St Peters Lutheran College Magazine
Celebrating 80 Years
2025 | Issue 1
Welcome to Plus Ultra reimagined.
We’re thrilled to unveil a bold new design that is contemporary, vibrant, and created with you, our community, in mind. It’s a timely evolution, aligning with a milestone year as we celebrate 80 years of St Peters. This edition pays tribute to our rich history while looking confidently to the future, honouring where we’ve come from and embracing what lies ahead.
We hope you enjoy this new chapter of Plus Ultra
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 image: Girls Open Cricket team celebrates their first win during their debut season.
Left: 2025 Founders’ Day Assembly with students, staff, and Old Scholars gathering in the Chapel Forecourt for the first time in five years.
St Peters Lutheran College 07 3377 6222 reception@stpeters.qld.edu.au stpeters.qld.edu.au facebook.com/stpeterslutherancollege instagram.com/splc .official
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Every 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.
80 Years
of Excellence in Christian Co-education
One of my highlights every year is when the Year 2s and 7s visit Ross Roy to learn a little about the history of St Peters and the origin stories of our College. This year, their visits have been extra special, as 2025 marks 80 years since the foundation of St Peters back in 1945. I always start the student visits by emphasising that it was a miracle that St Peters even started.
Our founders faced considerable obstacles and barriers. In Queensland, the Lutheran Church was a small, minority church based in rural areas. Brisbane had only three parishes, and even in nearby provincial regions such as Toowoomba and Bundaberg, most members came from the surrounding farms. How could such a small church, with limited means (you could say a church with the resources of about five loaves and two fish, to use a biblical analogy), possibly support the establishment of a school?
On top of this, World War II still raged. The war impacted the Lutheran Church in Australia. There were strong antiGerman feelings, more so in cities, where the small numbers of Lutherans enabled stereotypes of Lutherans as Germans to flourish. The community still perceived the Lutheran Church as the ‘German Church’.
Then there was the question of money. Unlike some other Christian churches, the Lutheran Church was not a church of means, nor did it have the ear of government.
To quote Robin Kleinschmidt, former Acting Headmaster, Deputy Headmaster, Old Scholar (1954) and College Dux, in his prologue to Upon This Rock, ‘the threats of war, the hostility of anti-German sentiment, the financial difficulties, the smallness of a minority church, the relative isolation of many of the rural congregations were no match for the welling up of
enthusiasm for a Queensland Lutheran College. Pastors and lay people alike were determined to create new educational opportunities for their children and a means of nurturing them in the faith of their fathers.’ Those Lutherans from 80 years ago looked to provide greater opportunities for their children, and education was an important means to that end.
And so, on 20 February 1945, St Peters opened its doors for the first time to 56 students, 28 girls and 28 boys, all of them boarders. St Peters was Brisbane’s first co-educational ‘private’ school. It was an experiment that many said was doomed to failure. Our history books record people as saying: ‘how could you possibly have red-blooded boys and girls in the same classroom; surely it must render learning impossible’. Eighty years of ‘Excellence in Christian Co-education’ has proved the doubters wrong.
“These were no match for the welling up of enthusiasm for a Queensland Lutheran College.”
There is an incredible richness to our College’s story over the ensuing 80 years. St Peters has grown and developed in ways our founders could not have imagined—in size, status, reputation, facilities, technology, and curricular and cocurricular programs. It is one of Australia’s leading coeducational day and boarding schools. The St Peters community of today enjoys the incredible legacy of our founders. As one Year 2 student reminded me a couple of years ago when I asked what a legacy was—a legacy is a gift. We need to treasure and nurture the gift of a St Peters education so that those who come after us may continue to experience its benefits.
Mr Schneider, our founding Headmaster’s great hope for St Peters was that it ‘would be a school that would do much good for the Church and our Country’. For 80 years, we have striven to realise that hope. I share Mr Schneider’s hope for our College and pray that for the next 80 years (and more), our community will continue to strive to make it a reality.
Plus Ultra. Every Higher. More Beyond. St Peters Lutheran College.
Living Well in Community Together
Renata Rankin Director of Identity, Formation and Service
I’ve been in my role as Director of Identity, Formation and Service for exactly one year now, and the most common question I’m asked is: “What does that mean?” The role is not as straightforward as some I’ve held— classroom teacher, German teacher, Learning Support Teacher, and Head of Exceptional Learners. They are a little more obvious from their titles. But Identity, Formation and Service? These are far more open to interpretation. I’ve pondered that question considerably
over the last 12 months and have concluded that, in essence, this role is all about helping people live well in community together.
So what is it that enables St Peters to be a community where people can grow, flourish, and live well together? St Peters is a large and complex community, but some key things allow us to confidently declare that we truly offer a holistic education that transforms lives and communities.
“We truly offer a holistic education that transforms lives and communities.”
Identity: We are a school of the Lutheran Church of Australia and have the gospel of Jesus Christ at our heart.
John 10:10 says, “I came that they may have life and have it abundantly.”
This Good News, of forgiveness and unconditional love, revealed through Jesus, allows us to live freely and with hope, relationally and restoratively. This grace is lived out as we value the innate
dignity of each individual, made in the image of God.
Formation: At St Peters, we are all about the ‘growing of a who’, the intentional shaping of our young people. Sadly, there are plenty of examples in society of people not living well together and behaving in ways that don’t inspire hope, peace, or wisdom. But every day, under the guidance of their dedicated teachers, our young people engage in critical thinking, dialogue respectfully, consider different perspectives, wonder in awe at the complexity and intricacy of life, build self-awareness, and deepen their understanding of themselves, God and those around them. Every day, they are learning, growing, and becoming.
Service: The words of 1 John 4:19 spur us on to serve: “We love because he first loved us”. Service at St Peters is justice-
oriented and in response to God’s love, not because we must do good things but because they flow out of who we are. Martin Luther’s quote rings true: “God does not need your good works, but your neighbour does.” Service Learning at St Peters encourages students to consider the deep needs of the world around them and use their gifts and talents to meet those needs. It fosters an other-centred, outwardlooking posture through a curriculum that highlights interconnectedness and links with real-world encounters and problem-solving.
Every day, I am thankful for this role, which gives me a chance to do the heart-work, of shaping and impacting young lives and helping people live well in community together.
Academic Results | 2024
Academic Excellence and Personalised Learning: The St Peters Difference
Peter MacDonald Head of Teaching and Learning Innovation
As Head of Teaching and Learning, I am proud to share the exceptional achievements of our 2024 Year 12 cohort— results that reflect the strength of our academic programs and the depth of care and intentionality that define the St Peters Lutheran College approach to education.
This year, five students achieved perfect scores of 100 out of 100 across seven QCAA subjects, and 47 students were named Academic Scholars, earning an ATAR of 96 or above. Sixteen students achieved an A grade for all six of their General subjects, and 32 students achieved an A grade for five of their General subjects. One student, Austin Liu, achieved the highest possible ATAR of 99.95. In total, 5.5% of the cohort achieved an ATAR of 99 or higher, while 44% earned an ATAR of 90 and above. Our highest IB score was 44 out of 45, achieved by Michael Cheung—building on a strong history that includes a perfect IB score of 45 in 2022, equivalent to an ATAR of 99.95.
These results are a testament to the robust academic culture at St Peters—but it’s our unique academic model that truly sets us apart. The St Peters difference lies in the breadth of subjects and pathways available. Students can choose between QCAA, IB, and VET options, selecting a path that best suits their learning style, goals, and interests.
Our Teaching and Learning Framework is central to our academic philosophy, which places the student at the centre of every learning experience. We are intentional in the curriculum we deliver and the assessments we use, ensuring they provide clarity, purpose, and timely feedback. Our teachers know their students well and design lessons that are flexible, engaging, and highly responsive to student needs. Feedback is not a one-way street; it’s a constant dialogue. Teachers regularly adapt and refine their lessons using real-time feedback and reflective practice.
An essential part of this support structure is our Academic Mentoring Program. Every Year 12 student is paired with an academic mentor who walks alongside them throughout the year, helping them to navigate the rigours and responsibilities of senior studies. This program reinforces our commitment to knowing and growing each learner, both academically and personally.
The Class of 2024’s success results from many hands and hearts working together—students, teachers, families, and the wider College community. It is a privilege to witness their growth and celebrate their achievements.
Pushing Your Limits
An interview with QCAA Dux Austin Liu (2024)
“A place where I quietly pushed my limits, found my voice through music and leadership, and laid the foundation for everything that comes next.”
What does the recognition of St Peters Dux and a QCAA Distinguished Academic Achievers Award mean to you?
Being named Dux of St Peters and receiving the QCAA Distinguished Academic Achievers Award is a deeply meaningful recognition for me. More than the awards themselves, what means the most is the growth I experienced through the challenges— learning how to manage cocurriculars, stay motivated and focused, and maintain a balance. For those who knew me earlier on, it’s no secret that academic success didn’t always come easily. It was only in my Senior years that I really found my stride, so I hope my journey can be a reminder to others that with resilience, integrity, and consistent effort, it’s never too late to pursue your goals.
What were some of the biggest academic challenges you faced in your Senior year and how did you overcome them?
One of the biggest academic challenges I faced during my Senior year was managing the intensity of multiple high-level subjects while trying to maintain consistency across all of them. What helped me was making a conscious effort to carve out time for hobbies and reminding myself that progress doesn’t have to be dramatic— taking small, consistent steps forward made all the difference.
Did you have a study strategy that worked particularly well?
I followed a fairly structured study routine throughout the week. Year 12 gets busy very quickly, so it really helps to stay organised. I often wrote quick notes during the day and made a schedule each afternoon to plan what I wanted to get done. One of the most effective strategies I found was reviewing content before class—just a light overview, nothing too in-depth.
How did your involvement in Music complement your studies?
Music was an essential part of my journey—it gave me a sense of balance and emotional expression that complemented the intensity of academics. Playing in ensembles like Symphonic Winds and JAMBO offered a kind of release; it was a space where I could reset, focus on something creative, and be fully present. I think that balance helped me sustain my motivation and mental wellbeing throughout Year 12. Plus, I got the opportunity to visit Monash University through JAMBO which gave me a huge boost in motivation as externals approached. Huge shoutout to the Music department!
As 2024 AIC Chess Captain, what was it like leading the team to victory?
Leading the AIC Chess Team to a premiership was an incredible experience. It was deeply rewarding to see all the effort, strategy, and training come together after years of growth. As Captain, I focused on really supporting our younger players— Chess is as much psychological as it is technical. I’m really excited to see how they do this year.
How did you balance your academics and cocurricular commitments?
Time management was all about prioritisation and consistency. I treated cocurriculars like Music and Chess as non-negotiable parts of my week and built my study schedule around them. One of the biggest time-savers was using class time effectively. I know it’s easy to zone out or get bored in lessons, but I found that staying engaged in class meant I had to do far less catch-
up later. Even just actively listening or asking the right questions made a big difference.
What are your plans for university and beyond?
Right now, I’m in my first year of the MD program at Monash University, so most of my focus is on building a strong foundation in Medicine. Long term, I’m aiming to become a doctor who not only knows the science but really understands people. I want to be someone patients can trust.
How would you sum up your St Peters experience?
A place where I quietly pushed my limits, found my voice through Music and leadership, and laid the foundation for everything that comes next.
Springfield Academic Results | 2024
Sarah Gunn-Glazebrook Head of Learning and Innovation Springfield
The St Peters Lutheran College Springfield community proudly celebrates the outstanding achievements and diverse journeys of our Year 12 graduating class of 2024. Inspired by our College motto, Plus Ultra, these young people have shown a true commitment to pursuing lives of purpose and reaching ever higher.
Our 2024 graduates have achieved impressive results in their QCE and VET qualifications. This success speaks volumes about their commendable diligence, the unwavering support of their families and teachers, and the intentionally designed, enriching environment at St Peters Springfield.
We extend our heartfelt congratulations to our esteemed College Dux, Nishanth Rakesh, and Proxime Accessits, Brianna Trinh and Jacob Frandsen, for their exceptional dedication to Academic excellence. So, too, we congratulate Lowana Chow—the inaugural recipient of our QCE Award— for earning an impressive 28 QCE points across her Senior journey. Their achievements serve as an inspiration to the St Peters Springfield student body.
It’s wonderful to note that, in 2024, 47% of our tertiarybound students received offers for their first course preference. Furthermore, a significant 41% secured early placement offers, a testament to the effectiveness of the College’s strong career guidance and pathways support.
We’re also thrilled to witness our graduates venturing into a wide array of fields, with notable interest continuing in the Health, Science, and Engineering disciplines, alongside emerging interest in fields such as Commerce and Architecture. This diversity truly reflects the College’s dedication to nurturing each student’s unique talents and aspirations and providing a breadth of opportunity.
The Class of 2024 embodies the very heart of the St Peters Springfield spirit—a community known for its culture of Care, Dignity, and Respect, where we go the extra mile for one another. As each Old Scholar steps confidently into their future, we have no doubt they will continue to pursue lives of purpose, guided by strong values, and make a real difference in the world. We offer them our warmest congratulations and wish them every success in their future endeavours. May God bless them.
Craig Brown, Head of Springfield, congratulates Nishanth Rakesh, 2024 College
Dux.
Design with Heart
Baitoey’s Creative Contribution to Elephant Conservation
Shannon King Marketing and Communications Officer
While most students spent their Christmas break relaxing, Year 12 Boarding student Baitoey Suteewong took a different path that combined her passion for design with a cause close to her heart.
Baitoey has long been drawn to design and often spends her spare time creating digital artwork. In September last year, she began seriously exploring it as a future career. While home in Thailand over the summer holidays, a suggestion from her family to gain hands-on experience led her to a design internship at a local boutique called Eleph, known for its elephantthemed products.
“Luckily, the owner was there that day, so I had the chance to ask him about the internship program for high school students,” she said. “I guess he saw something in me.”
That conversation turned into a realworld project with real impact. Eleph asked Baitoey to design merchandise (shirts, hats, keychains, bags, and dolls) for a fundraising campaign supporting the Friends of the Asian Elephant Foundation, a hospital for injured elephants in Lampang Province.
Baitoey studied photos of elephants at the hospital, sketched her ideas, and used Adobe Illustrator and Photoshop to bring them to life. Her design process took two to three weeks, followed by a month-long production process.
Boonme, a permanent resident of the hospital who arrived in 2010 after stepping on a landmine, became the heart of Baitoey’s design. “The most important thing for me was to feature Boonme the elephant on the shirt,” she said. “All of them are very cute but sad and in pain from their injured legs”. However, design was only part of the project. “Creating the design was easy but fundraising and helping sell these products was hard for me. I contacted my relatives and many friends and their families. Pretty much everyone I know on my list.” Her efforts helped raise AUD 3,900, with the overall project generating AUD 13,000.
Design teacher Michael O’Hara praised Baitoey’s initiative: “It’s great to see her putting some of the skills she learnt in her Design class into a real-life project. A teacher rarely sees the skills you have taught students get used in a realworld situation. It gave her insight into the constraints of working within an organisation, such as deadlines, budgets, and collaboration with other team members.”
“Don’t be afraid to ask and step up to show off your talent…”
For Baitoey, the internship confirmed her career direction. “It reinforced my passion and confirmed that this is the path I want to follow in the future,” she said. “It has given me the confidence to move forward, knowing that this is the field where I can thrive and make a meaningful impact.”
She’s already working on her next project, designing merchandise for the Somboon Legacy Foundation and preparing a portfolio for university applications in Queensland, Melbourne, and the Rhode Island School of Design in the US.
Baitoey urges anyone wanting to pursue their passion to be bold and look out for opportunities. “Don’t be afraid to ask and step up to show off your talent... Sometimes, you have to go chase it down. Don’t wait around for them to come find you.”
McGrath Real Estate
My name is Alex Jordan, and I’m proud to support St Peters as a long-standing platinum sponsor through McGrath Real Estate. My wife and I have two children at the College, and it’s a privilege to contribute to the life of the school, particularly through community events and sporting programs such as Rugby, Netball, and Cricket.
Supporting St Peters is about more than sponsorship, it’s about helping create exceptional opportunities for all students. It’s a place where young people are encouraged to excel in every area, whether in the classroom, on the stage, or out on the sports field.
In my professional life, I work with families during one of their most significant milestones: buying and selling homes. Recent highlights include selling an architect-designed riverfront property on Glasnevin St, Indooroopilly, and a striking contemporary home on Duke St, Toowong.
I am honoured to be a part of these journeys and to support our school in fostering the next generation of homeowners, innovators, and leaders.
Client Testimonials
Apart from performance, Alex has many strong qualities that I admire. He is trustworthy, honest, and always straightforward, and his professionalism and integrity are beyond reproach. I consider Alex to be much more than an agent. I will continue to seek his advice, and he will sell any family assets that we wish to divest.
John and Claire Steffensen
Having been involved in property development and construction in Brisbane for many years, we have come across and dealt with many real estate agents. Alex Jordan is, without a doubt, the best! He is the most focused and methodically planned agent we have ever had the pleasure of dealing with.
Guy Kits
Alex is adept at leveraging strategic property styling and the latest marketing technology. His commitment to powerful branding ensures your property is exceptionally presented in a competitive market. Alex has exceptional negotiating skills, innovative marketing strategies, and a highly skilled team of specialists. By partnering with Alex to sell your house, you are selecting the ‘best of the best’.
Nicole and Richard Ward
Alex is highly professional and very much in his own lane. It is easy to see why he is the expert in the Indooroopilly area and St Peters precinct. His knowledge of the local market and the area was obvious. He didn’t just list our house and wait for it to sell—he was always strategic, transparent, and negotiated successfully on our behalf.
Courtney Lockett
Dr Carson Dron
A Legacy of Leadership at St Peters
He helped elevate the stature of the College to a position of pre-eminence in the state.
Obituary by Carson
Dron Jnr
Carson Robert Dron was born in the Cromer Hospital, Mackay, on 23 March 1939. His father, Robert Dron or Bob as he was known, was a Scottish émigré who came to Australia at 19. His mother, Lucy Sophia (née Howard), was the youngest of the nine children of George and Esther Howard, who had migrated to Australia from England in 1890 and eventually took up cane farming just outside Mackay.
Carson was the first of three children born to Bob and Lucy. His sisters, Joan and Lindsey, were born during World War II, even though his father enlisted in the RAAF in 1942. Bob was trained as an aircraft fitter and assigned to a survey flight that spent the war years flying around the coast of Australia, from which duties he could enjoy some leave with his wife and children. During the war years, the family lived with their maternal grandmother, Esther Howard, who was an important figure in Carson’s early life. After the war, his father took a position with Fields Pty Ltd, and the family moved to Finch Hatton, a hamlet fifty miles west of
Mackay, where they spent two happy years before moving to Gargett.
From there, the family moved back to Mackay, and Carson spent his high school years at Mackay State High School. Because of the limited opportunities available to him during his primary years in small country hamlets, it was only in Year 10 that he had his first major experiences in two areas: classical music (through a Music Appreciation class held by a teacher) and sport. These were to be an important part of his life thereafter.
At the end of Year 10, much to his surprise and that of his teachers, he gained eight A passes in the Junior Public Exam and won the Rotary Medal for the highest pass in the Mackay District. He was introduced to Rugby League during high school and represented Mackay at the junior level. He and his school friends were also introduced to Basketball, and the team they formed, the Vikings, became an important contributor to the development of that sport in Mackay. He matriculated as Dux of the school in 1956.
23 March 1939 – 7 February 2025
Former Headmaster
Of the scholarships available to him, he chose a bursary from the Mackay Sugar Research Institute since that would enable him to return to Mackay after his time at university. This meant that he would do a Science degree, majoring in Chemistry, not his first choice—he would have preferred to study Arts— but one he did not regret in retrospect. He spent three years at Emmanuel College, St Lucia while completing his studies for a Bachelor of Science.
As a young boy, he had a good soprano voice, and when it broke, a bass voice of some quality began to appear, but he had few opportunities to develop it in Mackay. When he went to Brisbane to start his university studies, at the suggestion of the organist at the church he attended in Mackay, he enrolled for lessons with James Christiansen at the newly established Queensland Conservatorium of Music. Under Christiansen’s tutelage, his voice blossomed, and his teacher encouraged him to enrol full-time at the Con, but lack of finance, together with the existing commitment to the bursary from the Sugar Research Institute, precluded this happening. In later years, he wondered what might have happened had he been able to follow that path.
After three years in Brisbane, Carson lost his desire to return to Mackay, and when he learned of an opening on the staff of St Peters Lutheran College, he applied and was appointed to the staff
by the then Headmaster, Mr H W A Lohe. This meant repaying the bursary to the Sugar Research Institute, which he did over the next six years.
Carson threw himself into his new position, serving as a Boarding house master, Science and Maths teacher, Choir conductor and Rugby coach. In this latter role, he gained considerable success and put the school on the map in that sport. It was at St Peters that he met Lois Eckert. They married in December 1965. Their first child, Carson Howard, was born in July 1967.
The following year, when he was just 29 years old, Carson was invited to take up the position of Headmaster of St Peters, and upon accepting the appointment, he was sent to the USA in November 1968 to commence a three-month tour of US schools and colleges. Lois, by now pregnant with their second child, joined him in River Forest, Illinois, in March 1969, where Carson completed his master’s degree
and where Cameron Robert was born in June of that year. The family then moved to Cambridge, England, in November to commence a six-month stay, during which Carson visited many English schools.
He took over the reins of leadership of St Peters in 1971 and began 23 years in the position of Head of St Peters. During his time as Head, the school increased its enrolments from 700 to 1,400, and many innovative developments occurred, which helped elevate the stature of the school to a position of pre-eminence in the state. The outdoor education centre, Ironbark, at Crow’s Nest, became an integral part of the educational experience of St Peters students and attracted nationwide interest. This, together with curriculum developments such as Social Education (which included sex education, a first for a Queensland school), Design Education, which introduced every
student to art and craft, Computing (in which St Peters became a national leader), and a steadily developing Music program indicates the breadth of his educational vision for all students at a time when the independent school curriculum in Queensland was a narrow and essentially academic one. He often said that he regretted the many things he missed out on during his school years and was determined that the students in his care would not miss out on opportunities to be exposed to a wide range of subjects and activities and so have the chance to develop their talents and interests to the fullest.
In 1978, he was granted leave to begin his studies for a doctorate and enrol at the University of Minnesota. The family spent eighteen very happy months in Minneapolis before returning to St Peters College in January 1980. He continued working on his doctorate in Cognitive Psychology in his spare time and received the degree in April 1982.
He was active in the wider educational scene, serving as Vice-Chairman of the AISQ and as a member of the Ministerial Consultative Council on Curriculum and the Ministerial Advisory Committee on Non-state Schools.
Towards the end of his time at St Peters, differences with the College Council over plans to expand the school to a site in Bardon ultimately resulted in his resignation in March 1994. He then went into what he hoped would be a temporary retirement. However, his plans to start afresh and open a new school were unsuccessful. Then, in 1998, he began an association with a Chinese businessman who wanted to establish an international school for Chinese students who wished to enter university in Australia. This occasioned five trips to Shenzhen in southern China, an experience that prompted an attempt to learn some Mandarin and began an ongoing interest in Chinese
history and culture. However, the school did not come to fruition.
The death by suicide in 2013 of Lois and Carson’s younger son Cameron was a devastating tragedy from which they never fully recovered. Lois died on 6 July 2020, six days after her 91st birthday.
In his final years, Carson was fortunate to enjoy the companionship and support of his dear friend Lyn. In retirement, he took up photography in earnest, concentrating on birdlife and landscapes. His love of music, a constant solace, continued throughout his old age. He read extensively: psychology, history, politics, and biography were among his many interests.
Wolf Stuetzel – A professional colleague and friend, drawing on a 40-year relationship.
Every school’s origin story is shaped by the people and events that created it and those who led it over time. At St Peters, Headmasters, Heads of College, teachers, students, and parents have contributed to a rich and memorable history. The College’s leaders are especially important for understanding St Peters’ history, as they influenced its values, traditions, programs, and defining moments—many of which still guide the College today.
Dr Carson Dron served as Headmaster from 1971 to 1994 and significantly
impacted the developing character of St Peters as a co-educational institution of the Lutheran Church of Australia. Much has been written about his important contributions to the College’s educational philosophy, its physical, organisational and cultural development, and pastoral care framework, which he regarded as necessary for a co-educational boarding school of the Lutheran Church. What follows is my reflection on the qualities of Dr Dron that helped St Peters grow from a ‘good’ College to a ‘great’ College during my time there from 1985 to 1992.
Dr Dron’s intelligence, deep curiosity about the created world, and appreciation of Lutheran theology were crucial factors in establishing his vision for St Peters. He had a strong determination to succeed in everything he undertook. Such intense commitment meant he was resolute in doing what was necessary to shape St Peters in a manner consistent with its
motto, ‘Plus Ultra’. In addition, he had a keen ability to notice important details, nuances, and complexities, which enabled him to make sound decisions with the support of the College Council when developing a consultative form of educational leadership. He could, for example, identify what was significant when evaluating different teaching practices and assess which curriculum designs or management structures were more effective than existing practices. His expertise allowed him to serve as a thoughtful educational critic, pointing out problems or deficiencies and using these insights to select and initiate improvements at St Peters.
His endless curiosity and ability to learn covered topics such as educational philosophy, educational theories, cognitive psychology, and Lutheran theology. He read seminal books, including Thomas and Waterman’s In Search of Excellence and the philosopher Alan Bloom’s Closing of the American Mind. Regular debate and discussions with like-minded experts within and outside the College refined his insights. He was skilled at developing strong arguments, reasoning clearly, and communicating effectively. Dr Dron continually studied contemporary educational practices implemented in local, national, and international contexts, looking for methods and initiatives that could be adapted and effectively implemented at St Peters. The implementation of nationally leading developments such as a desktop computing program using a campus-wide virtual private network (before the arrival of the Internet in Queensland) allowing students and staff to communicate and access shared resources, the evolution of the internationally renowned St Peters Chorale, and the establishment and advancement of St Peters Western Swim Club are key examples of his innovative vision and practice. Others include the introduction of the Year Level Coordinator structure for pastoral care and academic oversight in the
secondary years, the rationale for the establishment of the Junior High Sub School, the implementation of comprehensive study skills and critical thinking skills programs across all secondary year levels, the preparation and implementation of the College’s first full evaluation, the introduction of a comprehensive Gifted and Talented program, and the implementation of Australian Studies for Years 8–10 and Political Studies for Years 11 and 12 as Dr Dron strongly believed that all students should have some understanding of how our society and political system worked. Whilst Dr Dron was the primary instigator of these initiatives and provided strong support to give each program every opportunity of success, immense credit is accorded to the staff who developed, implemented, and refined these programs, greatly enriching the educational experiences of St Peters students.
Dr Dron understood the vital role of teaching and non-teaching staff in realising the St Peters vision. Committed to upholding the College’s Plus Ultra philosophy, he interviewed each candidate to ensure they aligned with its values and spirit and outlined expectations and the journey ahead. Interviewing prospective students and their parents, he likewise clearly outlined his expectations.
An important aspect of Dr Dron’s leadership was his focus on creating a strong culture of excellence and a clear sense of purpose consistent with Plus Ultra. In faculty assemblies and staff meetings, and through his end-ofyear speeches and letters to parents, he reminded teachers, students, and parents about the College’s vision, core values, and expectations. He granted staff considerable autonomy in honouring and implementing these values in their roles. This clarity of purpose, combined with trust in their professionalism, helped foster commitment, enthusiasm, and loyalty among staff, even with their
heavy workloads, which occasionally were an issue that he had to address. One initiative is a ‘Teachers Week’ at the end of each semester to ensure high-quality marking and evaluation of student work, writing accurate and useful reports for parents, and planning for the term ahead. He fostered teacher development through the Excellence in Teaching program and implemented a Performance and Potential Review program for each employee to reflect on their work, identify areas for development, and explore opportunities for professional growth and new responsibilities within the College.
He understood that feedback, whether positive or negative, was an essential part of growth and improvement for himself and St Peters. When faced with criticism, he listened carefully to the concerns raised and engaged in thoughtful dialogue, seeking to understand the reasoning behind the criticism, using these discussions as opportunities to clarify his vision and the rationale behind his decisions, providing a context that may have been overlooked or unknown. He was willing to his actions and adapt when necessary.
The ever-improving standing of St Peters in the community and the increased enrolment pressure over the years led Dr Dron to develop a case for establishing a Senior College for Years 11 and 12 on the site of the Bardon Professional Development Centre. The primary purpose behind the proposed Senior College was to better prepare students for university and limit the density of development on the Indooroopilly campus. This was a challenging project that focused his efforts and the efforts of key staff members. However, there were significant differences with the College Council over the expansion plans, ultimately resulting in Dr Dron’s resignation.
Great leaders don’t only call the shots; they make them happen
The journey from ‘good’ towards ‘great’ during Dr Dron’s leadership was not defined by a single innovation, action, or grand plan. Instead, it was a gradual process of many steps, decisions, and actions, all guided by his unique personal qualities and leadership style, which emphasised excellence and creativity, pragmatism, and the unwavering quest to bring the right people to St Peters. Each step was a learning opportunity for him and those involved, which engendered confidence to take the next step towards his vision for the College. The effort to improve the College was energising, and the growing momentum often boosted staff morale more than it drained their energy. Despite the difficult circumstances surrounding his resignation, I believe he found great satisfaction throughout his time at St Peters, making a highly significant contribution to St Peters’ identity and Lutheran education in Queensland and Australia, leaving a legacy that still matters greatly to the College.
With his death on 7 February 2025, a significant historical period in the life of St Peters Lutheran College has drawn to a close. Grateful recognition is also accorded to Lois Erica Dron (2 July 1929 – 6 July 2020), without whom the pathway from ‘good’ to ‘great’ would not have been possible at all.
A Visionary Leader Remembered Tributes from Old Scholars
I first met Dr Carson Dron at the St Peters pre-season Rugby training camp on the Sunshine Coast during our first term school holidays. The training involved running up and down the sand dunes in the morning and weightlifting exercises in the afternoon followed by a dip in the sea or surfing. Dr Dron’s vision in Rugby training led to three consecutive undefeated premierships for the St Peters First XV from 1962 to 1964 when I had the honour of being appointed as Rugby Captain. The team was selected from one of the smallest student populations among the competing schools at the time. This taught us the importance of hard work and enthusiasm under a wise leader. We are forever grateful for the contributions of Dr Dron to St Peters. His legacy of service, vision, and dedication will live on in our hearts. Dr Dron’s unwavering commitment to our personal development as students at St Peters will never be forgotten. Dr Dron was a true servant leader, always putting the needs of others before his own. I offer my heartfelt condolences to Dr Dron’s family and the loved ones. May his soul rest in eternal peace.
Bart Philemon (1965)
I was a Year 11 student in 1970 when Carson Dron became Headmaster at St Peters, one of the youngest principals of a secondary school at the time. I remember his energy, drive, and enthusiasm for St Peters then. However, when I became the parent of three students attending St Peters between 1999 and 2008, Dr Dron’s vision for St Peters to offer a broader education encompassing much more than academic subjects was evident. The introduction of the Ironbark program was the highlight of many students’ years at St Peters. Computer Education, Technology, the Arts, Music, particularly the Chorale and Sport expanded under Dr Dron’s leadership. The development of facilities and buildings also expanded to allow St Peters to provide a broader education. My children were among those who enjoyed these aspects of their education at St Peters and benefited from Dr Dron’s legacy, one of foresight and a vision for a College that provided a high standard of education and opportunities for their future life.
Roslyn Keay (née Taudevin 1971)
I remember Dr Dron returning from the States with fresh and innovative ideas. There’s an iconic photo of him in The Review, around 1970, which shows him pointing to something. He must have been saying, “Go out there and give it your best shot”. That saying would have applied to the Football oval or the business arena. Many kids from PNG who attended St Peters under his tutelage became successful in life, business, and politics. Dr Dron also used to run with the Rugby First XV team to Mt Coot-tha, and he had a very fit dog that led the way. So, he didn’t just tell us what to do; he did it himself! On Sunday afternoons, we ran to Mount Coot-tha and back. On a weekday afternoon, we would run to the grey bridge on the city outskirts and back. I often wonder if I could walk it these days!
Simon Foo (1971)
I was in Year 12 in 1971, Carson Dron’s first full year as Headmaster. Mr Dron came with energy and innovative ideas and decided to do away with the prefect system, instead, having all the seniors assume leadership roles. I believe this allowed everyone to experience being leaders and develop leadership skills. For some reason, I was asked to be Head Day Girl, which surprised me as I was shy and never thought of myself as a leader. But it was a real growth experience for which I have always been grateful. I found Mr Dron to be kind, supportive, and open. He consulted me on various student issues, which I found remarkable. He listened.
As my Senior year ended, I was surprised to be asked by Mr Dron to give the Valedictory address at Speech Night. Surprised because this honour was generally given to the Head Boy, surprised because I was still very shy, and surprised because I had no idea what I should say in a Valedictory address. However, Carson was innovative and had shown himself to be progressive and inclusive, and I was grateful for his confidence in me. Carson was really on the leading edge of gender equality in 1971, as he was for so many issues. He set high goals and expected us to meet them.
After finishing St Peters and going on to UQ to do a degree in social work, my next encounter with Carson was when I was hired as the College’s first student counsellor. Not only was he innovative, but he created an environment that encouraged creativity and out-of-the-box thinking. He was open and supportive and had my back. I suggested a Careers Night – “Let’s do it!” What about a leadership camp? –“Wonderful!” At one point, I gave an evening presentation to parents in the assembly hall as part of a program about the College. A parent became very angry with something I was saying and jumped up and started shouting at me. Being
the shy and naïve person I was then, I just froze. Carson took the podium and calmed the situation down with coolness and humour. I was so lucky to have Carson as my first boss in my first real job. I came to appreciate this even more as I went on to other jobs and realised that not all bosses are positive and supportive. Carson showed me the use of humour, and he had my back.
In later years, after I moved to the United States, I kept in touch with Carson and Lois through annual letters and enjoyed his ‘rants’ about the world and politics, even though I didn’t agree with them all. When my son passed away in 2017, Carson, who had experienced the loss of his own child, was kind and thoughtful and recommended grief books, which I found helpful. His compassion was touching.
I know that Carson Dron was at the forefront of many innovative programs at St Peters, led a marvellous expansion and building program and was a leader in education in Australia with the introduction of computer science, social education, Ironbark, and so much more. But what I appreciated and valued most about Carson was not just all he did, but all he was. He was a man of integrity who taught me a lot through the example he set. I learned so much about leadership that was invaluable to me as I assumed supervisory and management roles in my chosen field of child protection and mentored other leaders. What I learned from Carson—listen, set high goals, be inclusive, encourage, support, teach, have their backs, use humour—I have tried to model. Also, always act with integrity, be kind, help people be their best selves, create an environment where they can thrive, and show confidence in them. This was true servant leadership, not just of doing but of being a role model of authenticity, compassion, empowerment, and character. As Ralph Waldo Emerson said: “What lies behind us and what lies before us is nothing compared to what lies within us.” I remember Carson Dron for who he was and am forever grateful.
Barbara Bonnin (née Bogard 1971)
Student 1967 – 1971 | Student Counsellor 1976 – 1978
A little story of Dr Dron. I saw Dr Dron a few years ago at the memorial service for Sir James Tjoeng (1972). Dr Dron said, “If only you were this big playing First XV”—I was only 60kg at school. Dr Dron offered me a sports scholarship in Year 11. Unfortunately, I did not return to complete Year 12 due to my financial situation, which was a huge regret. Most of us are still proud to have been to St Peters. During my time at the College, Dr Dron was a kind and fair man. He was inspirational and has always encouraged me with my education and on the Football field. I remember that after Football training, Dr. Dron would keep me back for extra
training and, on one occasion, told me to tackle him as hard as I could. I was fortunate to have Dr Dron as our principal at St Peters.
Robert Lee (1975)
It’s an honour and a privilege to have this opportunity to recognise the huge impact that Dr Dron had on the Lewerissa family through his kindness and generosity.
I share part of a letter that Dr Dron wrote to my brother Merv (1971) on 23 July 1971, three days after my father passed away. I quote: ‘We are all concerned about how your father’s death will affect the plans of yourself, Gwen and Ian. I hope that it will be possible for all three of you to complete your education at St Peters. I can assure you that the school is prepared to extend financial assistance to all three of you, at least until the end of this year.’
My brother Hank (1977) remembers a meeting he and our mother had with Dr Dron in 1974. During that meeting, he offered Hank a partial sports scholarship (Rugby) to keep him at St Peters. To add context, Hank was in Year 9 and a U15A Rugby Union team member. He vividly recalls proudly sitting on the reserve bench of a First XV home game late in the season of that year waiting to run on, a rare opportunity for someone so young. Through negotiations with my mother, Hank and Debbie (1979) completed part of their secondary education at St Peters.
The Lewerissa family will fondly remember Dr Dron for his very generous offers of financial assistance following the death of my father. To be given such special opportunities to continue our education at St Peters will never be lost on us.
To be treated as a person of value is a gift. My experiences as a boarder at St Peters for six years helped shape my identity and future, so much so that I’m now grateful to be able to give back as a committee member of SPOSA. Thank you, Dr Dron.
Gwen Lewerissa (1973) on behalf of Merv (1971), Ian (1974), Hank (1977) and Debbie (1979)
Mr Dron was a teacher I didn’t get to know during my time boarding at St Peters in the mid to late 1960s as one of the ‘New Guinea kids’ (as we were known). Unlike some of my friends, I didn’t study senior Maths or Science—Mr Dron’s specialty subjects! I did, however, know, respect and love my Grade 8 teacher, Miss Eckert—soon to become Mrs Dron! Their union was the beginning of a great partnership I later discovered. Getting to know these two extraordinary people beyond teacher/student respect was something I had to wait 22 years for!
In 1989, I flew my firstborn to Brisbane for an interview with Dr Dron. We moved from Melbourne to Brisbane in 1990, and Jennifer commenced Year 7 in 1991—with Mrs Dron as her teacher. In 1992, our son James commenced at the Junior School in Year 5. By May 1992, Dr Dron appointed me as the College’s inaugural Alumni Officer and part of the Development Office team in Ross Roy. By 1994, our youngest, Justine, entered the Junior School in Year 5. I was now immersed in the life of my alma mater. I had come home.
However, St Peters had become a vastly different school, providing vast opportunities for its students. I soon learnt that under the visionary leadership of Dr Carson Dron, he had made this school the amazing place it had become and is today. In the 1990s, I soon discovered its reputation in education circles and the community. St Peters was at the forefront of innovation. Computer Education was introduced, along with Social Education and Human Relationship Education. Film and TV studies provided modern technology and studio facilities, Pastoral Care was available for all students, and Ironbark, the renowned outdoor education program, was established! Dr Dron’s support and passion enriched the College’s strong musical traditions, and the soon-to-be highly acclaimed Chorale was born, along with various orchestras and bands offering marvellous experiences for budding musicians. Sport was another growth area in Carson’s time—all part of his plan for a broad education for his students.
As an employee of Dr Dron, I experienced the benefit of a leader who trusted his staff, encouraged growth, and was open to new ideas. Because he encouraged creativity (also in my new job description), I could create a serious alumni
program, support our community’s development, such as hosting the first Grandparents’ Day in the Junior School, and engage volunteers to work in the SPOSA and College archives. By 1994, the Development Office was meeting with Dr Dron to plan the 50th Anniversary of St Peters. Again, he supported our ideas, and in 1995, along with the Music Department and other Departments, we put together a major year of celebration. We created the first Founders’ Day, and I found and brought almost all the founding students back to school on 20 February 1995 for a whole day of formal celebrations. Sir Joh Bjelke-Peterson attended as the only remaining member of the first Committee of Management.
This period was also a time of great pain for Carson, Lois, and their family. To quote old scholar and former St Peters teacher Robin Kleinschmidt, in his chapter on ‘The Headmasters’ from the College’s 50th-anniversary history book Upon This Rock, ‘...his (Carson’s) vision for the College and that of the College Council diverged. Tensions grew... Despite turmoil in the College community and strong support for his continuing leadership, attempts at reconciliation were unsuccessful.’ Robin wrote: ‘Building on predecessors’ foundations, Dr Dron positioned St Peters among the leading schools in the nation through his visionary and energetic leadership and his ability to treat obstacles simply as challenges to be met.’
Regarding its faculty and staff, Robin said, ‘Six of its (St Peters) teachers have moved on to become heads of other Lutheran colleges, clear evidence of the quality of those appointed as teachers. But the quality of all this service cannot detract from the prime contributions of the first three headmasters. Theirs has been the most powerful and abiding influence. They have shaped the College.’
Julie Ross (née Hillman 1969)
Those of us who left school in the mid-1960s had the privilege of being educated by the first three headmasters of St Peters—Mr Schneider, Mr Lohe and Carson Dron. It was a time when boarders greatly outnumbered the day scholars (day bugs). Several young teachers, including Carson Dron, Bob Treffene, Maurie Fielke, and Lois Eckert, influenced us in our studies. Our class had Carson as a form teacher and a subject teacher. We probably didn’t appreciate the impact these teachers had on our education and St Peters until our children attended some 25 years later under the progressive leadership of Dr Dron. The Chorale and Mt Binga/Ironbark had a lasting effect on our children. We will always have
fond memories of Carson and Lois as teachers and Carson as headmaster over two generations of our family.
Yvonne Hands (1965)
My brother Mark Brandt asked me to send a little note about my times with Carson. Our paths crossed in different ways over a long period, starting in 1961 when he was dating Lois. I was hospitalised with a ruptured appendix, and he and Lois came to visit me. I was 15 and pretty lonely since my parents couldn’t come to visit. I always appreciated that visit. He was my teacher in Maths and Chemistry. I was not a very good student, but he tolerated me. In 1984, when my son was nine, I brought him to St Peters and Papua New Guinea to show him how I had grown up. We were lucky to spend two days at St Peters with Carson and Lois. My son still remembers our visit with them. During their time in Minneapolis, when he was pursuing his PhD at the university, we had several lovely visits with the Drons, often at times like Thanksgiving or Christmas. Our last visit was in 1997 after my husband retired when we visited Australia. We spent a few days at Anstead, their lovely home in ‘the country’. I recall taking a couple of runs through the gum tree forest. I always felt lucky to have these opportunities to visit them and see a different side of what I knew at St Peters.
Peters today. He truly embodied the spirit of ‘Plus Ultra,’ always striving for more and inspiring those around him to do the same.
Sharman Bolton (née Blaik 1985)
When I think back on my time at St Peters, one figure stands larger than life in my memories—Dr Dron. He wasn’t just the headmaster; he was a presence, a guiding force, and, in many ways, the heart of the College.
One of my proudest memories is the year we won our first QGSSSA Swimming title. Dr Dron led the charge with an energy and determination that was infectious. From what I remember, Brisbane State High was on the brink of a decade-long winning streak—nine titles under their belt and hungry for a tenth. But we stopped them. With Dr Dron at the helm, there was a sense that anything was possible. That victory wasn’t just about Swimming; it was about belief, and he gave that to us in spades.
But his influence went far beyond the pool. He was the unwavering patron of the Chorale—right until the day he died, I believe, and his support of Graeme Morton and the music program was boundless. He truly championed all disciplines at the College: sport, music, academics—he didn’t see silos; he saw excellence and potential wherever it lived.
Capturing the essence of a headmaster like Dr Dron is no simple feat. His influence at St Peters was nothing short of remarkable. He was a visionary, the embodiment of passion and commitment. For more than twenty years, Dr Dron served as the guiding force at St Peters. When I think of Dr Dron, I think of sport. Whether it was Rugby, Netball, Football, Tennis, Basketball, or Swimming, he was always present on the sidelines. But he wasn’t just a spectator; he was deeply involved, offering guidance, support, and encouragement and often showcasing his Basketball jump shot to anyone who cared to watch! Dr Dron had a unique ability to connect with students. He knew each student by name and made a point of engaging with everyone. Teaching was one of his passions, and he continued to teach even while serving as Headmaster. I was lucky enough to be in one of the Scripture classes he taught, where we gained a rare glimpse into his personal beliefs and deep faith. Having been a St Peters staff member for over 20 years, I can attest to Dr Dron’s lasting impact. His influence is still felt at St
There was a gentler, quieter side to him too. In the late afternoons, you’d often spot him walking his two Dobermans through the campus, heading back to his home on the edge of Harts Road. Those daily walks were a little window into the man beyond the title—calm, steady, at ease in his College world.
Mary Brandt Croft (1964)
I was lucky enough to share many moments with him at the ‘new’ 50m pool before the era of touchpads and electronic timers. We’d each have a stopwatch in hand, sharing a lane, timing races and chatting at the end of the session. It was simple and honest and, as it turns out, the backdrop to some of the best conversations I had at St Peters.
Of course, who could forget his infamous Valedictory speeches? Part wisdom, part wit—always heartfelt. They were legendary, just like the man who delivered them. And then there was that Blues Brothers performance. There he was, in full get-up—suit, hat, sunglasses—singing alongside the senior stage band in a packed gym. That performance broke every ‘strict headmaster’ stereotype in the book. He brought the house down and, honestly, won the hearts of every student in that room. Most people didn’t realise that he had the voice to back it up—he could have been a professional opera singer!
His vision for the College was astonishing. Far-reaching, ambitious, hopeful. Many of the ideas he dreamed up have come to life; some sadly didn’t. But that’s the mark of a visionary—always looking forward, seeing what others can’t yet imagine.
And on quieter days, I remember Thursday lunchtimes, sitting on the lounge room floor at the Dron’s house—the one that no longer stands on Harts Road—for Scripture sessions. There was something intimate and grounding about those gatherings. A headmaster who opened his home and sat with students, not above them but among them—that’s the kind of man he was.
Dr Dron wasn’t just our leader; he was our biggest supporter, fearless performer, and walking example of what it means to live with integrity and heart. I feel incredibly lucky to have known him.
Anne Fulton (1988)
Dr Dron was an inspirational leader who supported all aspects of the College. He was genuinely interested in the students and fostered, way back then, the feeling that there’s something for everyone at St Peters. I am very grateful to have been a student at St Peters while Dr Dron was Headmaster. His passion for the arts, sports and curriculum was evident in so much of what he achieved. He also created an environment that attracted quality teachers who had a huge impact on so many students’ lives—Chris Chapman, Jane Greenwood, Mike Selleck, Mike Pfeiffer, and Graeme Morton, to name a few.
Seeing Dr Dron at GPS (now QGSSSA) Swimming, and music concerts was always great. He knew everyone’s name and enjoyed chatting with us all. Dr Dron always encouraged us to engage with him, made himself accessible for meetings, and regularly did timekeeping at our lunchtime swim trials. I still remember rushing to check the swim trial results posted on the big notice board at the front of Luther House each week.
His memorable lunchtime performance of Rawhide in the gym with the Senior Stage Band was a huge highlight. Being in Year 7 then, I couldn’t believe the headmaster was singing in the gym, with the Senior School cohort all cheering loudly for him. He had a great voice himself and loved seeing the music program flourish.
Dr Dron and his wife Lois regularly invited students into their home for lunchtime fellowship sessions. I remember feeling nervous but always very welcome to enter their house and sit in their lounge room during those days.
I always felt very proud to be a St Peters student, and I know that was due to the high standards he set and the everpresent drive we felt to always strive ever higher. Thank you, Dr Dron, for inspiring so many of us and supporting our St Peters journeys.
Rowena Lester (1991)
Watch Dr Dron perform ‘Rawhide’ with the Senior Stage Band in 1986: bit.ly/Dr-Carson-Dron-Rawhide
The Next Wellbeing Wave
“Building capability in wellbeing literacy... will benefit students long after they graduate.”
Kym Nissen and Jackie Yorke Wellbeing and Positive Education Leaders
The notion of having a wellbeingrich environment in education is not novel. Indeed, anyone who overlooks this critical element in the education journey and overall learning environment today would be the odd one out. What is novel is strategically embedding wellbeing with consistency deep into the everyday fabric of an education community. This is precisely the next step we are taking at our Indooroopilly campus as we commence our Visible Wellbeing Partnership under the mentorship of Professor Lea Waters OAM.
This partnership is our next step or the next wave in our wellbeing journey. As a College, we have a legacy of pastoral care and holistic education. With this next wave, we are taking this legacy further as we embed consistent wellbeing vocabulary, an evidencebased framework, and intentional practices into everyday life at school.
At the beginning of the calendar year, all staff came together for their first of five days of professional learning with Professor Lea Waters, founder of Visible Wellbeing, to be introduced to the core concepts and partnership process that will formally occur over two years. Visible Wellbeing, as the name implies, aims to take what is a largely invisible construct, our wellbeing, and make it more visible so we can do something about it. Great teachers and leaders have been intuitively doing this for years. Through our partnership, we plan to take what many are doing instinctively and do it more intentionally so that we can see wellbeing clearly and utilise it consistently in and out of the classroom. Over the next two
years, many of our staff will learn simple techniques and activities to shift wellbeing from a subjective, internal experience to a more tangible, observable phenomenon. And when wellbeing is seen, heard, and felt, it becomes a powerful resource to draw upon amidst challenges and triumphs.
Professor Waters, an academic, researcher, author, and our Visible Wellbeing coach and mentor, shared her insight and forecasts for us below.
How do you see St Peters benefiting from the Visible Wellbeing Partnership?
Visible Wellbeing is a strategy-based approach that uses experiential learning rather than a set curriculum. This means wellbeing strategies can be woven flexibly into daily life— in classrooms, form time, chapel, assembly, sport, theatre, service activities, and even the rainforest. This model suits St Peters perfectly, as students here are already offered so many rich opportunities and experiences. The partnership also supports staff wellbeing through dedicated workshops and offers resources for parents, including an upcoming Parent Symposium. This creates a whole-school wellbeing ecosystem that benefits everyone at St Peters.
How can the Visible Wellbeing approach empower staff and students to thrive in their everyday lives?
The impact of Visible Wellbeing has been evaluated in published studies that show people become empowered through a greater capacity to manage stress, a better understanding of their strengths, a wider range of relationship skills, and higher resilience. One of the other ways I see people being empowered is through improvements in wellbeing literacy. When we have the words to describe how we feel, it changes our brain chemistry for the better. Several evaluation studies on the impacts of Visible Wellbeing show that it significantly improves wellbeing literacy in students and staff. Building capability in wellbeing literacy (alongside English literacy, digital literacy, numeracy and so on) will benefit students long after they graduate.
We look forward to sharing more of this next wave in our wellbeing journey as the partnership unfolds, alongside the positive changes that will occur, all in the name of excellence in Christian co-education.
Do it For Dolly
Leo Hoare and Amelia Ruthenberg College Captains
Noah Jones and Chloe Elbourne Vice-Captains
“We hope we inspire people to be kind and have the courage to speak up”
We chose Dolly’s Dream as our legacy charity because its message is so close to the hearts of many in our year group. The values it promotes— empathy, mental health awareness, and standing up against bullying—truly resonate with us.
To kickstart our fundraising, we held a Do It For Dolly Day filled with colour and community spirit. We were lucky to have food stalls, face painting, and the infamous ice bucket dunking!
So far, we’ve raised over $6,000 for Dolly’s Dream which is an incredible
result, but we hope we also inspire people to be kind and have the courage to speak up—core messages at the heart of this important charity.
A huge thank you to everyone who helped us make the day possible. Whether it was being dunked or selling sausages, the incredible success of the day would not have been possible without your help.
We’re excited to continue supporting Dolly’s Dream throughout the year and keeping its message alive in our community.
Friendship Day
Celebrating kindness, connection, and student leadership, our first Friendship Day united the Primary Years to foster a more inclusive community.
Lia Sabri Head of Primary Years Springfield
Our Primary Years recently hosted its first Friendship Day—a heartwarming celebration of kindness, connection, and community spirit.
The day was led with great enthusiasm by our remarkable Year 6 Student Leaders, who took on the responsibility of planning and running various interactive activities. Designed to encourage teamwork, empathy, and a deeper understanding of what it means to be a good friend, the activities ranged from a Friendship Freeze Dance to reflection sessions and meaningful conversations across all year levels. Seeing our older students take such initiative, modelling leadership, creativity, and care for their younger peers was truly inspiring. They thoughtfully designed experiences that helped every student feel included, valued, and seen—an outcome that lies at the heart of our College’s vision for a nurturing and connected learning environment.
A highlight of the day was the Friendship Door Display Challenge. Each class worked collaboratively
to decorate their classroom door, visually expressing the meaning and importance of friendship. The creativity, teamwork, and deep thought that went into each door were outstanding. As the appointed judge, I can confidently say it was an incredibly difficult decision. Every door captured the spirit of the day beautifully and reflected the values we aspire to live out at St Peters Springfield.
Beyond the joy and connection that filled the day, events like Friendship Day have a deeper and lasting significance. Research shows that when schools intentionally cultivate friendships and positive peer relationships, it strengthens student wellbeing, enhances resilience, and reduces issues such as loneliness, exclusion, and bullying. When children feel a strong sense of belonging, they thrive—not just academically but emotionally and socially as well. Days like this embed a culture of kindness and respect that has a lasting impact on students’ personal and learning journeys.
We look forward to seeing this event grow into a cherished tradition in the years ahead, continuing to build a community where every child feels connected, valued, and empowered.
Volleyball Orange Round
Leukaemia Foundation
Orange Round is a beloved Volleyball tradition at St Peters. This year, with support from St Peters and St Laurence’s families, $3,200 was raised for the Leukaemia Foundation. In total, our Volleyball community has contributed over $27,000 to the fight against blood cancer—a true display of teamwork.
Mater Chicks in Pink Fun Run
Mater Foundation
Our Year 12 IB students led another successful Mater Chicks in Pink fun run at Robertson Park, raising over $14,000. Thanks to the community’s support, St Peters was named top fundraising school for the third year running!
Cricket Pink Stumps Day
McGrath Foundation
This year’s Pink Stumps Day was one to remember, marking the girls’ QGSSSA cricket debut. Joining forces with the boys, our cricketers raised over $8,000 for the McGrath Foundation, supporting families affected by breast cancer.
Celebrating Student Success at the Aspects
Art
Exhibition
“It takes time, but the end product is always worth it.”
As part of St Peters ongoing support for our Boarding community and regional events, we were proud to exhibit a selection of student artworks in the Aspects Art Exhibition at this year’s Goondiwindi Show held in May.
The exhibition celebrates artistic expression across Queensland and offers a platform for emerging young artists, many from rural and regional areas, to share their talents with a broader audience.
Congratulations to the following students whose works were recognised:
Ella Dunlop (Year 11) – ‘Macro View’, a cyanotype and embroidery piece, was awarded 3rd Prize in the Contemporary category.
Esther Walter-Sewell (Year 8) –‘Ocean Giant’, a striking ceramic and watercolour-on-paper artwork,
received a Highly Commended in the Contemporary category.
Adele Herd (Year 8) – ‘Flow of Life
Among the Reeds’, a thoughtful collage, also received a Highly Commended in the Contemporary category.
Evelyn Brennan (Year 10) – ‘Wyvern’, an imaginative wire sculpture, received a Highly Commended in the 3D category.
Inspired by nature and her favourite backyard creatures, Ella created a thoughtful work that blends traditional and tactile techniques. “A bug and a gecko were only natural to me,” she shared. “I thought their bright green colours would be a nice compliment to
the cyanotype’s blue background.” Ella was drawn to cyanotype for its use of sunlight to create a unique blueprint effect on fabric and the hands-on intricacy of embroidery. “Spending time sewing each individual stitch was so enjoyable. It takes time, but the end product is always worth it,” she said.
Well done to all four students for their creative contributions. Their success reflects not only their individual talent but also the strength of the Visual Arts program at St Peters. We look forward to seeing their artistic journeys continue to flourish.
Julie Seidel Curriculum Leader The Arts
St Peters Girls Cricket Makes Its Debut
Clarissa Szepski Communications and Design Officer
In 2025, St Peters proudly entered the QGSSSA Girls Cricket competition for the first time, marking a significant milestone for sport at the College and the broader community.
Year 12 student Charlotte Atkinson, Open Team Captain, reflected on this historic moment: “It was honestly such a privilege to lead the team in our firstever QGSSSA Cricket season. I’ve been pushing for this for years, so finally being part of it made me incredibly happy.”
The Open and Division 1 teams opened their debut season with a home win at Mayer Oval, cheered on by an enthusiastic crowd of students, families, and staff. “The excitement every time someone hit a boundary or took a wicket really brought us together as a team,” Charlotte said.
Despite many players being new to the sport, their skills and camaraderie grew with every match.
“Each week, you could see clear improvement—not just in technique, but also in our confidence and communication,” she said.
Year 12 student Charlotte Atkinson, Open Team Captain, bowls during a Cricket match against St Margaret’s.
“Seeing how each person contributed with their unique skills made leading the team feel really special.”
One of the season’s most powerful and emotional moments came on Pink Stumps Day when Old Scholar Dr Monique Beedles (1991) presented the Open team with their pink caps. A passionate Cricket supporter since childhood, Monique trained with the boys’ teams during her time at St Peters, as the sport wasn’t offered to girls back then.
“This moment makes me more happy than I can say… Thirty-five years later,
these girls will train in those same nets, and it brings me great joy to see them wear their St Peters Cricket kit with pride,” Monique said.
“It’s so important that girls have access to opportunities like this,” said Charlotte. “It builds confidence and leadership and helps girls see what’s possible. Cricket is growing for women, and being part of it at school makes it all the more exciting.”
Girls Cricket at St Peters is no longer a vision—it’s a reality. And from the looks of it, this is just the beginning.
“Cricket is growing for women, and being part of it at school makes it all the more exciting.”
Dr Monique Beedles (1991) presents Pink Stumps caps to the
Open Girls Cricket team.
Building a Lifelong love of Movement
Ben Shields Primary HPE and Sport Coordinator
At St Peters, we believe that the Primary Years are not just a stepping stone to competitive sport—they are the foundation of a lifelong love of movement, teamwork, and selfbelief. Since 2024, we’ve seen this philosophy come to life more vividly than ever, with growing participation, exciting new opportunities, and a renewed focus on inclusion and sports standards.
One of the most significant shifts over the past two years has been the rise in opportunities for Primary Years girls. From expanding our Basketball and Touch Football programs to increasing attendance and offering more Andrews Cup events throughout the calendar
year, the message is clear: sport is for everyone, and every student deserves a pathway to explore their interests. The response has been phenomenal, with many girls trying new sports for the first time and thriving in environments that emphasise fun, connection, and skill-building.
Nowhere was this more evident than in Primary Girls Touch Football, where participation reached an all-time high. For many students, this was their first experience with team sport. Beyond the wins and tries, the joy of belonging—training alongside friends and representing their College—made the biggest impact. In response to the overwhelming interest, we’re
excited to enter the program as a school team, offering a pathway into club-level Touch Football through the Graceville Hounds program. This new initiative will allow our girls to continue developing their skills, deepen their love for the game, and take the next steps in the sport beyond the school setting—all while being supported by a strong community and quality coaching.
In the pool, the Year 5 Swimming team’s outstanding performance at the AIC Championships was a remarkable achievement. Their results highlight individual talent and the strong culture
of commitment and courage we foster in our swim squads. Given the larger pool of students other schools are able select from, this accomplishment is particularly impressive and serves as a testament to the hard work and determination of our students and coaches.
This year also marked a historic milestone with the launch of Primary Years Australian Rules Football, as St Peters entered a team in the AIC competition for the first time. Over 20 boys from Years 4 to 6 signed up, many playing competitive Australian Rules Football for the first time. The team trained twice weekly and showed rapid development in skills and confidence. Their commitment, sportsmanship, and teamwork were a highlight of the season—and impressively, they finished the season undefeated. Thank you to the players, families, and coaches
Dudley Ratcliffe and Tom Parrott for their support. We’re excited to grow the program in 2026.
This year in Primary Years Sport, we introduced our Primary Sport Standards, a set of expectations that focus not just on physical skills but on essential soft skills that truly matter. These include shaking hands with opponents, cheering respectfully after a game, helping with equipment after training, and thanking the coach. These small moments help build a positive sporting culture and support our students in managing their emotions, connecting with others, and developing character.
As our programs continue to develop, we remain focused on one key question: how can we provide every child with the opportunity to move,
grow, and succeed in sport? Today, the answer is clear: lay a strong foundation, encourage new experiences, and foster a supportive environment for all.
Springfield Makes a Splash
Greater Brisbane Conference Debut
For the first time in College history, St Peters Springfield took to the pool at the Greater Brisbane Conference (GBC) Swimming Championships—and what a debut it was!
With 78 students from Years 3–12 proudly representing the College, our swimmers demonstrated courage, commitment, and the true spirit of Plus Ultra. The results spoke volumes:
• Secondary Years Percentage Champions – both Boys and Girls
• Secondary Years Girls Aggregate Champions
• Secondary Years Boys – 3rd in Aggregate
• Primary Years Girls – 2nd in Percentage
• Primary Years Boys – 3rd in Percentage
• 5th in Primary Years Aggregate
Individual excellence shone brightly, with Age Group wins in the 12, 13, 16 and Open Girls divisions and second or third in seven other categories. Our swimmers also made history, breaking 15 records, including a 20-year-old Girls 13 Years 4x50m Freestyle relay record!
A special congratulations to our Age Champions: Ethan Schiemer, Olivia Galea, Judy Yang, Lachlan Stuart, Ruby-Jane Kelley, and Jade Hennessy.
As one team member said, “It wasn’t just about medals—it was about showing what Springfield spirit really means.”
For our first foray into Greater Brisbane Conference Swimming, the bar has certainly been set high.
Chorale Tour
A Return to the International Stage
Christine Taylor Co-Director of Cocurricular Music, Head of Choirs
“It was incredible! The memories made on this tour will stay with me for the rest of my life.”
In December 2024 and January 2025, St Peters Chorale embarked on a transformative three-week international tour, performing in England, Germany, and Austria.
Marking a return to overseas touring, the Chorale delivered 17 performances—from public concerts to worship services—featuring choral classics and works by Australian composers.
The Chorale sang in some of the United Kingdom’s most iconic Christian Cathedrals, including Bristol, Wells, Christ Church Oxford, Exeter, Truro, and Newport, Wales. These historic venues allowed students to experience the original context and acoustics of much of their repertoire.
“Learning about the culture that our music comes from—I found that really interesting,” one student shared.
“Seeing the Cathedrals and filling those spaces with our own sound was incredible.”
Another student shared a powerful moment at Wells Cathedral: “In Chapter House, we sang Even When He is Silent standing in a circle around the room… it was very moving, and the experience of being surrounded by the sound that we produced whilst singing those very special lyrics was probably my favourite of the whole tour.”
For many, singing the afternoon service with the nuns of the Convent of the Holy Blood after visiting the Dachau Concentration Camp Memorial Site in Germany was a particularly poignant experience. After the service, Sister Irmengard thanked them for their beautiful music and “bringing light into a place of cold and sorrow.”
The Chorale’s performance standard drew high praise throughout the tour. Audiences responded enthusiastically,
Student Reflections
“The biggest impact the tour had on me was that I connected more with my spirituality. Being in all those Cathedrals made me realise more and appreciate it more…I am becoming more in touch with my faith.”
“It is being part of something bigger than yourself. It takes so many hearts, so many minds, and so much effort, and you just become one with everyone around you. It is amazing.”
“I learnt a lot of discipline from Tour. I have grown so much closer with people in the Music Department and developed a greater passion for choral music.”
often with standing ovations, at venues such as Bath Abbey, the breathtakingly cold St Jakob Kirche in Rothenburg ob der Tauber, and the awe-inspiring Salzburg Dom. Listeners particularly appreciated the Australian repertoire, which offered a unique sound within a European context.
Beyond the music, students enjoyed genuine cultural exchange through billeting. Families from St Paul’s Kirche in Würzburg-Heidingsfeld and St Peters’ sister school, St Laurentius Gymnasium in Neuendettelsau, welcomed Chorale members into their homes. Students appreciated
the opportunity to experience family life in a different culture and were overwhelmed by the hospitality they received.
In between performances, students embraced cultural and historical experiences—attending Les Misérables in London’s West End, visiting Stonehenge, the Roman Baths in Bath, Land’s End, Cardiff Markets, St Fagan’s National Museum of History in Wales, participating in workshops in Shakespeare’s Stratford-upon-Avon, and touring the medieval Neuburg Castle in Germany.
Chorale in the Cathedral
In February, St John’s Cathedral’s Gothic-Revival architecture provided the perfect backdrop for the St Peters Chorale Post-Tour Concert. The evening celebrated the Chorale’s highly successful 2024/2025 International Tour and featured a selection of repertoire showcased during their time in the UK, Germany, and Austria.
Performing to a full house, the choristers captivated the audience, who responded with a standing ovation for the ensemble, their
accompanist, Dr Phillip Gearing, and Director Kathryn Morton.
Among the pieces performed was Past Life Melodies by Australian composer Sarah Hopkins, who was in attendance. After the concert, she shared:
“It was very moving to hear the wonderful St Peters Chorale perform my music last night in the beautiful acoustics of St John’s Cathedral in Brisbane. Huge congratulations to this wonderful choir and everyone involved
in the concert. My heart is singing, filled with the resonance of all the beautiful music performed.”
The Chorale also performed Cutty Sark from Voices of a Land by Australian composer Stephen Leek, who offered his own praise:
“It was an amazing kaleidoscope of exquisite choral colour, a great sharing of the joy of singing, many magical musical moments, and a mastery of the repertoire. Bravo!”
Anzac Day
A Special Day of Service for St Peters Music
Grantley Sutch Co-Director of Cocurricular Music, Head of Bands
St Peters Music was proud to once again serve the Brisbane community by providing music for the 110th Anzac Day commemorations in 2025.
Our Symphonic Winds and Drumline ensembles were honoured to take part in the Brisbane Anzac Day Parade. Under the leadership of Drum Major Matthew Saffery, students represented the College with professionalism, dedication and commitment. They were joined by College Captains Leo Hoare and Amelia Ruthenberg as banner holders, Vice-Captains Chloe Elbourne and Noah Jones as flag bearers, along with Deliah Bennett and Yuan Zhong.
Matthew described his role in the march as “a huge honour”. Reflecting on the moment the band stepped off, he said, “The march’s step-off is always a bit frantic, what with all the moving parts required for the event to happen. But my strongest emotion was excitement. I was confident—we had an amazing group of musicians, and I knew our contribution to the day would be great.”
The performance was the culmination of months of preparation—memorising music, rehearsing, and perfecting marching manoeuvres. Students rose to the occasion, upholding the College’s reputation of excellence in
Music despite challenges, including a disrupted Band Camp due to Cyclone Alfred.
“Being the Drum Major and doing my duty to my school left me with a profound appreciation for service, remembrance, and my opportunity to live freely,” Matthew shared.
“You can’t be there, on the day, in the march, and not think of the servicemen and women that risk their lives every day for all of us. I am grateful to have been a part of the event and was so proud to be a leader of our school for it.”
Celebrating 80 Years of Boarding
Since 1945, Boarding at St Peters has shaped lives, formed friendships, and built leaders.
In 2025, St Peters Lutheran College proudly celebrates 80 years of Boarding, a significant milestone in the College’s history that highlights a longstanding tradition of care, community, and excellence in Christian co-education. Since its establishment in 1945, the original 56 boarders have remained at the heart of the College which has evolved over the decades while remaining true to its mission of nurturing the whole child— academically, emotionally, and spiritually.
What began with a small group of boarders, has grown into a vibrant, diverse, and supportive residential community. The Boarding program has played an essential role in shaping the
identity of St Peters, offering students from across Queensland, interstate, and overseas the opportunity to thrive in a structured and caring environment. Over the years, boarders have become leaders within the College and beyond, contributing richly to the life of the school and their home communities.
This 80th anniversary provides an opportunity to reflect on the legacy of Boarding at St Peters. Generations of students have passed through the Boarding houses—Ludcke Mutze House, Schilling House, Cameron Herse House and Finger House—forming lifelong friendships, learning independence, and developing resilience. The strong pastoral care framework, delivered by committed Boarding staff, remains central to the Boarding experience. Whether through mentoring, academic
support, or the nurturing of emotional wellbeing, boarders are supported to be the best version of themselves.
St Peters’ commitment to continual improvement has seen Boarding facilities modernised to provide comfort, safety, and space for study and recreation. At the same time, values such as respect, responsibility, and service continue to define Boarding life. Boarders are encouraged to pursue excellence in their academic studies, cocurricular involvement, and character development through community service and other pursuits of their passion.
The 80th anniversary will be marked by a series of events throughout 2025, including reunions, a formal celebration, and sharing stories from past and present boarders. These events aim to honour the history of Boarding and to recognise the contributions of staff, families, and students who have shaped this vibrant community.
Our first event was a celebration at our Four Colours Dinner during SPOSA Week, which was highlighted by Founders Day. Old Scholars joined us as special Boarding guests for the formal dinner, where they shared stories from their time and helped us celebrate—80 years to the day—since boarders first sat down to a meal at St Peters.
As St Peters looks to the future, the College remains committed to its Boarding traditions—fostering a home away from home where every boarder can grow, lead, and flourish.
Top: Boarders in the dorm room on the Ross Roy verandah — Elze Helbig, Joan Smith and Linda Reuther. Middle: Old Scholar and founding student Gloria Curtis (née Lieschke) with her daughter in Ross Roy on Founders’ Day 2025. Bottom: 2021 Boarding cohort with their national flags.
Boarding Reflections
I came to St Peters when it first opened, after the people starting the school in Queensland asked students from Adelaide to come and help get it going. I stayed for the first two terms, but then my mother asked me to come back to Albury when the war ended, as she didn’t want to live alone. When I arrived home, she had already organised a job for me at the Farmers and Graziers Woolstore, the company we sold our wool through. While I was at St Peters, my favourite subjects were typing and shorthand. I don’t remember what food I liked, but I do know I always had plenty to eat and was never hungry. I shared a verandah room with other girls, all of us sleeping under mosquito nets. It was very different to the weather I was used to.
Gloria Curtis (née Lieschke) (1948)
One of my fondest memories of Boarding at St Peters from 1955 to 1958 was of our then headmaster, Bill Lohe’s involvement in Rugby. Bill loved Rugby and coached our First XV up until 1958. In that year he still came to games and in an era when supporters cheered from the sidelines, Bill was in his element. Once when we were playing Rosalie in the rain, he patrolled the sideline, umbrella held high, exhorting us to hold fast. Bill believed playing Rugby developed teamwork, sportsmanship, and fortitude. He encouraged me to go on and play for the University of Queensland which was the start of 15 years playing for various clubs around Australia.
Noel Haug (1958)
I remember feeling surprise and relief in 1965, at just 12 years of age, arriving by plane from Port Moresby to Brisbane, discovering the school kids that almost filled the plane were mostly from St Peters, my new school! Many of us were children of expat Australians—but not entirely! Our fellow boarders were from several different countries and cultures. On reflection, St Peters was multicultural and practised multiculturalism naturally, well before Australia developed its policies. It is hard to explain the camaraderie that soon developed. I was virtually an only child who had become a member of a big family! Boarding gave me lifelong friendships.
Julie Ross (née Hillman) (1969)
I enjoyed the social aspects of life as a boarder; the midnight feasts, the ‘free time’ during weekends when we could wear free dress, and my one and only midnight swim which I took with a group of like-minded fun seekers on a very hot sticky night, only to be caught out by the prefects. Other fond memories include learning how to make ‘hospital corners’ on my bed to create a professional look, piano lessons with Mrs Evans in Ross Roy, being driven to McDonnell & East (known as Mac & East) by the governess to purchase uniform requirements soon after I started Year 7, and being allowed to go to Indooroopilly Shopping Centre (which opened in July 1970) after school on Fridays. We would be in full school uniform and expected to be on our very best behaviour. If I had enough pocket money, I would treat myself to KFC or a hamburger. It was a novel and new way of enjoying food that I had never experienced before.
Gwendoline (Gwen) Lewerissa (1973)
Rugby First XV, 1958
I enjoyed my five years as a boarder and the experience helped me to thrive. There were so many things to do in the afternoons and weekends, though I did enjoy many a weekend away staying with the families of some of my nonBoarding classmates. It’s difficult to list all my memories, but here are a few: movie nights; occasional dances in the refectory (Elvis Presley hits come to mind); the tuck shop near the Football field; learning, practicing and belting out the school ‘war cry’ at sports carnivals; lead roles in school plays, and being rejected for the choir due to not being able to hold a tune. I also remember mealtimes in the refectory and how active and growing boys how we scavenged food from nearby girls’ tables. There was a strong routine to our days, but sufficient freedom in afternoons and on weekends where we could decide how we wanted to spend our time. My time as a boarder was at the beginning of a softening in strict discipline. Prefects rarely meted out harsh punishments for minor offences, though I do remember having a detention for sleeping in one day! There were lots of pranks pulled on other students, such as short-sheeting beds, and the occasional fight, but mostly we got on happily together.
David King (1975)
Late night suppers were treasured (we always seemed hungry) and food parcels from home were greeted with joy. Bread was sometimes supplied and when the toaster failed the iron was used in attempt to replicate its effect, much to the annoyance of those of use that did our own ironing. I used to keep muesli by my bed for additional sustenance, but employed a cake tin for storage after waking to mice running over the bedspread. The glass louvres allowed the passage of mosquitoes in the summer and cold westerly winds in the winter. There was a roster for sweeping the dormitory floor in pairs each morning and we would time ourselves to see if we could break the record. But woe betide anyone who left any dust in a corner, or it would be “do it again”. Beds were made so that a five-cent piece would rebound sufficiently high or it would be “do it again”. Shoes had to be shiny, top buttons done up and ties straight … I very much doubt that some of the practices of 45 years ago would be considered acceptable by today’s standards. Yet they promoted a resilience that I have carried through life and created memories that come back as fresh as if they were yesterday.
Phil Dahlenburg (1980)
Founding staff and students, 1945
We can talk all day about sporting field heroics, but diversity of other cultural aspects, that may otherwise have gone neglected, has led to a lifelong appreciation of the arts: classical music, jazz, and modern music—of the latter, we would blare from our stereos each allowable woken moment we could when in the dorm (70’s music back then!). Economics teacher Michael Pfeiffer was the catalyst for expanding the horizons for my time. I pay tribute to him and other school leaders who created a pathway for boarders in which, for instance, we could aspire to be selected in the ‘Stage Crew’—an in-depth backstage dunking into the intricacies of all things musical: instruments and performances. The highlights, of course—a feed at Pizza Hut after sweaty events (instead of the College refectory), and a tour to Adelaide, with the performing brass jazz band—the Stage Crew taking up the bus back seats—so spoilt! Not forgetting Chapel music/hymns, choirs, musicals, prom nights, and performances at the Brisbane City Hall and other venues. Today, without a single performing musical cell in my body, music is a natural high that lifts my spirits and of which I learnt appreciation...
Peter
Chengody (1982)
Boarders comprised 40% of the school population, and as boarder boys in particular, we were the school ground workforce, cheer squad, and backbone of just about every extracurricular activity, except Soccer. As boarders, it was Rugby only. I was reliably informed that Soccer, a game I enjoyed at primary school, was for wimps. If there was ever a spare hour of time on the weekend it was down on the oval playing Touch footy, unless we had the pool booked. There were supervised opportunities for mixing outside school hours. The excitement came on Saturday night with ‘Coffee Shop’ discos or movie nights in Luther House, and at mealtimes with stilted conversations over the tables in the refectory. When the bell rang after meals or after study (there were lots of bells), we would retreat to the safety of Buckingham Palace or Windsor Castle (our dormitories were not as royal as they sounded), crank up The Eagles on our stereos and hone our card playing skills with yet another round of 500. We had all sorts of moments. I won’t claim it was the making of us, not completely, but it was a big part of our life.
Llewellyn Jones (1983)
I boarded from 1981 to 1985 and kept myself very busy so as not to think about home. I was either at school, in the library (a friend and I used to volunteer to cover the new books so that we got first dibs to borrow them), or found an excuse to be on a sporting field until 30 minutes before dinner time. That was enough time to run back to the Boarding house, have a shower and change into civvies for dinner and study. The only time I remember being in the Boarding house during the day was if it was raining, washing had to be done, or Test Cricket was on. I watched the Cricket with my friends while we argued/discussed politics. I was only homesick once in Year 9 and a Year 10 boarder was assigned to come and sit with me on my bed while I cried and desperately wanted to go home. I think I was missing my animals. One ‘off’ day in five years is pretty good. I made lifelong friends and recently visited quite a few of them on a road trip around the coast of Australia.
Sally Wilshire (née Bell) (1985)
When I came to Boarding, we had three different houses full of girls from all over the world. Of course it wasn’t easy leaving home, but I remember the amazing friendships that we made. From my own personal experience, I admired the Senior girls who pretty much took us under their wings in our first year, as we slowly transitioned into Boarding life. Our Boarding life was founded on genuine friendships, strong/health respect for each other and most importantly endless meaningful conversations as we accompanied each other in our home away from home. As trusted friends we shared everything together, not only our wardrobes but as we embarked on our adolescent years.
Jenny Goodyear (1991)
My time in Boarding was one of the most memorable experiences of my life. Not everyone gets to say they lived independently with their best friends during their school years, but I had that privilege. My memories of dorm life are filled with outings, movie nights, study nights, and, most importantly, just hanging out with friends. Pizza nights at the 50m pool, boarder nights with skits celebrating the year that was (mostly making fun of each other, seniors or the house masters), and the odd pillow fight against Ludcke (back then Mutze and Ludcke were separate houses) were great fun. I had no idea at the time how much it would mean to me or how it would shape the person I have become. I look back with fond memories of the friendships and how, to this day, being a boarder at St Peters forms a greater camaraderie with fellow students.
Simon Gideon (1994)
As I reflect on my time as a student at St Peters, I can look back on the many positive experiences that I had. From morning Touch to the outings, there was always something going on in Boarding. Looking back, the friendships I built and the experiences I had at St Peters have shaped who I am today and inspired me to give back to the Boarding community where I joined as a staff member in 2018.
Amanveer Dhesi (2015)
It Feels like St Peters
Llewellyn Jones President St Peters Old Scholars Association
A few months ago, SPOSA met at the Springfield Campus, where one of our committee members remarked: “It feels like St Peters”.
This comment is a compliment to Craig Brown and the team at Springfield. They have managed to capture the essence of our school and make it flourish in another corner of Queensland. The comment also prompts one to consider, what does St Peters feel like? What is the ‘vibe’?
The tone of any place is usually determined by the people there and those who came before. I can think of few people who set the tone more than Dr Carson Dron. He certainly was the boss-man when many of us were at St Peters. He was the longest-serving Prime Minister of the school, and even for those who came after his tenure as Headmaster – there are many reminders of the Dron era. Whether you look at the now burgeoning cocurricular program, the establishment of Ironbark, the physical development of the Indooroopilly campus or even the cutting-edge academic curriculum—much of what we take for granted now was pioneered under Dr Dron and his team. For someone who carried the convincing air of the authority figure, there was
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
also a very connected human side. Dr Dron gave an excellent impression of knowing everyone by name. This caught me by surprise one day when I was in Year 10, and, passing by, he called me out by name for some (very minor) infraction. That personalised things a bit for me. At that moment, I was at once admonished and, at the same time, validated. It was a surprise. How could he possibly have known my name out of the thousand on campus at that time?
It was a good vibe then, and it is a good vibe now. I can say this confidently because a taxi driver once told me when he dropped me off at the Boarding house, “This is a good school”. This pronouncement was to be believed because, as we all know, taxi drivers and hairdressers can be relied on as authorities about these things.
We owe a debt of gratitude to Carson Dron for being a good custodian of the vibe. He truly believed in Plus Ultra and making the place better than before in every dimension. It felt like St Peters then and it still feels like St Peters now. It’s a good feeling.
Thank you, Dr Dron.
Carson Dron (St Peters’ Third Head of College)
Owen Dahms (1948 Sub Junior)
Clive Venz (1948)
Joan Vonhoff (1949)
Selwyn Steinhardt (1953)
Justine Anne Wilkie (née Prenzler, 1956)
Norman Ludwig (1958)
Karl Bergmann (1961)
Gary Grandy (1962)
Reini Baer (1963)
Glen Fleischfresser (1964)
Paul Stollznow (1964)
Ian Graham (1965)
Rodney Egerton (1982)
1939 – 2025
1933 – 2025
1930 – 2025
1930 – 2024
1931 – 2025
1939 – 2025
1939 – 2025
1944 – 2025
1944 – 2024
1944 – 2023
1947 – 2025
1946 – 2024
1947 – 2025
1965 – Unknown
Honouring the Past at SPOSA Week
Amanda Osborne Alumni & Archives Officer
During Term 1, SPOSA Engagement Week united Old Scholars and current students with meaningful events celebrating eight decades of St Peters tradition and spirit.
The week began with a cupcake morning tea for over 300 Year 12 students, and a craft session in the Lower Primary Library. Hosted by Megan Daley (1993), students used repurposed St Peters uniform fabric to design paper doll outfits in a nostalgic nod to the past!
An insightful panel discussion moderated by Rob Barber (1990) saw recent graduates share advice for life after school. Football supporters took to Harts Road Oval for the annual Old Scholars vs Open Girls match. In a thrilling game, the Old Scholars reclaimed the coveted Fady Ibrahim Cup with a 3–1 win.
The Four Colours Dinner treated boarders and guests to a night of storytelling across generations. On Thursday 20 February, the Founders’ Day Assembly marked 80 years of St Peters. Highlights included the Anne Fulton’s (1988) rendition of the national anthem, a parade of past uniforms modelled by current students, and a very special visit from founding student Gloria Curtis (née Lieschke, 1948).
The week concluded with a relaxed Wine & Cheese Night for Old Scholar parents. SPOSA thanks everyone who took part and looks forward to welcoming you again next year.
Unearthing a Career in Hydrogeology
Old Scholars in Focus: Matthew Taylor (2014)
Amanda Osborne Alumni & Archives Officer
After graduating from St Peters in 2014, Old Scholar Matthew Taylor’s career took some unexpected but interesting turns as he swapped a film and television editing lab for the great outdoors. What began as a passion for creative storytelling evolved into a practical mission: managing water and land in some of Australia’s most remote and environmentally sensitive areas.
Matthew’s first step after leaving St Peters was into Creative Industries, inspired by his enjoyment of Film & Television during Years 11 and 12. “I actually found casual employment at St Peters after graduating, supervising after-hours editing in the F&T lab,” he said. But a year into his degree, reality set in. “I realised I didn’t enjoy the course. In hindsight, I probably should’ve just started a YouTube channel if I wanted to pursue filmmaking seriously.”
That realisation became a pivotal moment. Unsure of what direction to take, Matthew decided to study a Bachelor of Science (Biology). An open elective in geology led him to discover something unexpected: a love for the outdoors and the ‘detective work’ of mapping outcrops and peeling back the Earth’s past. A serendipitous spot on a bi-yearly geological field trip to New Zealand sealed the deal, introducing him to his future wife, a hydrogeologist. “We met on the flight over and grabbed a coffee when we got back. The rest is history!”
Since then, Matthew has carved out a meaningful career in hydrogeology, a field that investigates the movement and chemistry of groundwater systems. After graduating from QUT and entering the uncertain job market of early COVID-19, he took the initiative to upskill online at Flinders University in 2020. He landed a graduate role in environmental consulting. Most of his work has focused on ‘clean water’ hydrogeology, assessing how mining and civil projects affect natural groundwater resources (aquifers), particularly in terms of declining water levels and availability. More recently, he has shifted to ‘dirty water’ hydrogeology, which examines the geochemical impacts of mining on groundwater and how to mitigate those effects.
“I’m really enjoying the balance between environmental responsibility and the economic realities of mining,” Matthew said.
Most of his current work is focused on mine closure, helping projects minimise their long-term environmental impact and rehabilitate the land for the future.
“I find this role very rewarding. I get to design projects to answer questions critical to the environment’s health around mining projects. I travel for work regularly and see parts of Australia that few people are lucky enough to visit.”
In recent years, Matthew’s projects have taken him to rural Queensland, the desert in Western Australia, the tropics in the Northern Territory, and the cold in Tasmania. He recommends this line of work to anyone who is hardy, environmentally conscious, and enjoys improvising and solving problems.
Recognition for his efforts came early. Matthew was awarded Okane Consultants 2024 Rookie of the Year for Oceania after doing some fieldwork in trying conditions in Tasmania during a regional blackout. “No hot water or lights for a few days in a freezing-cold Tassie winter. It was a challenge—but that kind of adversity reminds you you’re alive.”
When asked about his time at St Peters, Matthew credits the College with equipping him with strong interpersonal and
academic skills, even if he wasn’t sure of his direction. His advice to current students? “Try to align your interests with practical career paths. Think about emerging industries and where your skills might be in demand.”
With Australia facing increasing climate challenges and a growing need for environmental stewardship, Matthew sees hydrogeology and geology as fields with strong futures. “Many experienced geologists are retiring, and not enough are coming through to replace them. You’ll be in high demand if you enter the industry now.”
For Matthew Taylor, what started as a creative pursuit evolved into a career that is not only rewarding—but very relevant to the future of Australia’s environment.
Many Happy Returns
There is a happy trend developing at St Peters Springfield. As the College continues to grow and evolve, the number of Old Scholars returning as staff is rising, with five currently working at Springfield.
Dr Michelle Thygesen (née Burger, Indooroopilly 1990) pursued a career in Science, completed a PhD in Molecular Biology and worked in cancer research for six years. While on maternity leave, she completed her Graduate Diploma of Teaching (Education). She taught Biology, General Science, Maths, and Christian Studies at Groves Christian College before returning to St Peters in 2014. A happy memory from her student days is the close
Pastor Matthew Wilksch Springfield Chaplain
friendships she made that still endure today. Ironbark provided valuable life experiences and a lot of fun. Michelle felt encouraged by her teachers to do her best in all endeavours, and she loved Pastor Reinhardt Mayer’s lunchtime faith exploration group. The dynamics at Springfield—a smaller, growing community—appealed, and her return to St Peters felt like a homecoming. She treasures sharing the values of St Peters with her three children as much as with her students. She loves that St Peters encourages teachers to try new things and continue to flourish.
Chaplain Benjamin Lyons (Indooroopilly 2009) set out to become an engineer but found his calling in working with young people. He completed a Bachelor of Theology and Master of Teaching and worked in ministry and education before joining Springfield in July 2023. Ben fondly recalls creating Chapel films, including one depicting Jesus in which Death took over the ‘realm’ of St Peters. Under the guidance of then-Chaplain (now Bishop of the Lutheran Church of Australia) Paul Smith, students were allowed to fly a skull and crossbones flag in the Chapel forecourt. Upon returning to St Peters, Ben has enjoyed camps with students, especially the Year 6 Canberra trip. He values the investment he received from his teachers and the opportunity to invest in students’ lives every day.
Stephanie Chettle (Springfield 2012) has the distinction of being the first St Peters Springfield graduate to return as a staff member. After school, she completed a Bachelor of Health, Sport and Physical Education (Honours)
at the University of Queensland and taught HPE, Maths, and Science in the Secondary Years. She transitioned to Primary Years teaching as a Year 5 teacher before returning to St Peters to teach Year 3 in 2023. She took on the Primary Years HPE role last year. During her school years, Stephanie valued the support of staff who encouraged her to achieve her best. Mrs Natalie Houston (née Victor) transformed her experience of English, turning it from her least favourite subject into her favourite. Mr Jeremy Lohe inspired her involvement in St Peters representative sport, helping her reach her athletic goals. She also loved the Ironbark program. Stephanie felt great joy reconnecting with teachers she remembered from her student days. She values the College’s approach to education, which aligns with her teaching philosophy and draws satisfaction from giving back to the community, which has helped her find her purpose.
Amy Logan (née Meyers, Indooroopilly 2014) joined St Peters Springfield this year as a Secondary Years Counsellor. After school, she studied Behavioural Science (QUT) and a Master of Counselling (UQ). She has diverse counselling experience, including at Kids Helpline, where she discovered her love of supporting and nurturing young people. Amy is delighted to return to the Lutheran school system and feels a sense of pride in being a St Peters Old Scholar. She values the Christian ethos of the College, which nurtured her faith as a student. Amy has appreciated being part of such a welcoming and supportive community. She especially values collegiality among staff, particularly the Wellbeing
Warriors on Wellbeing Way: Counsellor Sarah Johnson, Chaplains Ben Lyons, and Pastor Matt Wilksch.
Ariel Wilksch (Springfield 2020) is the most recent St Peters graduate to join Springfield. Her final year was affected by COVID-19, with some events modified or cancelled. Still, she’s grateful that key events such as the Year 12 Formal and Valedictory could go ahead. Ironbark was also a highlight for Ariel, as she gained lifelong memories through the farm duties, bonded with her cohort, and a new appreciation for the comforts of daily life. Another of Ariel’s favourite memories is the sports program and representing St Peters in QGSSSA Cross Country and Hockey. After school, Ariel studied Education at QUT and worked in early childhood. As a Year 2 teacher, she has enjoyed reconnecting with her former teachers and has found some wonderful mentors. She is delighted to see how the College has grown and changed since she was a student.
When St Peters graduates return to teach and serve the College community that once nurtured them, there is a sense of gratitude in being able to give back and contribute to new generations. Chaplain Ben Lyons articulates this well: “I really valued the teachers who were invested in me beyond the academics, and each day I love being able to offer that to our students. Twenty-nine new stories walk through my classroom doors daily, and I am blessed to have them shared with me.”
A Decade Later
St Peters Springfield Old Scholars Gather for 10-Year Reunion
The grounds of St Peters Springfield came alive with memories and laughter on Saturday 22 February 2025, as Old Scholars from the classes of 2014 and 2015 returned for their ten-year reunion. The event marked the College’s third ten-year reunion celebration, bringing together former students and staff members.
Adding a special touch to the occasion was the presence of SPOSA representatives, including Patron Mrs Margaret Curnow (1960) and Treasurer Mr Simon Gideon (1994), whose attendance bridged generations of the St Peters community.
The evening commenced with commemorative gifts presented by SPOSA representatives, followed by a tour of the College, showcasing the developments over the past decade. Old Scholars visited the Founders
Wall before gathering for the main reception at the newly named ‘SPOSA Outlook’ in the Junior High Precinct.
Throughout the evening, attendees shared stories from their school days, reconnecting with classmates and mentors who had shaped their educational journeys. Old Scholars and staff reflected on how, despite changing buildings and the passage of time, the core foundations remain unchanged. The College continues its dedication to fostering meaningful relationships and developing exceptional young people of character and purpose, while honouring its Lutheran heritage and St Peters traditions.
The reunion celebrated a decade of post-school achievements and reinforced the lasting bonds formed during these students’ formative years at St Peters Springfield.
Carols Under the Stars
A Celebration of Community Spirit
David Deacon Co-Director of Cocurricular Music, Head of Strings
Despite heavy rain in the lead-up, our annual Carols Under the Stars event again brought the St Peters community together in a joyous, festive atmosphere. While the weather meant we couldn’t sing ‘under the stars’, the move indoors did little to dampen the Christmas spirit.
In the Campus Heart, families gathered early, spreading blankets and setting up chairs in front of the large outdoor screen to enjoy the concert together. Food trucks, rides, games, and market stalls created a space for children and families to enjoy before the main event.
Inside the Performing Arts Centre, the stage was set with lights, baubles, and tinsel, providing a warm backdrop for the evening’s performances. The concert featured a strong lineup of St Peters Old Scholars, with Will and Katie Toft (2013) returning as MCs and performers. Their professional and engaging presence helped anchor the night.
Guest soloists Akash Rooney (2016), Zoe Catchpoole (2020), Nic Wallace (2020), and Theo Aitcheson (2024) brought vocal colour and charisma to their
performances. They were supported by the combined talents of the St Peters Strings, Stage Band, and Choirs in a program of 21 carols that captured the season’s joy.
It was wonderful to see so many families (some in costume) gathering together to celebrate the start of the Christmas season. While clouds may have hidden the stars, the spirit of community shone brightly throughout the evening.
Ladies Lunch
The Ladies Lunch at Hillstone is a highlight in the College events calendar, providing a fabulous opportunity for connection and conversation over a relaxed lunch. This year, we welcomed best-selling author, entrepreneur, and mum of three, Rachael Bermingham, as our guest speaker. With a career spanning multiple industries, Rachael shared powerful insights into the value of selfbelief and what it takes to succeed. She now mentors aspiring authors, helping them turn their publishing dreams into reality. Rachael also spoke about her passion for coastal conservation and shared a deeply personal story— how a tragedy close to her family has inspired her to raise awareness about the impact of youth crime and violence. Thank you to our sponsors and everyone who donated raffle prizes or attended. Your generous support raised over $20,000 for a new oven for Girls Boarding and upgraded equipment for the Digital program.
Campus Cars and Coffee
A new addition to the College calendar, Campus Cars & Coffee brought over 250 members of our community together to connect in a new way, sharing their passion for high-octane muscle cars, supercharged supercars, and the timeless charm of antique automobiles. Fueled by the fare of several food trucks, attendees were free to wander through the collection at their leisure and cast their vote for Best in Show from the variety of exotic, rare, and vintage vehicles on display from a 1947 MG to a 2023 Ferrari Roma. Thank you to everyone who joined us and to the community members who shared their passion and trusted us with their incredible vehicles for the afternoon.
Father Daughter Breakfast
Our annual Father Daughter Breakfast offers a chance for dads and their daughters to pause their busy schedules and enjoy some quality time together. This year, we were thrilled to welcome guest speaker Sarah Moran, CEO and co-founder of Girl Geek Academy. Sarah shared powerful insights into the importance of encouraging more girls to code and explore opportunities in the tech industry. Her message was a timely reminder that confidence, curiosity, and creativity are essential to thriving in the digital age. It was a thoughtprovoking morning that celebrated the special bond between fathers and daughters, while highlighting the boundless potential of the next generation of innovators.
St Peters Open Day
The 2025 Open Day was another resounding success, with more than 2,500 visitors enjoying a stunning day of sunshine and discovering everything that St Peters has to offer. Open Day provides prospective families with the chance to tour the College alongside current students, connect with our passionate staff and student leaders, attend presentations by the Senior Leadership Team, and enjoy performances from our awardwinning Music ensembles. A highlight for many was the Ironbark display, a crowd favourite on the annual ‘Saints March’, a campus-wide scavenger hunt that leads participants through key College locations. With four hours to explore our leafy, 52-acre campus and incredible facilities, attendees provided overwhelmingly positive feedback on their experience.
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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 – 2025:
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)