up, because they’ll understand why it’s important for this environment to grow.”

These experiences have also guided David’s career ambitions. Studying landscape architecture will enable him to combine his

love of art and nature, while learning to design public spaces where people can slow down, socialise, and appreciate the smaller details.

Megan says David’s work in the rainforest has been “all the richer” because he’s woven it into his curriculum and assessment tasks. She adds that his involvement with younger students helps strengthen community connections. “Our Years 1–4 students now recognise him as the student who helped with their class tree planting on a very rainy and muddy day! These lovely connections across the College are invaluable.”

Megan also noted that his keen interest in Australian native plants and thoughtful landscape design has seen Barry introduce him to notable landscape architects and local organisations. “It’s a wonderful example of the richness of connection that occurs when young people explore their passions and are confident to seek out experts.”

Barry shares that sentiment. “I could sense from a conversation with David that he had a sincere and genuine ambition to become a landscape architect,” he said. “David should be successful [in that field] because he is a good listener, a careful thinker, and appreciates the natural world.”

With plans to study a dual degree in Landscape Architecture and Architecture at QUT, David’s path is well-grounded. We wish him every success in his studies and future career.

Left page: David with former teacher and rainforest founder Barry Jahnke.

Right page from left: ‘Growth’ (watercolour and acrylic), part of an artwork created by David for his QCAA IA3 project reflects the emotional, spiritual, and social impact of nature. Inspired by the College Rainforest, it layers history and knowledge of the forest and its carers over its living state, exploring how understanding sustains these environments.

David in the rainforest guiding Primary Years students.

“Barry’s taught me that caring for the rainforest is more about educating others.”

Closing the Chapter: Farewell Jan Lewis

Shannon King Communications Officer

After four decades of service, countless Book Week transformations, Readers Cup competitions, and more than a few friendly debates over whether the lights or baubles should go on the Christmas tree first, Jan Lewis (1974), long-serving Senior Librarian and Old Scholar, has closed the chapter on her time at St Peters.

At the end of Term 2, Senior School students paid tribute to Jan during Chapel. The College Captains said of Jan, “Your contributions have helped make St Peters a kinder and more curious place,” a sentiment shared

by the College community. Following the service, students formed a Guard of Honour leading from the Chapel to Langer Library, Jan’s professional home since 1992. Later, current and former colleagues joined her for a special morning tea, sharing many fond memories and funny anecdotes.

For Jan, St Peters has been both the beginning and the lifelong thread of her professional journey. She first walked through the school gates as a student, and years later responded to a job advertisement in the Langer Library, where she was responsible for setting up the audio-visual equipment. “My first days involved going to the Science classrooms to help with a ¾-inch reel-to-reel tape system and 16mm film

Guard of Honour

Jan Lewis

projectors,” she recalled. “It was amazing to assist teachers and eventually develop it into a cable-wide video distribution system.”

That early role soon expanded into a more traditional librarian position and a broader world of books, library services, and connections. By 1992, Jan had become Senior Librarian, a role she held for over 30 years.

“I loved developing the library services over the years,” she said. Despite the monumental changes brought by technology, Jan was heartened to see that the joy of reading remained a constant. “Supporting students, teachers, and the community in their learning through literature has been an amazing experience. Every day was different.”

Under Jan’s leadership, the Langer Library evolved both physically and in purpose. Gone were the burnt yellow carpets and orange vinyl of the 1970s, replaced by a contemporary, friendly space that remained central to the College’s academic and cultural life.

“The library has continued to evolve as a place of academic excellence,” Jan said. “It’s also a place for the community, whether that be classes, friends, or just finding a space to chill.”

If there was one area where Jan’s creativity truly shone, it was Book Week. Her former colleagues spoke with great admiration and affection about the annual celebration of books and reading.

“She wanted Book Week to be bigger and better every year,” said Elizabeth Cushworth. Beryl Ashby added, “She could have been a shopfront designer!”.

Sally Dayton recalled the flurry of activity to get ready before term began: “We’d have five hours to transform the library, and the students would come in so excited to see what we’d created. One year it was a safari, another a car, a boat, and a farm complete with hay, a fence, and a fairy light bonfire. Jan even made a tin shed from painted cardboard. She always had a vision.”

Those moments of creativity and collaboration defined the Langer Library team. “It was such fun,” said Sally. “There was a variety of personalities, and everyone brought their own skills. We could all laugh at ourselves. It made working here so enjoyable.”

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Beyond the elaborate decorations, Jan’s favourite moments were always about people, whether helping a student find the right resource or recommending a book that sparked the imagination.

“I always loved helping people and finding the information they were seeking, or a good book to read,” she said. “I remember the students’ anticipation for the next Harry Potter or Percy Jackson — books that all the students were talking about.”

Other highlights included hosting authors such as Li Cunxin, Patrick Ness, Carole Wilkinson, Rebecca Sparrow, and Morris Gleitzman, as well as countless Readers Cup competitions. “It was always lovely when Old Scholars visited on Open Day and shared their own library memories,” Jan said.

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Now retired, Jan looks forward to a new chapter filled with travel, hobbies, and reading (though not necessarily young adult titles).

“I will miss it all — the events, developing students’ research skills, and putting the right books into their hands. I will miss the collegiality and the daily routine. But it’s time now for other things.”

For generations of students, staff, and Old Scholars, Jan’s warmth, creativity, and quiet dedication made the library more than a space for books. It became a place to learn, to belong, and to escape into story.

In a World of Answers, We Teach Questions

Julia Wright Curriculum Leader Christian Studies Ainslie Hunter Christian Studies Teacher

Walk past a Year 9 Christian Studies classroom at St Peters and you might hear laughter, long pauses, and the sound of deep thinking. Circles of students are leaning in, asking: Why does God allow suffering? Can the Bible be trusted? Are Science and Christianity really at odds?

No teacher is standing at the front, no PowerPoint presentation is on the screen, and no one is trying to win the argument. It’s a Socratic discussion, a structured dialogue where curiosity takes the lead.

In a world where conversation is often reduced to headlines and hashtags, the Socratic method invites students to slow down and listen. Based on the questioning approach of the Greek philosopher Socrates, a Socratic discussion is not a debate but a

shared search for meaning. There are no winners or losers, just a circle of learners committed to understanding. Within the Christian Studies classroom, this ancient method has found new life, helping students wrestle with the biggest questions of existence: How did we get here? Why are we here? Where are we going? Who’s in charge?

It’s part of our Big Questions unit, the final Year 9 Christian Studies topic, and it’s become one of the most transformative learning experiences at St Peters. Each discussion follows a deliberate rhythm. Students begin with a provocation (a story, film clip, or scripture passage) to spark curiosity. They then research independently, following their ‘what ifs’ and ‘I wonders’. Finally, they gather in small groups to discuss, drawing on their preparation but letting the conversation unfold naturally. Reflection follows soon after: What new insights emerged? What questions still linger?

The beauty lies in the process. It’s not about who speaks the most or who has the ‘right’ answer; we assess skills like listening, questioning, and synthesis, as well as how students connect scripture, theology, and lived experience. This is an approach that sits at the heart of Lutheran education. Martin Luther himself encouraged questioning, dialogue, and honest wrestling with faith. Lutheran theologian Malcolm Bartsch writes that engaging with doubt is not the enemy of belief; it’s part of it. The new Lutheran Education Australia Free to Flourish framework articulates this beautifully, describing learning as an adventure filled with “awe-filled wonder” and “hopeful expectancy”. Socratic discussion embodies

that spirit; students grow through curiosity, humility, and dialogue.

A student reflection captures the impact: “I didn’t change my mind, but I understand now why someone else might think differently”. In an era dominated by instant opinions and digital echo chambers, this capacity for reflective dialogue is both rare and essential.

At St Peters Lutheran College, that’s what Christian Studies is all about: creating spaces where every voice is valued, every question dignified, and every silence filled with possibility.

Creating spaces where every voice is valued, every question dignified, and every silence filled with possibility

Continuing the Melody

St Peters Music and its Old Scholars

St Peters is renowned for its exceptional Music program, one that reaches well beyond performance excellence. It thrives on community, with Old Scholars returning to teach, mentor, and perform at events like Carols Under the Stars, Anzac Day, and the Chorale Gala Concert. From this shared passion, a new Old Scholar string ensemble, Symphoria, has emerged — continuing the musical journey beyond the College gates.

SPOSA spoke with several Old Scholar musicians about what inspires them to stay connected to the Music program at St Peters.

Sam Mitchell (2008), an acclaimed pianist and singer based in Oxford, England, has become a familiar face at the College, returning regularly to mentor young musicians. “I’m really passionate about music education, and I find it incredibly rewarding

to help guide the next generation toward achieving their musical goals,” he shared.

During Sam’s most recent visit, he led a piano masterclass and judged the Performer of the Year Recital competition, continuing the cycle of mentorship that shaped him as a student. “Watching young musicians grow in skill and confidence and knowing I’ve helped them believe in their potential is an incredible feeling,” he added.

The same sense of giving back also resonates with Dr Liam Viney (1995), Head of Music Performance at the University of Queensland. “My years at St Peters were absolutely foundational to my musical development, and it was all about the people and the environment they created,” he said.

“There’s a genuine sense of giving back to the community that shaped me, but I’m also continually impressed by the calibre of musicianship and commitment I see in St Peters students. Every time I return, I’m reminded of why music education at this level matters so much.”

Anne Fulton (1988), a professional singer with Opera Australia, Opera Queensland, and the Queensland Symphony Orchestra, and long-time SPOSA Secretary, has returned several times over the years to perform at key events such as Founders Day. “As a student, I always knew I was fortunate to attend St Peters, with its exemplary Music program and incredible performance opportunities,” she reflected.

“That experience lit a passion for the arts in me that still burns strongly today.”

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Will Toft (2013) continues that legacy, returning often to perform at Carols Under the Stars and to mentor younger students in music and drama. “The Music program at St Peters is truly exceptional. But what stands out most are the teachers and peers who made me into the musician, performer, composer, and person I am today.”

This community came together this year to form Symphoria, a new ensemble created and directed by David Deacon, Co-Director of Cocurricular Music and Head of Strings. David’s vision was to bring together Old Scholars who wanted to keep playing music, stay connected, and continue that sense of shared purpose that was a big part of their time at the College. Comprised of approximately 20 graduates from 2018 to 2024, the group debuted in July and performed again in October in collaboration with Old Scholar ensemble, JAMBO.

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David described seeing these Old Scholars return to the stage at St Peters as one of the most rewarding experiences of his career. “They play with genuine passion and professionalism, but also with that unmistakable sense of joy that comes from being part of something familiar,” he said.

While Symphoria rehearsals can take longer than planned — owing to the important business of catching up with one another — that’s part of the magic, according to David. And their first two performances have been everything he hoped for and more.

“Symphoria has become a living connection between past and present, reminding us that the community and friendships formed through music at St Peters don’t end at graduation, they just find new ways to keep playing on.”

Symphoria member Florence Miller-Metzner (2023) has enjoyed reconnecting with and playing alongside old friends and the opportunity to perform a wide variety of repertoire. “I am beyond excited to see what is in store for our 2026 season,” she said.

From global concert halls to local classrooms, St Peters Old Scholars show how music bridges generations and continents. Whether mentoring, sharing their stories or performing with current students, they live More Beyond, in every note.

Grease is the Word

St Peters You’ve Got Talent 2025

Leo Hoare and Amelia Ruthenberg College Captains Noah Jones and Chloe Elbourne Vice-Captains

SPYGT is a celebration of spirit, creativity, and community

This year’s SPYGT Finale brought the house down in true Grease style. From slicked-back hair and leather jackets to powerhouse performances, the energy was electric and the talent unmatched.

The finalists represented a remarkable range of year levels and styles: Ella Kennedy (Year 11), Guerilla Radio featuring Leo Bowker, Owen Lim, Micah Ong, Jason Ku, and Dom Ding (Year 12), dynamic duo Vee Kotapati and Sophie Pu (Year 12), young star Vraj Patel (Year 8), and Annika Seden (Year 10). They each brought their own flair, from rock anthems to soulful ballads.

A crowd-favourite moment? The iconic boarder boys dance featuring flying Year 7s (Ned Robinson and Ethan Doyle-Brown) had the crowd on their feet. Teachers lit up the stage too, with the Deputy Head of College, Lisa Delaney, stealing the spotlight in the staff dance, and others wielding inflatable saxophones like true rock stars. And 2024

winner Jazzi Plummer delivered a powerful guest performance that reminded us of what SPYGT is all about: heart, soul, and pure talent.

This year’s champion, Ella Kennedy (pictured above), wowed both judges and audience with her polished performance of Oscar Winning Tears by Raye. In a generous act, she chose to donate her prize money from SPOSA to the Australian Children’s Music Foundation. She shared, “My charity is important to me because I believe everyone should be able to experience music, regardless of the situation they are in. I found myself in music, and I hope others can too.”

As always, SPYGT is more than a talent show; it’s a celebration of spirit, creativity, and community. Thank you to everyone involved; your support, energy, and talent made this event truly unforgettable.

Performer of the Year

Celebrating 20 Years of Musical Excellence

David Deacon Co-Director of Cocurricular Music

Two decades of inspiring performances and a tradition that continues to lift our young musicians to new heights.

On Saturday 16 August, the St Peters community gathered in the Dron Auditorium for the 20th Performer of the Year Recital Final, an evening that perfectly encapsulated the passion and commitment of our young St Peters musicians.

Nine finalists: Chloe Ryu (flute), Dan Do (cello), Sophie Pu (piano), Indigo Jones (soprano), Sylvia Du (violin), William Clegg (trombone), Nicholas Shi (cello), Mandi Sun (piano), and Lucas Otsu (euphonium) took to the stage, each offering a distinctive musical journey that captivated a wonderfully supportive audience.

Embedded into the tradition of this event are the introduction videos, which allowed each finalist to share the story behind their chosen work, giving audiences a glimpse into their personality and passion for performance.

During adjudication, the audience was treated to a guest performance by the CONISA Piano Trio, whose spirited rendition of Turina’s Piano Trio No. 2 (3rd Mvt) showcased artistry at a professional level.

After much deliberation, Sophie Pu was announced as the 2025 Performer of the Year Recital Winner, earning high praise for her refined technique, expressive playing, and confident stage presence.

The celebrations continued Sunday 31 August, for the Concerto Final, where five soloists performed with the St Peters Symphony Orchestra: Nathan Niessl –Saint-Saëns: Cello Concerto No. 1, Coco Li

– Mendelssohn: Violin Concerto, Emily Ren

– Mozart: Piano Concerto No. 13, Samuel Wu

– Grieg: Piano Concerto, and Charlotte Yang –Prokofiev: Piano Concerto No. 3

Each performance displayed extraordinary courage, precision, and artistry. The orchestra then brought the audience to its feet with a

thrilling Finale from Sibelius’ Symphony No. 2, a fitting tribute to this 20th anniversary year.

Year 7 student Samuel Wu was awarded the 2025 Performer of the Year Concerto Winner; adjudicators described his performance of the Grieg Piano Concerto as “powerful, lyrical, and mature beyond his years”.

As the Performer of the Year competition celebrates 20 years, we acknowledge the hundreds of students who have stood on its stage, each embodying the College’s motto, Plus Ultra – Ever Higher. Many past winners have gone on to pursue professional music careers, a testament to the enduring strength of our Cocurricular Music program.

A complete list of winners from 2005 to 2025 is featured in the accompanying table, a proud record of excellence and dedication. Together, they form a living legacy that continues to define the vibrant musical culture of St Peters.

Honour Board

Recital Concerto

2005 Michael Lane Bradshaw Piano

2006 Michael Lane Bradshaw Piano

2007 Min-Jin Sung Cello

2008 Toni Wei Flute

Nozomi Okubo Chopin Piano Concerto No. 1

Rollin Zhao Mendelssohn Violin Concerto

2009 James Grafton Bassoon

Toni Wei Mozart Flute Concerto

2010 Cindy Yen Piano

Katri Haanterä Cello

Rollin Zhao Mendelssohn Violin Concerto

2011 Darryl Lee Violin

Annabelle Swainston Glazunov Violin Concerto

2012 Tom Holownia Voice

William Shi Grieg Piano Concerto

2013 Samuel Choi Piano

William Shi Chopin Piano Concerto No. 1

2014 Samuel Choi Piano

Nicholas Margarit Beethoven Piano Concerto No. 3

2015 Wilkin Chan Piano

Nicholas Margarit Schumann Piano Concerto

2016 Daniel You Viola

Samuel Choi Liszt Piano Concerto No. 1

2017 Leon Ly Harp

Samuel Choi Rachmaninoff Piano Concerto No. 2

2018 Lief Lundmark-Aitcheson Cello

Erna Lai Shostakovich Cello Concerto

2019 Grace Sun Piano

Yangyang Li Barber Violin Concerto

2020 Alyssa Deacon Double Bass

Angelina Kim Bartok Viola Concerto

2021 Mulan Ma Piano

Alyssa Deacon Bottesini Double Bass Concerto No. 2

2022 Victor Huang Piano

Aden Gao Grieg Piano Concerto

2023 Noah Davies Alto Saxophone

Victor Huang Tchaikovsky Piano Concerto No. 1

2024 Chloe Ryu Flute

Nathan Niessl Shostakovich Cello Concerto No. 1

2025 Sophie Pu Piano

Samuel Wu Grieg Piano Concerto

Parents as Pedagogical Partners

Engaged parents help create engaged learners, and our shared commitment builds a community where every child can thrive

At St Peters, we recognise that the partnership between home and school is one of the most significant contributors to a child’s learning and wellbeing. In the Primary Years, our goal is to engage parents through authentic connection, collaboration, and communication. This commitment ensures that students flourish as members of a community that values relationships, diversity, and international mindedness.

So, what do we mean when we talk about parental engagement rather than parental involvement? Involvement refers to parents participating in school events or activities, such as volunteering or attending functions. Engagement, however, moves beyond presence to partnership; it is about parents and educators working together in a shared understanding of how children learn and how we can support them to thrive. Research by Professor John Hattie highlights that genuine parent engagement, where families understand and reinforce learning at home, has one of the most significant positive effects on student achievement and wellbeing. When parents are true partners in learning, they help build a consistent language between home and school, fostering trust, shared responsibility, and belonging, all essential to our students’ flourishing.

The appointment of a dedicated Parent Liaise Partner further strengthened relationships between our culturally diverse families and the College. Working alongside her was a network of Primary Years Parent Representatives, one from each class from Prep to Year 6. These representatives provide vital links between teachers, families, and the broader school community, ensuring communication remains clear, collaborative, and supportive. We also recognise that our families bring culture and identity to St Peters, and the sharing of this diversity further enriches our community.

Throughout the year, we invite parents into the heart of the learning process through initiatives such as Parent Sharing Sessions, Pop-Up Mornings, and Learning Walks for Parents. These provide valuable insights into classroom learning and pedagogy, developing parents as important partners in their children’s education. More formal Parent Information Sessions, focused on areas such as Home Reading and Numeracy, equip families with strategies to support learning at home.

Lisa Challenor Head of Primary Years

Our inquiry-based learning program offers rich opportunities for parent engagement. Initiatives such as the Living Library, where Year 1 students connect with grandparents during their ‘Where We Are in Place and Time’ Unit of Inquiry, and the Human Library, supporting Year 6 students in preparing for their PYP Exhibition, are highlights throughout the year. Similarly, Unit of Inquiry Sharing Days, such as the Year 3’s ‘Celebrations’ unit to Year 4’s Rube Goldberg machines, invite parents to share in their children’s inquiry journeys.

Beyond the classroom, engagement continues through community-building events such as Under 8’s Week and Multicultural Week, which celebrate diversity and foster belonging. Parents contribute to lunchtime activities, share cultural traditions, and enrich students’ understanding of the world. As one parent reflected, “St Peters feels more international than many universities. How fortunate my child is to be in a school that cherishes multiculturalism so deeply”.

We cultivate a focus on wellbeing through programs such as UR Strong Friendology and our Triple P Parenting seminars, which connect classroom language to conversations at home. Additionally, PrePrep Literacy Sessions support parents of future students as they prepare for the transition to Prep.

Together, these initiatives cultivate a culture where parents are active participants in their children’s education. Engaged parents help create engaged learners, and our shared commitment builds a community where every child can thrive. The strength of St Peters lies not only in its teachers and students but in the partnership of families walking the journey together.

At its heart, this partnership reflects the Lutheran ethos of grace, service, and community — a belief that we are called to work together in support of every child’s God-given potential. Through shared understanding, open dialogue, and mutual care, we embody the Gospel in action: learning, growing, and flourishing together in Christ.

Partnering in the Centre

Renata Rankin Director of Identity, Formation and Service

During the September school holidays, St Peters embarked on its first-ever partnership Service Learning tour to Central Australia, with students from Daramalan College in Canberra. While St Peters and Daramalan have previously enjoyed many tours with Red Earth, this partnership was a first for both Colleges. All up, 22 students, four teachers, two Red Earth tour guides, and one 4WD bus driver spent nine days immersed in culture and community at Uluru and Sandy Bore/Tali Walpa in the Northern Territory and at Kenmore Park in the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in South Australia.

The partnership went so well that the Red Earth leaders and bus driver couldn’t tell which students belonged to which school. The students were combined into duty groups and quickly connected over cooking, cleaning, support, and leadership jobs. St Peters Year 11 student, Frankie Humphreys, commented, “I often have a difficult time being out of my comfort zone, but the circumstances of Immersion combined with the people in my company made it easier to get out of my shell and really feel a part of the team”.

Over the nine days of Immersion, students explored Uluru, yarned with Traditional Owners and their families on two separate homelands, dug for witchetty grubs, made clap sticks, painted a mural, tried dot painting, installed solar lights and repaired facilities, learnt some local language, visited a local school, cooked kangaroo tail and baked damper, played with children in community,

went foraging and hunting with the locals, plucked and cooked Plains Turkeys, hiked the King’s Canyon Rim Walk, slept in swags under the stars, and reflected each night around a campfire.

It was an opportunity like no other — to engage with and learn from Traditional Owners on Country, hear their stories firsthand, and experience life alongside them for a short while. The experience humbled our students, as they considered different perspectives and ways of living, but also realised how much we all have in common.

“On Immersion, I was surprised by how similar the girls we met in Central Australia were to us. They use social media, have phones, and enjoy the same things we do,” shared Bronte Morrison (Year 11).

All Over the World

Kaleidoscope 2025

Christine Taylor Co-Director of Cocurricular Music

Over the years, Kaleidoscope has grown to become one of the signature events in the Year 8 calendar, described by Junior High students as a ‘rite of passage’. The 2025 production, All Over the World, followed the students of 8A through the highs and lows of school life and assessment, as they explored their own and other cultures, discovered new places, and celebrated the amazing world around them.

With a cast of nearly 120 enthusiastic Year 8 students and five exceptionally organised backstage crew members, the performances were energy-filled and engaging. From the

inclusive message of ‘Welcome’ and the heartfelt emotion of ‘Who I Am’, to the energy-filled boys’ dance ‘Aussie BBQ’, the spectacular and colourful ‘Dancing in the Street’ routine, and the uplifting finale ‘I Lived’, each scene reflected the creativity and commitment of all involved.

Some of the cast and crew shared their reflections on what the experience meant to them:

Luke Palfreyman said, “For me, one of the most challenging parts of Kaleidoscope was combining the singing with the dancing choreography, which took the most rehearsal time. Seeing it all finally come together and look fantastic was incredibly rewarding and satisfying. Kaleidoscope has helped me

“[I Lived] is about experiencing things and living your absolute best life, which was one of the main themes.”

grow in many ways, the most significant being that it has helped me become more comfortable performing in front of people, especially as a soloist or as part of a small group.”

Greer Chenoweth said, “I absolutely loved the ending of the show when all the cast came together to sing ‘I Lived’ by One Republic. It was such a great song choice. The song is about experiencing things and living your absolute best life, which was one of the main themes. It was so amazing to be on stage with all my friends, having just had such an incredible experience through Kaleidoscope.”

And behind the scenes in the backstage crew, Olivia Strachotta said, “Try it! ... you make so many friends, and you get to feel part of the play, even if you’re never seen!”

Special thanks go to the Arts Professionals team, the many St Peters staff who supported the students throughout the rehearsal process and performances and the parents who assisted with the set and costuming.

Creativity Flourishes at St Peters

A culture of learning, confidence, and self-expression through the Visual Arts

At St Peters, the arts are more than subjects — they’re a journey. From Year 7 to Year 12, students are immersed in a culture of creativity through making, where imagination, confidence, and individuality are nurtured at every step.

Access Arts workshops are central to this journey. In the studio, clay classes offer the tactile joy of hand building, painting sessions blend technical guidance with thoughtprovoking themes, and photography workshops introduce students to the craft of the darkroom. Each semester brings fresh opportunities and projects to explore, and students quickly discover how curiosity builds lasting passion.

For Year 8 student Esther Walter-Sewell, Access Arts has been a launchpad for personal growth and artistic recognition. This year, her paintings earned a Highly Commended at the Brisbane Portrait Prize and third place at the Ekka. These are outstanding results for someone just beginning her creative journey.

By Year 12, the results speak volumes. From light and resin to oil painting, clay, and sculpture, graduating students present artworks that reflect years of development through Access Arts and the broader Visual Arts curriculum. It’s an environment where creativity becomes second nature and is deeply valued.

Year 12 students Michaela Chong, Gabi Dunsford, Ting Jiang, Jada White, and Zac Koehlitz are preparing to take their creative intuition into university studies, equipped with confidence and maturity that will set them apart in a world that celebrates innovation and originality.

Gabi shared her appreciation for the support she received throughout her Visual Arts education, saying it allowed her to “grow and explore different interpretations of the world”.

“Art highlights the beauty and signals the danger to an audience,” she explained. “It demonstrates different perspectives and manipulates the narrative as writers would within their books.”

Gabi plans to continue her arts education at university in Western Australia and eventually complete post-graduate studies in art conservation and restoration.

Ting’s work has been recognised at the Next Gen Brisbane Portrait Prize and the Little Darlings Portrait Prize at the National Portrait Gallery, Canberra, among other competitions. She credits the St Peters Visual Arts team for their guidance and expertise.

“They taught me all I know about oil painting, assisting me in developing my portraiture techniques and taking me to where I am proud to be.”

After graduation, Ting will study Industrial and Product Design at the University of Arts, London, aiming to design solutions that will improve the way we live and interact with the world.

At St Peters, creativity isn’t just encouraged; it’s fostered as a lifelong strength. It’s what More Beyond looks like in the art room: young artists learning not only to create, but to find inspiration and see possibility everywhere.

Bringing the Magic to Life

Bradley Chapman Curriculum Leader Assistant Drama

This year’s College production of Harry Potter and the Cursed Child (High School Edition) brought the wizarding world to life through impressive technical effects, heartfelt performances, and a touch of real magic.

As our students know, theatre is about far more than lines and cues. It builds collaboration, empathy, and creative problem-solving. This production relied on teamwork above all else to make its magic believable.

Throughout the process, students strengthened their confidence and focus while learning to stay open-minded and adaptable. They communicated with care,

supported one another, and discovered how effort and trust can turn ideas into reality.

Theatre education offers students belonging and purpose. It fosters imagination and deep engagement with stories and people. The lessons learned on stage endure long after the final curtain: courage to speak, respect for others, and the understanding that creativity can make the impossible achievable.

Student Cast members from the Harry Potter and the Cursed Child (High School Edition)

Siana Lawrence and Pranay Parmar

2025 Performing Arts Captains

This year, we’ve had the honour of taking on the roles of Performing Arts Captains for 2025. One of our main duties was involvement in the senior production, Harry Potter and the Cursed Child. As we have both been part of these productions since Year 10, we knew that we wanted to create a culture encapsulating inclusivity, creativity, and encouragement. We used our prior experiences in Drama to drive and

mentor the younger actors, helping them discover the joys of performing. Whether it be rehearsals, Drama classes, or one-on-one guidance, they have grown to love the stage as much as we do. Through this process, they built confidence and learned to work together as a team. Watching them grow and find their voices has reminded us why we started Drama ourselves, and it has been so rewarding to play a part in supporting the next generation of performers.

Having grown up alongside the original Harry Potter films, we all instantly felt a connection to the story, making performing not just a play, but rather a chance to bring a beloved part of our childhood to life, for not just us, but the audience as well.

Plus Ultra in the Performing Arts

Geraldine Campbell Springfield Performing Arts Coordinator

The Plus Ultra motto has truly come to life this year within the Performing Arts faculty at St Peters Springfield. Our Arts Captains and Middle Leaders championed this mindset by sharing an uplifting affirmation at assemblies: Be on time. Be prepared. Be a leader. Believe!

Our Performing Arts program remained steadfast in its commitment to Plus Ultra – Ever Higher, recognising the vital role the arts play in nurturing and showcasing the unique gifts and talents of our students. This year, our cocurricular offerings expanded, participation in private tuition grew significantly, and students performed at a record number of events both on and off campus.

One of the proudest moments was our collaboration with Waveney Yasso to create a bespoke Acknowledgement of Country song. In July, we had the honour of performing this piece alongside Waveney at the Independent Schools Heads of School Summit on the Gold Coast.

September brought another highlight as both Primary and Secondary Performing Arts troupes presented A Night at the Theatre to enthusiastic audiences. Our connection with the wider Springfield community

also deepened through our participation in the Springfield Festival of Learning. The College hosted a vocal workshop with four other schools, led by renowned Australian composer Paul Jarman.

As part of the same festival, Year 9 students Miandri Korf and Aleena Merrish won the Rising Stars Instrumental Section, while Alyssa Beauchamp (Year 10) earned second place in the Secondary Vocal Section. These outstanding accomplishments reflect the depth of talent in our community.

Our Dance Troupe brought energy and creativity to the Greater Springfield Festival, and both primary and secondary students shared live music performances with the residents of Aveo Retirement Village, reinforcing our commitment to community engagement.

St Peters Lutheran College Springfield also shone on the regional stage. We celebrated a record number of State Honours Ensemble offers, strong results at the Ipswich and Beenleigh Eisteddfods, outstanding external examination achievements, and confident representation at the EnglishSpeaking Competition.

Term 4 highlights include the PA Showcase Concerts, Studio Recitals, instrumental and Speech and Communication examinations, Christmas Carols, and our end-of-year Presentation Events.

And finally, planning is underway for the possibility of an inaugural St Peters Springfield Musical in 2026. Stay tuned!

Springfield Teacher Spotlight:

Renee Yates – Arts in Action

Dom Piacun Head of Secondary Years Springfield

Ms Renee Yates is lifting Arts education at St Peters Springfield and across Queensland. As Secretary of Australian Teachers of Media (ATOM QLD), she advocates for Film, Television and New Media (FTVNM) and the broader Arts, shaping statewide conversations, resources, and opportunities for teachers and students.

A recognised subject-matter expert in Media Arts and FTVNM, Ms Yates has presented at three ATOM State Conferences, the 2023 ATOM National Conference at Bond University, and a range of professional learning sessions online and in person. Her student outreach is equally strong, delivering hands-on workshops at the Queensland Academy for Creative Industries and the Port Shorts International Film Festival in Port Douglas, where she equips emerging creatives with practical skills and pathways into the screen arts.

Ms Yates’ own practice focuses on illustration and animation as storytelling through

the moving image. She has twice featured in Ipswich City Council’s SPARK Festival and was the 2024 Featured Artist, with a commissioned work showcased throughout the Nicholas Street precinct. Her artworks have been finalists in the Queensland Regional Arts Awards and have won the New Media category at the Ipswich Art Awards. She is currently developing a short, animated film, which is a longer-form project exploring the intersection of art and narrative in animated media.

At the College, Ms Yates’ professional leadership translates into vibrant curriculum, authentic assessment, and industryinformed partnerships. Our students don’t just learn about the Arts, they make, curate, and share it with confidence. We’re proud to celebrate the Plus Ultra approach of Ms Renee Yates: advocate, practitioner, and Curriculum Leader, whose creativity and expertise are opening doors for young artists every day.

Left to right: Renee Yates presents in class. Renee with Ipswich Mayor Teresa Harding at the 2023 Ipswich Arts Awards

The Future of Sport at St Peters Springfield

Sport has always been an important part of life at St Peters Springfield, and as we look towards 2026, our vision at Springfield is to build a sporting program that inspires participation, fosters excellence, and strengthens community.

Our foundations are built on the College values of Care, Dignity, Respect, and our motto, Plus Ultra – Ever Higher. These values underpin every aspect of our new Sport model. We want our programs to be inclusive and competitive, tough but fair, and always centred on good sportsmanship. Above all, our goal is to grow good people, not just good athletes.

This direction is also guided by the College’s Strategic Pillar – Wellbeing & Care: Every Person Matters Every Day. Our strategic intent is to strengthen a safe, nurturing, and supportive culture where each person is known, valued, and cared for. Through

Sport, we aim to implement programs and practices that actively build wellbeing, resilience, and character, equipping our students for life beyond the playing field.

Students are at the heart of this vision. Their aspirations highlight the importance of identity and culture, high expectations, and a strong sense of unity. They want traditions that build school spirit, opportunities that celebrate success, and pathways that allow every student to participate and achieve at their own level.

The 2025 season has already shown what is possible. Springfield students embraced the invitation from the Greater Brisbane Conference (GBC) with pride, being crowned Overall Secondary Percentage Swimming and Track & Field Champions, as well as Overall Percentage Primary Track & Field Champions. Many students also earned individual age champion titles and broke records. These collective achievements were further strengthened by strong individual performances, with a number of students representing St Peters at regional, state, and national levels.

Building on this success, our 2026 Sport model will introduce a refreshed structure for training and competition. Students will continue to enjoy a wide range of opportunities, including Netball, Australian Rules, Touch Football, Indoor Cricket, Volleyball, Basketball, and Football, while maintaining a strong focus on our core sports: Swimming, Cross Country, and Track & Field. Complementing these opportunities, the College’s Athletic Development Program will support students of all abilities — emphasising safe movement, long-term growth, and lifelong positive habits — while also providing expert coaching for those pursuing elite sporting aspirations.

With a commitment to care, inclusiveness, and excellence, the future of Sport at St Peters Springfield will ensure that every student can thrive on and off the field.

Old Scholars Sport Spotlight

Breaking Records

Shaun Nodwell Director of Sport

We are thrilled to highlight the outstanding achievements of Track & Field athlete Torrie Lewis (2022, pictured first), who has gone on to represent Australia on the global stage. As a dedicated and accomplished Old Scholar, Torrie often returns to check in at her alma mater, inspiring current students with her commitment and humility.

At the 2025 World Athletics Championships in Tokyo, Torrie smashed her own 100m national record, posting a blistering time of 11.08 seconds in the heats, a performance that sent her into the semi-finals. She also recorded a personal best of 22.56 seconds in the 200m, finishing among the elite sprinters of the event, and represented Australia in the 4×100m relay.

Torrie’s journey from school athlete to world competitor embodies the values we hold dear at St Peters, those of perseverance, excellence, and community. Her continued engagement with the College, sharing stories, offering support, and mentoring younger athletes, strengthens our culture and reminds us that success can grow from the very tracks and fields where it all began.

Congratulations, Torrie, your achievements make the St Peters community immensely proud. We look forward to following your journey as you continue to break barriers and motivate future students to dream big.

Rugby Success

Jeremy Lohe Assistant Director of Sport

St Peters celebrates and congratulates the achievements of three Old Scholars who are excelling in professional Rugby. Each of these young men embodies the College motto, Plus Ultra, demonstrating that determination, hard work, and grit pave the way for success.

Kadin Pritchard (2022, pictured second) made his Super Rugby Pacific debut for the ACT Brumbies in Round 1 earlier this year, following an impressive campaign with the Australian U20s in South Africa in 2023. During the St Peters First XV’s Canberra tour, Kadin met with the squad to share his experiences, an inspiring highlight for the boys as he spoke about the value of perseverance and commitment.

Vaiuta Latu (2023, pictured third) has continued his rise through the Rugby ranks, becoming a standout performer in the Premier Rugby competition throughout 2025. His consistent form was rewarded with selection for the Queensland Reds, where he debuted in the opening round of Super Rugby Australia, facing none other than Kadin and the Brumbies in his first professional match!

Wallace Charlie (2024, pictured fourth) has also achieved remarkable success, debuting for the Australian Men’s Sevens team at the Los Angeles leg of the World Sevens Series. His selection followed outstanding performances for the Australian U18 Sevens. He recently played for the Western Force U19s, and he will now progress to the Force’s senior Super Rugby squad.

Despite their growing reputations on the national and international Rugby stage, Kadin, Vaiuta, and Wallace remain grounded and deeply connected to their roots at St Peters. They speak fondly of their time at the College and the lessons learned while wearing the butcher stripe.

Kicking Goals

Aiyana Pritchard and the Rise of Girls’ Australian Rules Football

Ms Lauren Head Springfield Acting Head of Learning & Innovation

Australian Rules Football has firmly planted its roots at St Peters, and the results speak for themselves. With back-to-back QGSSSA premierships and two undefeated seasons for the Open and Senior A Girls teams, the College has quickly become a force in the girls’ school competition.

At the heart of this story is a driven and dynamic athlete, Aiyana Pritchard (Year 11). Since Year 8, Aiyana has remained undefeated across every season she has played, securing two senior premierships along the way. This year, she helped lead the St Peters Open Girls team to victory at the StreetSmarts AFLQ Schools Cup, the premier statewide school competition.

Aiyana’s own Australian Rules journey began with curiosity and hesitancy. “I was first introduced to AFL by one of my teachers and a friend at school,” she recalled. “At first, I was hesitant to try something new, but once I

gave it a go, I realised how much I enjoyed it. I’m really grateful to them for encouraging me, because AFL has become something I am truly passionate about.”

Initially focused on Track & Field and Netball, Aiyana’s shift to Australian Rules was partly inspired by Emma Zielke, 2021 Brisbane Lions AFLW Premiership captain and now her coach. “Emma’s story inspired me to see what’s possible. Having her as a coach has shown me that with hard work and grit, I can create my own path in AFLW.”

That path is well underway. In 2025, Aiyana was selected for the Queensland Under 18 Girls State Squad and competed in the Marsh AFL National Championships, where Queensland finished runners-up. She impressed as the team’s leading goal kicker, averaging 1.5 goals and nine disposals per game — remarkable stats for her age. Her standout performance earned her a spot in the National Future Girls Showcase, a key event for identifying top talent ahead of the 2026 AFLW Draft. Scouting notes praised her explosive speed, aerial presence, and natural instincts as a target forward.

Confidence has been a big focus for Aiyana this season. “When I’m under pressure or not

performing my best, I reset, take a breath, use quarter-time to refocus, and lean on my teammates for energy. I trust the work I’ve done and back myself to deliver,” she said.

Aiyana is also a member of the Youi Brisbane Lions Academy and the Toyota AFL Multicultural Academy – Girls, two elite talent pathways offering additional development and national exposure.

Despite her achievements, Aiyana remains grounded and committed to encouraging others to follow the same path.

“Don’t be afraid to try something new, whether that’s playing AFL or stepping into a different position. You never know what might come from it. It’s better to try and find out than to never try and always wonder,” she said.

With her sights set on the 2026 AFLW Draft, and with the support of her team, coaches, and school community behind her, Aiyana Pritchard represents the future of AFLW: strong, fast, fearless, and ready.

Meanwhile, interest in the sport is growing rapidly at St Peters, with over 80 girls registered for this term’s QGSSSA Junior Girls Australian Rules season. From 2026, St Peters Springfield will offer Australian Rules to all boys and girls from Year 3. Students will compete in the Greater Brisbane Conference Term 1 modified 9-a-side competition, and Year 7 and 8 students will enjoy their first StreetSmarts AFLQ Schools Camp, building lifelong participation and passion in the sport.

The future of Australian Rules at St Peters is bright. From premiership wins and national recognition to grassroots expansion in Springfield, the sport is creating opportunities for students at every level. And with players like Aiyana leading the charge, the College might be unstoppable.

“It’s better to try and find out than to never try and always wonder.”

St Peters Basketball: A Year of Growth, Culture, and Rising Success

Ainslee Knight Girls Sport Coordinator (Acting)

Dan Fraser Boys Sport Coordinator

“They’re not just showing up, they’re competing with purpose.”

St Peters Basketball has experienced a transformative period of growth, with both the boys’ and girls’ programs making significant strides in 2025, with notable achievements. Under the guidance of experienced coaches and leadership, the program has not only improved its on-court performance but also fostered a culture of pride, resilience, and unity.

Basketball Coordinator Miss Georgia Smith has played a pivotal role in this growth. A former Southern Districts junior and US college athlete, she returned to Australia in 2021 and now competes in the NBL1 league. Her coaching credentials include leading Queensland South’s U16 Girls to Gold in 2024 and Bronze in 2025 at Nationals. Her dual experience as player and coach has helped shape the vision and direction of St Peters Basketball.

While 2024 presented its share of learning opportunities, 2025 has brought a renewed sense of purpose to the boys’ program

with the appointment of Head Coach Mark Nawfal, whose emphasis on team culture and pride has revitalised the boys’ teams. “They’re not just showing up, they’re competing with purpose,” he said. Mentorship and connection between junior and senior squads have been key strategies in building consistency and confidence.

The girls’ program continues to thrive, driven by a strong foundation and high standards. Opens Coach Mike Ayanbadejo has been instrumental in this success, bringing professionalism and leadership that have elevated the team. Under his guidance, the Open Girls team is once again competing in the Championship Division at the Champion Basketball School of Queensland (CBSQ) tournament.

A major focus in 2025 has been on expanding training and competitive opportunities. Teams participated in high-level events like the Bremer Invitational and CBSQ, gaining valuable experience and building team chemistry. Miss Smith’s goal of having all teams qualify for CBSQ is becoming a reality. The Open Girls claimed the Division 2 title in Term 3, while the Years 9–10 Girls and Years 7–8 Boys and Girls teams are competing in Term 4.

Junior teams (Years 7–9) have been a standout this year. Players across both programs have shown impressive growth in resilience, teamwork, and game understanding. “Their confidence grew with every game,” one coach noted, highlighting the foundation being laid for future success. The First V boys team also demonstrated notable improvement and intensity throughout the season.

Ongoing skills sessions offered to both programs have been crucial to individual development. The girls’ program continues to produce standout athletes who not only excel technically but also embody leadership and sportsmanship. Despite facing intense competition from more established programs, our teams responded with determination and unity. “Our players never backed down,” said one coach. “They used those experiences as motivation to keep improving.”

Looking ahead, the vision is clear: to build a sustainable, inclusive, and competitive

program where both boys and girls thrive. With a strong junior base and a culture of pride and accountability, St Peters is well on the way to becoming one of Queensland’s top Basketball schools.

Two Decades of Opportunity and Connection

The Indigenous Education Program at St Peters

For nearly 20 years, the Indigenous Education Program at St Peters has been one of the College’s most significant initiatives, embodying a commitment to reconciliation, equity, and the transformative power of education. Established in the early 2000s by then-Head of College Stephen Rudolph, the program was inspired by Old Scholar and Indigenous leader Noel Pearson, founder of the Cape York Partnership, who envisioned a collaboration that would provide young Indigenous students with access to a world-class education while maintaining a connection to their culture and identity.

Since its foundation, the program has welcomed hundreds of Indigenous students from Queensland, the Northern Territory, and beyond — each bringing unique stories and perspectives that enrich College life. Today, it continues to thrive through strong links with the Cape York Partnership, the Australian Indigenous Education Foundation (AIEF), and the Northern Territory Department of Education. These organisations share a common goal: to empower Indigenous students to excel academically and personally and thrive in their future careers.

Each year, around 35 to 40 Indigenous students from Years 7 to 12 board at St Peters, supported by dedicated staff who provide a home away from home and a stable and

supportive environment. For many, the Boarding house becomes a family, offering the encouragement and care needed to navigate the challenges of school life far from their communities.

Central to the program is the Links to Learning class, led by a dedicated fulltime teacher who provides both targeted academic support and culturally sensitive pastoral care. Links to Learning recognises each student’s needs, whether they be academic help, guidance through transitions, or simply a safe place to reflect and connect. Regular involvement from Elders from the partner organisations helps students maintain ties to their communities and

traditions, reinforcing that academic achievement is best nurtured alongside a strong sense of identity.

The outcomes speak for themselves. Graduates have gone on to higher education, professional careers, or leadership roles within their communities. Others have achieved excellence in sport, the arts, and service. Their achievements are a source of pride for themselves, their families, the wider College community, and the Old Scholar network that continues to support them.

Old Scholar Latiesha Dunbar (2012) from Tiwi Island, Northern Territory, studied a Bachelor of Media and Communications at QUT and currently works at the NSW Aboriginal Land Council as the Brand and Partnership Officer in Sydney. She shared, “Attending St Peters with the support of AIEF gave me the tools and confidence to build a future I once thought was out of reach.”

“It has led me to incredible opportunities, from working at the NSW Aboriginal Land Council to serving on the Board of the National Apology Foundation with former Prime Minister Kevin Rudd.

“These experiences have reinforced the importance of resilience, using your voice to lead, and creating opportunities that empower the next generation to achieve their full potential.”

The AIEF has noted that it partners only with Australia’s leading boarding schools, and St Peters is proud to be recognised within this group. This partnership is a testament to the quality of the program and to the holistic support the College provides. It also highlights the contribution of Indigenous students themselves, who bring energy, enthusiasm, and perspective to the classroom, the sporting field, and leadership forums.

As the program approaches its twentieth year, its legacy is evident. It is a story of vision, sparked by the leadership of an Old Scholar who believed in the transformative power of education. It is a story of partnership, with families, communities, scholarship providers, and staff all working together to support students. And above all, it is a story of achievement, as generations of Indigenous students continue to leave their mark on St Peters and the world beyond.

It is a story of achievement, as generations of Indigenous students continue to leave their mark on St Peters and the world beyond

Parade of Nations

Reflections from the Girls Boarding House

Abi Heelan Head Boarder Girl

I come from a remote property three hours from Emerald, Queensland and have boarded at St Peters since Year 7. Before coming to the College, I completed my schooling through School of the Air, though I spent most days working alongside my dad and three brothers on our property.

My time at St Peters has been an incredible journey, shaping me from a shy, homesick Year 7 student who had never sat in a classroom with more than five people into a confident, independent, and resilient young woman.

Boarding life has come with its fair share of challenges including sharing a bathroom, having a curtain for a door, and living with 70 girls for ten weeks at a time. But it has also given me some of the best memories of my life. From enjoying a late-night toastie with the girls, to Thursday night shopping trips, and the excitement of seeing everyone on the first night back after holidays, these

moments have created friendships and memories I’ll always treasure.

Through these experiences, I’ve come to deeply appreciate the sense of support and connection that our Boarding community offers, especially during tough times. Transitioning into a leadership role felt natural because I’ve grown up with many of the girls here and watched them grow, too. Coming from a remote background instilled in me a strong sense of community, and Boarding has only strengthened that, particularly in my leadership role, where I strive to be there for everyone throughout their journey.

To anyone joining Boarding, whether you’re in Year 7 or Year 11, my best advice is simple: keep your head high, be kind to everyone, and make the most of every opportunity you’re given.

Chloe Elbourne College Vice-Captain

Boarding at St Peters has been one of the most transformative experiences of my life. When I arrived in Year 7 from a small country town, I was a little overwhelmed by the change. I went from attending a school with a few hundred students to one where there were hundreds in a grade alone. Over the years, Boarding has taught me many life lessons; however, the main ones are independence, resilience, and growth.

Living alongside people from diverse backgrounds has also helped me develop empathy, patience, and a deep appreciation for community.

Like any journey worth taking, Boarding has had its challenges. There were times when homesickness hit hard. Balancing schoolwork, extra-curriculars, leadership, and Boarding responsibilities wasn’t easy either. But those moments taught me strength and perseverance. The highlights far outweighed the challenges: late-night laughs in the common room, hundreds of new sisters, support from Boarding staff, and a shared sense of pride in our second home. These experiences have given me memories I’ll cherish forever and people I’ll be close to for the rest of my life.

Boarding has been the foundation of my leadership journey. Living in a community where we support, respect, and look out for one another has shown me what true leadership looks like; it’s not about titles, it’s about care, consistency, and courage. I’ve learned to listen first, act with empathy, and lead by example.

To all the younger boarders and those considering boarding school, my biggest piece of advice is to embrace every moment. Don’t be afraid to step out of your comfort zone, get involved, and build connections with the people around you; they’ll quickly become your second family. Lean on others when you need to, and offer that same support in return, because at the end of the day, we are all in this together. Most importantly, be kind to yourself and take pride in your journey. Boarding is a once-ina-lifetime experience that will shape you in ways you can’t yet imagine, so make the most of it and do everything you possibly can!

Boarding is a once-in-a-lifetime experience that will shape you in ways you can’t yet imagine

The Reunion Season

Llewellyn Jones President St Peters Old Scholars Association

Have you been to a school reunion? If you haven’t, maybe you’ve wondered what it would be like. Perhaps the tyranny of distance, or the busyness of modern life, has kept you from it. That happened to me. I didn’t get to one until the 25th anniversary. I was glad I finally made it, though I disgraced myself by forgetting the name of one of my fellow boarders. Ouch! (Frances, if you are reading this, I hope you’ve found it in your heart to forgive my momentary lapse of memory!)

This faux pas did not deter me from attending the next three reunions. Each was an opportunity to reconnect and check in with the folks I grew up with, the teenagers of my youth, now all with full life experiences. And yet somehow, they are still uncannily recognisable as the 16- or 17-yearolds who, like me, traversed the same school

In Memoriam

We respectfully acknowledge the passing of the following Old Scholars.

Help us honour and remember members of our St Peters community.

If you know of an Old Scholar who has passed, please contact us at 3377 6592 or sposa@stpeters.qld.edu.au

quadrangle back in the day. I’m already looking forward to the next reunion opportunity.

We are currently in the middle of no fewer than 14 peer year reunions, all happening between August and November, and covering a spectrum of graduates from the 1960s to the Year 12s of 2024. It is a booming activity!

Reunions are different things to different people, of course. If you wish to read a poignant reflection on reunions, I recommend Old Scholar Lars Bang Madsen’s (1990) account of the recent 35-year reunion on campus, titled ‘On the Shortness of Life: The School Reunion’, published on Substack. Lars says it far more eloquently than I can:

“In the melancholic glow of that evening, as hugs were exchanged and promises made to ‘stay in touch’, I felt a quiet resolve. Life’s shortness isn’t a curse; it’s an invitation to live more fully, more authentically.”

Certainly, reunions can be an instrument for self-reflection on your own life journey, as much as they are an opportunity to celebrate and recognise the ups and downs of our classmates. There can be a kind of safety in sharing life experiences with those who went through the ups and downs of the schoolyard. We are an extended family in that sense, and families come together to celebrate each other in good times and support each other in challenging times.

Please don’t wait 25 years, as I did. Be in the moment and use those moments to connect and reconnect with the people in your life. Share your stories, laugh, and cry together. It’s all part of the human condition — celebrating the continuity of the lives that we began together and go on our separate but intersecting paths. It is the enduring power of what we have in common.

Lyle Voll (1952)

Robert (Bob) Krause OAM (1953)

Alan Cameron (1955)

Jimmy Chee Mee Wan (1959)

Reginald Grosskopf (1960)

Morelle Lee Walmsley (née Wightman, 1960)

Mervyn Otto (1961)

Juergen Raasch (1962)

Roger Doessel (1962)

Michelle Gan (née Cotterell, 1965)

Heidrun Stoeckl (1973)

Evelien Parker (née Vriend, 1975)

Dominick Sweeney (1977)

Gavin Maslen (1990)

Alice Vujanovic (1990)

Elenore Mackie (past music and choir teacher, 1974–1981)

–

Celebrating Connection and History

SPOSA Reunion Weekend 2025

SPOSA’s annual Reunion Weekend was again a highlight on the calendar, with Old Scholars from across the decades gathering from near and far to reconnect and celebrate their time at the College.

Festivities kicked off on Friday 13 June with the ever-popular President’s Drinks, held at SPOSA Café in the Centre for Learning and Innovation. Old Scholars from peer years spanning the 1950s to the 2000s gathered for a relaxed evening of drinks, canapés, and conversation. A highlight of the evening was an outstanding performance by St Peters Strings in the Dron Auditorium, showcasing the incredible talent of current students and serving as a beautiful reminder of the College’s rich musical legacy.

Special thanks to Isabella Barber (2022) and Tristan Jones (2020) for their assistance behind the bar, and to SPOSA President Llewellyn Jones (1983) for warmly welcoming guests and reflecting on the importance of community and connection. With nearly 60 Old Scholars in attendance, it was a wonderful way to open the weekend.

Saturday began with morning tea in the Ross Roy gardens, celebrating 80 years of St Peters. Over 50 Old Scholars from the 1950s to 1990s came together, some visiting the College for the first time since graduation, and many reuniting with classmates they hadn’t seen in decades. Tours, led by prefects and boarders, gave guests a chance to revisit cherished spaces and see how the College has evolved.

A Songs of Praise service followed, led by Pastor Tim Jarick, with Old Scholars selecting their favourite hymns. The day continued with a delicious long lunch prepared by Chef Chris and his team. With over 100 Old Scholars in attendance, we honoured our Platinum (1955), Diamond (1965), and Golden (1975) reunion groups, who were presented with commemorative badges and certificates by SPOSA President Llewellyn Jones (1983) and Secretary Anne Fulton (1988). A special shout-out to the Class of 1985, who had a particularly spirited table as they celebrated 40 years since graduating.

For those who are unsure about attending a reunion, it was great to receive feedback from Merilyn Rohde (1985). “I cannot tell you how lovely it’s been to attend the SPOSA reunion events on Friday and Saturday with a few of my cohort, not to mention aunts and a cousin who had attended the College before me,” she shared.

“And what a joy to meet Pastor Mayer (1950) again. I admit that I’ve never considered returning to St Peters, and I came only at the invitation of a dear classmate and fellow boarder, Sally Bell. I am very glad I made time to attend.”

Reunion Weekend concluded on Sunday with a Chapel service, morning tea, and the SPOSA AGM, filled with productive updates and exciting plans for the year ahead.

Thank you to all who helped to make this weekend possible: SPOSA Committee

Members Llewellyn Jones (1983), Anne Fulton (1988), Julie Ross (1969), Gwen Lewerissa (1973), Cassandra Sun (1991), Zoe Truesdell (1998), Row Lester (1991), Rob Barber (1990), and Patron Margaret Curnow (1960); and our dedicated peer year coordinators Phillip Woo, David King, Bradley Porter, Cameron Quinn (all 1975), Gwen Lewerissa (1973), and Julie Ross (1969).

To everyone who joined us to be part of this special annual celebration, we can’t wait to welcome you back next year as we mark another milestone — 80 years of SPOSA!

Amanda Osborne Alumni and Archives Officer

Making Magic from Paper

Sarah Capon

When award-winning illustrator, artist, and animator Sarah Capon (2010) first saw her debut picture book, Grow Big, Little Seed, in bookstores, she could hardly believe it. The story she’d spent eight painstaking months bringing to life, through “gluey fingers, slow progress, and plenty of late nights”, was finally out in the world.

That same book has earned Sarah one of Australia’s most prestigious honours for emerging illustrators: the Children’s Book Council of Australia (CBCA) New Illustrator Award. The judges described her illustrations as “highly original, perfectly capturing the metaphor of the garden and complex emotions of the characters”, high praise for a first-time picture book creator.

Written by Bec Nanayakkara and published by Hardie Grant, Grow Big, Little Seed follows a young girl, Nina, as she navigates the joys and disappointments of nurturing a seedling. Beneath its vibrant illustrations and gentle

storytelling lies a sensitive exploration of pregnancy loss, sorrow, hope, and the joy of rainbow babies.

Sarah’s involvement in the project came “out of the blue”. The publishing director at Hardie Grant found her work on Instagram and reached out. “She told me she’d been looking for a story that my work would be perfect for, and then she read the manuscript for Grow Big, Little Seed,” she shared. “She said my work made her feel safe.”

That sense of warmth and care is deeply embedded in Sarah’s intricate papercut art, a style she discovered in 2020 after years of working digitally as a graphic/motion designer. “I was craving something tactile and physical,” she said. Over the past five years, Sarah has gradually developed her style by mixing illustration with layered paper techniques. “My art style had to adapt to the limitations of paper, which is how my shape language and colour schemes evolved.”

Sarah’s creative process is as layered as her illustrations. Each page of Grow Big, Little Seed began as thumbnail-sized layouts, then became full-colour digital illustrations

“My art style had to adapt to the limitations of paper, which is how my shape language and colour schemes evolved.”

before being carefully translated onto paper.

“Every scene is built layer by layer,” she said. Once she created each page in paper, she photographed them to convert the illustration into print-ready digital files. This process took eight months.

She described seeing her book on shelves and in readers’ hands as “wild”. “I never would have thought this could be my future back in high school,” she said. “Knowing that something I made is being shared at bedtime is a huge honour.”

Sarah’s creative journey can be traced back to her time at St Peters, where she was “one of those art kids who took all the art subjects they could.” She remembers staying back at

lunch to keep working on her projects and trying her hand at Photography, Visual Art, Film and TV, and Graphics. She also toured Europe with Chorale in early 2011.

Interestingly, the teacher who left the biggest impression was her English teacher, Mr Fitzgerald. “I wasn’t particularly academic then and had basically given up on getting good grades (outside of art classes, of course).” Somehow, Mr Fitzgerald inspired her, and Sarah worked hard in his class to improve her writing.

That mindset shift gave Sarah new confidence in her capabilities. She went on to study Design at Griffith University, completed her Honours year, and received the University Medal for outstanding academic achievement. Since then, she has built an impressive portfolio spanning illustration, animation, and design.

Her standout projects include Luminescent Longreach, a large-scale projection artwork that lit up a Qantas 747, and the promotional poster she created for Griffith University’s Creative Arts Open Day, which she described as a “full-circle moment”. “It was my first big campaign image and getting to see my work plastering my own city on billboards, bus stops, and more was really cool,” she said.

Despite her growing recognition, Sarah’s motivation remains anchored in connection. “The most rewarding thing is the feeling of seeing people connect with my work,” she said. “Once, someone told me my art makes their heart happy. I’ve never forgotten that.”

Exercise

QPaediatrics

Qpilates

Mother Son Breakfast

In July, our mothers and sons came together to enjoy good food and good company and be inspired by a story of the road less travelled. What happens when you buy a one-way ticket to Africa with no set plan? For St Peters Old Scholar Will Szalay (2014), it marked the beginning of a transformational journey of curiosity, courage, and calling. Will shared his remarkable experience of living and working in remote Ghanaian communities for more than two years, navigating unexpected challenges and discovering a deep sense of purpose along the way. He encouraged the boys to embrace the unknown, emphasising the profound impact it can have, not only on their own lives but on the lives of others.

2025 Gala Ball

Nearly 300 members of the St Peters community embraced the glamour and ruby theme as they gathered at the Brisbane Convention and Exhibition Centre to celebrate 80 Years of St Peters at the Gala Ball. The evening was a great success for our chosen charity, Youngcare, with more than $20,000 raised to support their vital work empowering young people with high care needs. Guests danced the night away with the help of Rhythm Road Band, who kept the dance floor full by delivering all the classics. A special thank you goes to our excellent MC, Kat Feeney, whose infectious energy and quick wit kept the evening punchy and punctual. We also extend our gratitude to our event sponsor, Ecoelectric, and to our auctioneer, Phill Broom from Ray White Springfield, whose enthusiasm and humour inspired generous bidding during the live auction. Finally, thank you to all our prize donors and supporters. Your generosity ensured plenty of lively bidding and helped make the Gala Ball a truly memorable celebration of our 80th year.

Connecting with our Old Scholar community

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Patron: Margaret Curnow OAM (Neumann 1960)

President: Llewelyn Jones (1983)

Vice President: Rowena Lester (Fulton 1991)

Vice President: Rob Barber (1990)

Treasurer: Simon Gideon (Mafi 1994)

Secretary: Anne Fulton (1988)

Committee Members 2024–w2025:

Julie Ross (Hillman 19 69)

David Jones (1969)

Gwendoline Lewerissa (1973)

Phillip Woo (1975)

Bradley Porter (1975)

Karel Baum (1976)

Cassandra Sun (1991)

Jennifer White (Dalrymple 1996)

Zoe Truesdell (Wihardjo 1998)

Ailsa Wood (Patterson, 1992)

Andrew Corkery (1995)