Plus Ultra | June 2023

Ultra

SPACE TO LEARN New Centre for Learning and Innovation Opens

REGULARS

2022 ACADEMIC RESULTS

CONNECTING WITH COMMUNITY

MEMORIES OF IRONBARK

HEAD OF COLLEGE MINISTRY

SPOSA

Cover: Students with our Head of College and the Centre for Learning and Innovation (p 16).

Plus Ultra June 2023

Published by St Peters Lutheran College

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

Publishing & Layout Designer

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

Writers Shannon King | Nic Given

Photography

Anthony Cox

Advertising Enquiries

Communications Office

Telephone: 07 3377 6262 publications@stpeters.qld.edu.au

St Peters Lutheran College

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© 2022 St Peters Lutheran College

SPOSA Office

66 Harts Road, Indooroopilly Qld 4068 Telephone: 07 3377 6592 sposa@stpeters.qld.edu.au stpeters.qld.edu.au www.facebook.com/sposa45 instagram.com/splc.sposa

THE ST PETERS WHY

TIM KOTZUR Head of College

I’m a bit of a fan of Simon Sinek, who writes and speaks a lot about leadership. Sinek is perhaps best known for his work Start With Why – a book about how to explain your organisation’s purpose and the reason it exists and does what it does. Put simply, it helps us understand why we do what we do.

As a College when we were developing our Strategic Intent Plus Ultra 2025 we were very intentional about ensuring we had clarity around ‘Our Why’, the St Peters Why. Informed by our timeless Mission of ‘Excellence in Christian Co-education’, the St Peters Why is ‘Every Child Learns, Every Day’.

It might be only five words, but ‘Our Why’ is not easy. It is challenging. ‘Our Why’ is why we do the work. While it is challenging it is also inspiring and motivating.

Every member of staff at St Peters, both academic and corporate, contributes to ‘Our Why’ - teachers, teacher aides, housekeeping, food services, boarding staff, sports coaches, reception staff, the business office, facilities & services and senior leadership.

Some examples of the St Peters Why include:

• The teacher who helps a student have a light bulb moment when they understand a difficult concept for the first time.

• The Boarding staff member who helps a student feel at home in Boarding by providing a shoulder to cry on.

• The Careers Counsellor who helps a student find the most appropriate pathway to what they want to achieve beyond school.

• The Food Services Assistant who prepares the lunches so that our students are well fed and can concentrate in class.

• The Cleaner who ensures that the classrooms are clean, providing a well-maintained, attractive and clean environment in which to teach and learn.

• The Facilities Officer who maintains our classrooms so that the learning spaces promote student learning.

• The Sports Coach who stays back after training to help a student do ‘extras’ to improve their technique and confidence so that they can make the free throw to win the game.

• The Year Level Coordinator who helps the anxious student turn up each day by greeting them with a smile every morning.

• The Outdoor Education Instructor who helps a student make it through Solo at Ironbark because they listened to the student’s fears.

St Peters is fortunate to have staff wholeheartedly committed to ‘Our Why’. They are committed to ‘Our Why’ because they are motivated to help form and empower young people who use their learning to lead and serve their communities and in doing so, make a difference in the world.

Now that’s inspiring. Enjoy this edition of Plus Ultra and all the examples of the St Peters Why in action.

'Our Why' is not easy. It is challenging. ‘Our Why’ is why we do the work. While it is challenging it is also inspiring and motivating."

"

THE WORTHY SHIP

'Jesus said, “Don’t be afraid.” Then he climbed into the boat with them.' Mark 6:50-51.

TIM JARICK College Senior Pastor

One of the essential principles and practices that are fundamental to St Peters and all Lutheran colleges and schools is what I like to call the ‘worthy ship’. Interestingly, because of its size, St Peters is sometimes informally compared to a large ship that takes time to change direction. But the worthy ship I am thinking of is an allegorical way of describing what we call worship. The term worship originates from the old English word 'weorthscipe,' which means 'worth-ship'.

Through worship, we demonstrate to one another and to the world what is of great worth to us. As a community, we give value and meaning to ‘climbing into the boat’ which is the Christian community or the Church. We choose to join others and remain open to and unafraid of the idea that Jesus is with us. By listening to his word, God assures us that we are not alone in life and that the Holy Spirit will guide and lead us to understand, trust and follow Jesus.

Worship is central to who we are as a College community and as a Christian community. Following the Lutheran educational tradition, our school encourages students and staff to engage in regular worship activities. This includes attending chapel services on a weekly basis, practising devotional routines, participating in prayers and singing together as a community. Students come together for chapel as sub-schools, form classes or yearlevel groups and staff meetings often begin with a bible reading, reflection and prayer. These practices are important for building a Christian community and fostering a strong sense of belonging within our College while living our values and our mission.

Two recent instances of our College communities uniting to create a sense of belonging through worship were the Primary Years Mother’s Day Chapel and the Boarders and Congregational Sunday morning breakfast. During the Mother’s Day service, Chaplain Kirstin Munchenberg used her creative gifts to paint an image of Mary and baby Jesus on canvas while reflecting on the value God places on motherhood.

We celebrated the invaluable role that mothers play in our lives and prayed for those mothers who face hardships and grieve for their children. This Chapel service received a highly positive response from parents. As part of National Boarding Week, the Boarding houses, Chaplaincy Team, St Peters Pastor and congregation came together for an informal Sunday worship service and breakfast at Café 45. Different generations connected over a meal of bacon and eggs as congregational members who were former Boarders of St Peters shared their personal stories with students.

Gatherings like these allow the various communities within St Peters to climb into the worthy ship we call worship. Coming together over God’s word and prayer is important, worthwhile and a blessing to all.

LETTER FROM THE EDITOR

SHANNON KING Editor

As I step into the role of editor for Plus Ultra, I can't help but get excited about the important purpose it serves. This magazine is all about capturing the essence of St Peters Lutheran College and bringing you the stories that make our community so special. In this issue, we share the achievements, experiences and aspirations of our students, staff and Old Scholars which are sure to make you proud to be part of the St Peters Story.

Let's start with our Girls Swimming Team and their history-making win at the 88th Annual QGSSSA Swimming Championships in March! Years of hard work, team spirit and sheer determination paid off and their success serves as a testament to the supportive environment that encourages our students to reach beyond their limits both in the classroom and beyond.

Another remarkable story is that of Stephanie Chettle, a founding student of St Peters Springfield who has come full circle, returning to the College to teach Year 3. It's wonderful to see how our College has made such a lasting impact on its students, inspiring them to return and share their knowledge with a new generation.

We also take a moment to acknowledge the departure of Chris Chapman and Kim Holman, two beloved members of our Indooroopilly staff. They've left an incredible legacy during their time here, and we want

to express our heartfelt gratitude for their many years of service and wish them all the best for the future.

Our Old Scholars continue to make us proud as they venture out into the world. Will Szalay is currently volunteering in a small coastal community in Ghana, making a difference in the lives of children there. Will's selflessness and global perspective remind us of the importance of compassion and service in creating a better future. Meanwhile, Krystal Gagen-Spriggs is successfully balancing many hats. As a librarian, gym owner and PhD researcher, her love for learning knows no bounds. Krystal's story inspires us to always remain curious and embrace opportunities for personal and professional growth.

It is a privilege to share these stories and more with you. Each one illustrates the transformative power of a St Peters education, the enduring connections forged at the College and the potential that resides within all of us.

I encourage you to immerse yourself in the pages of Plus Ultra, to dive into the stories that make our community shine and to be inspired by the amazing individuals who continue to shape the St Peters Story.

INDOOROOPILLY CLASS OF 2022 RESULTS

PETER MACDONALD Head of Teaching & Learning Innovation

The disruptions to learning throughout 2022 hardly felt like disruptions anymore. Again, the professionalism of the St Peters staff, the grace from the community and the determination of the students, culminated in another outstanding academic year for our students. Regardless of the many challenges, the school community continually placed student learning at the heart of each decision. Congratulations to everyone in the St Peters community for finding the strength to rise to each challenge that has been put before us. As a community we deserve to look back over the past few years and be proud of the role that we all played to ensure our young people continued to have the best learning experiences possible.

Our 2022 Year 12 QCAA and International Baccalaureate (IB) students achieved outstanding ATAR results last year. In fact, the results of the 2022 cohort could be argued as the strongest we have seen since prior to the turn of the century. Some highlights include:

• 20.5% of our Year 12 students achieved an ATAR of 96 and above;

• 41.4% achieved an ATAR of 90 and above;

• 82% achieved an ATAR of 75 and above; and

• 96% achieved an ATAR of 60 and above.

As in previous years, we welcomed back Academic Scholars to an assembly to recognise their wonderful achievements. The 48 Scholars were also invited to brand the walls of the Academic Hub with their name. A number of these past students commented on how it had been their goal for a number of years to have the opportunity to place their name on the wall. Even though the walls are filling up, rest assured future St Peters cohorts, there is still plenty of room for your name in the future!

Our IB students were rewarded with excellent results in 2022. Our fifth perfect score (of 45) since 2008 was awarded to Shenal Dharmatilleke (pictured top right). We are extremely proud of the way all of our IB cohort performed. Much of these achievements can equally be attributed to individual hard work and the dedication of the whole group to support each other. This hard work extends to the efforts of Mrs Ros Midgley and Mrs Sarah Thompson. It is clear to see that strong relationships develop between Mrs Midgley and each IB student. Mrs Midgley dedicates a huge amount of time to the IB students to ensure individualised care and attention is provided at precisely the right time. Mrs Thompson assisted Mrs Midgley to run the IB programme during 2022 and together they made a wonderfully organised, professional and supportive team. A special mention of the IB teachers is also necessary. These teachers take such pride in the learning experiences they provide for their students. They are constantly adapting and modifying the learning experiences in response to feedback from the learners. There is no doubt that the 2022 outstanding results would not be possible without the dedicated efforts of the St Peters teachers.

2022 provided us with the third opportunity to run the new QCAA Senior curriculum and assessment system. As you can determine from the cohort’s end of year results, they have managed the challenges of the system extremely well. At the beginning of the year the Curriculum Leaders reviewed the 2021 student results and developed a plan for 2022. The actions as a result of this planning have continued the recent upward trend of exit results. Our students continue to attract very positive feedback from the external examination QCAA invigilators regarding how organised, responsible and prepared they were

for their examinations. Mrs Trish Russell and Mrs Olivia Larney oversaw the external examinations in 2022. Their organisation, knowledge and approach ensured students were in the best state possible to demonstrate their knowledge in the exams. A huge congratulations is to be passed on to the 2022 cohort for all they have done to set a wonderful example for the rest of the school. This group of inspiring young people are excellent role models of hard work, perseverance, adaptability and grit.

Last year saw the further development of our staff Community of Practice (CoP) program. The Primary Years initiated this program a number of years ago and now the Secondary teachers are participating in their own version. The collaboration and innovation that comes from these learning communities is not only inspiring to witness, they are ensuring we are consistently improving the learning experiences for our students.

At all year levels, we are looking forward to the challenges of 2023 and are confident that our amazing learners will once again deliver remarkable achievements throughout the year.

2022 ACADEMIC RESULTS (IND)

100%

39

48

41.4%

95.7%

24%

273 students undertook the IB.

students in the cohort.

* The following statistics relate to students at St Peters Indooroopilly only. For statistics that relate to St Peters Springfield students, see page 11. were awarded the IB Diploma.

45 students undertook the QCAA.

238

(14%) withheld their results or were ineligible for an IB score or ATAR.

(20.5%) of St Peters 2022 graduates achieved an ATAR of 96.00 and above.

of St Peters 2022 graduates received an ATAR of 90.00 and above.

of St Peters 2022 graduates received an ATAR of 60.00 and above

of IB students received an IB Diploma score of 38-45, an ATAR of 96.00 and above.

96%

of St Peters students who applied for a course through QTAC received an offer.

SPRINGFIELD CLASS OF 2022 ACADEMIC RESULTS

SARAH GUNN Director of studies and pedagogy

As a staff member new to the College in Semester 2 of last year, I was immediately struck by the determination, curiosity and joy with which the Year 12 Class of 2022 approached their learning. It was not rare to hear peals of laughter and excited debate echoing from classrooms as I walked the upper corridors of Curnow House. To their credit, and through the support and dedication of their teachers and parents, these 55 students certainly excelled in their studies.

Over the course of the year, the students worked tirelessly on internal assessment items to progress their knowledge and understanding. When external exams arrived, students approached their exams with optimism and a sense of quiet confidence, conducting themselves with care, dignity and respect. As independent and dedicated students, the Class of 2022 certainly proved to be wonderful academic role models for the younger students of the College.

The diligent work ethic of the Class of 2022 culminated in strong academic results. Pleasingly, 2022 saw an increase in Queensland Certificate of Education (QCE) achievement, with 89% of students awarded a QCE. Further, 22% of students received a Vocational Education and Training (VET) qualification. 26.92% of students received an ATAR above 90 and our median ATAR was 85.3.

We were thrilled to see that, once again, 100% of students seeking tertiary study were offered enrolment at university, with 77% of students attaining first preference offers. 53% of students received early offer university placements. A significant proportion of graduates—28%—elected to accept enrolment at Griffith University. This can perhaps be attributed to the institution’s prioritisation of innovation and social impact, two core values that align with

our College’s mission. With new courses in health, technologies and the environment mapped to the emerging economy, Griffith University is attracting students who are driven to contribute to the social good. The University of Queensland and Queensland University of Technology also remained popular options for tertiary study for our students in 2022.

Possessing a diversity of God-given strengths and abilities, the Class of 2022 have chosen to pursue wide-ranging tertiary pathways. Health continues to dominate as the preferred career field: 22% of Springfield graduates are studying in areas such as medicine, pharmacy, psychology, exercise physiology, occupational therapy, speech pathology and nursing. The technologies field is also popular, with 12% of graduates pursuing engineering and 11% enrolled in design courses. 12% of students are studying the natural and physical sciences. Business and law were each selected by 9% of our graduates. Remaining fields of interest include education, aviation, data analytics and the arts.

As ever, the College remains committed to maintaining strong relationships with our St Peters Old Scholars. Recently, I connected with Kayla Thygesen, a valued member of our 2022 Year 12 cohort. Kayla graduated with the cohort’s highest ATAR (99.65) and is currently enrolled in a Bachelor of Advanced Science with Honours program at the University of Queensland. Kayla shares that she is finding lectures and workshops fast-paced, interactive and satisfyingly challenging. It was affirming to hear Kayla reflect upon the value of a St Peters Springfield education in preparing her for university. It was at St Peters Springfield, Kayla says, that she developed her identity as an autonomous, agentic and diligent

learner. We are proud of Kayla’s achievements and cannot wait to see how she flourishes as she embarks on this exciting new pathway.

As we celebrate the academic achievements of the Class of 2022, so too do we acknowledge the tireless efforts and incredible expertise of our teaching and corporate staff. Their unwavering commitment to their students’ academic and personal growth had an undeniable impact on our graduating cohort’s success. In the true spirit of Plus Ultra, countless masterclasses, group tutorials and individual feedback sessions were offered by teachers to support students in unlocking their personal potential. Indeed, during his speech at this year’s Scholars’ Assembly, 2022 College Dux, Joel Lucas, delivered authentic words of thanks to each of the teachers who made an extraordinary difference in his learning, urging current students to seize the opportunities available to them at St Peters Springfield.

“Ever higher, reaching for the heavens, knowing there is more beyond than what we can see.” The words of our College song so aptly describe the learning journey of our newest St Peters Old Scholars. Their academic achievements are testament to their resilience, adaptability and commitment, competencies that will enable them to flourish in a rapidly changing and complex world. As young people of promise and character, we know they will continue to give their all as they embark upon the next stage of their journey. Congratulations, students, and good luck.

Pictured (left to right): Natalie Houston presenting to Joel Lucas, 2022 Dux; Captain Matthew Taylor presenting to Kayla Thygesen.

TEACHERS COLLABORATING IN COMMUNITIES OF PRACTICE

St Peters Lutheran College recognises the vital role that teacher collaboration and continuous professional development play in delivering excellence in education.

RACHAEL YATES E-Learning Coordinator

St Peters Lutheran College recognises the vital role that teacher collaboration and continuous professional development play in delivering excellence in education. To foster a culture of teacher collaboration and growth, Communities of Practice have been implemented across the College in various ways. These networks bring together educators from diverse areas, year levels and departments, enabling opportunities for teachers to come together to grow and learn from each other in organised and supported ways.

About Communities of Practice (CoPs)

Communities of Practice (CoPs) are groups of people who come together to engage in collective learning and the sharing of knowledge, ideas and practice. They are valuable for the College for many reasons. Some of the key benefits of the implementation of CoPs at St Peters are: Teacher growth: CoPs provide a platform for teachers to share their expertise, knowledge and best practices with one another, enabling new insights and ideas for classroom practice. Also, Self-determination Theory tells us that motivation stems from finding mastery, autonomy and purpose in our lives and that this leads to feelings of wellbeing and self-fulfilment. CoPs enables individuals to make incremental improvements to their own practice, providing avenues to mastery and autonomy.

Collective teacher efficacy: The concept that reflects the collective belief among teachers in their ability to positively impact student learning outcomes. Furthermore, the concept of collective teacher efficacy emphasises the power of collaboration and collective action in education. Research has shown that collective teacher efficacy has a significant impact on student achievement.

Teacher collaboration: CoPs provides teachers with the opportunity and time to concentrate on specific areas of practice, carefully chosen to align with the College direction, and evidence-informed topics. Within a collaborative environment, teachers can explore and experiment to adapt teaching and learning practices. This gives teachers across different year levels and departments the opportunity to collaborate and break down barriers that may exist.

CoPs in the Secondary Years

In the Secondary CoP program, all teachers in Years 7-12 are assigned to a CoP group consisting of approximately eight members. Groups meet fortnightly during the school day. Each term a new focus topic is chosen for all CoP groups to work on. However, the direction each group takes will differ as the structure is open-ended allowing for teacher agency. During meetings, the group may explore resources, discuss and share ideas for implementation and reflect on practice. The program commenced in 2022 and has explored the following topics so far: teacher clarity; feedback; innovation; collaborative learning and using data as evidence.

The Secondary CoP program links closely to the Teaching and Learning Framework, a bespoke model for St Peters that draws from international research and teacher expertise from across our College. The Framework guides and supports the planning, delivery and assessment of learning and is underpinned by the College values and strategic direction. The Teaching and Learning Framework consists of the following areas: Curriculum, Assessment, Learner Skills, Learning Culture, Feedback and Pedagogy (Lesson Sequence and Learning Experiences).

CoPs in the Primary Years

Staff in the Primary Years began their CoPs journey two years ago as we undertook our Primary Years Programme Evaluation. At the time, teachers were able to interrogate our teaching and learning program to ensure that it represented the standards and practices of the International Baccalaureate (IB) programme. Such a process allowed all staff a voice in our evaluation and ownership of the next steps that we needed to take as members of the learning community.

Fast forward to this year and we have begun looking at the work of Tom Sherrington who uses a model called 'Walk Thrus' and whilst we are still in the initial phases, it is giving us a common language for a variety of everyday practices. This gives a common goal and supports our students as they move around the campus. So far this year, we have been looking at Establishing Routines,

Building Relationships and now we are looking more specifically at practices in giving feedback to students about their learning.

These valuable conversations have a positive impact on our learning community. Not only do they invite colleagues into each other's spaces to share and learn from peers, but they also open dialogue between staff who do not always get a chance to engage with other year levels. Like our students, our teachers are keen learners and are always looking for ways to improve. This quote from Dylan Wiliam a leading expert in the field of education captures our approach to CoPs:

"If we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve".

St Peters Teaching & Learning Framework

BELONGING AND PURPOSE IN THE SECONDARY YEARS AT ST PETERS SPRINGFIELD

Belonging is a fundamental human need that we all have in common. It is essential for our wellbeing, both as individuals and as members of a community. For our students, belonging is defined as "the extent to which students feel personally accepted, respected, included and supported by others in the school social environment" (Goodenow & Grady, 1993).

A strong sense of belonging has been shown to predict a wide range of academic, psychological and physical health benefits in young people. In a world of increasing digital interconnectedness, developing a sense of belonging is crucial for our students to adapt to the changing landscape of education with the growing influence of artificial intelligence (AI).

In recent years, and especially in the postpandemic era, the significance of student wellbeing has gained increasing recognition in Australian schools. The Australian Institute of Teaching and School Leadership (AITSL) spotlights wellbeing in Australian schools and emphasises that a sense of belonging or feelings of connectedness is one of the key factors contributing to students' wellbeing and academic success. A sense of school belonging can not only buffer the effects of student anxiety and depression but also enhance academic engagement and motivation.

At St Peters, we understand that belonging is not just about being physically present; it is about feeling connected, respected and valued. It is about having a sense of identity and purpose within the community. When students feel like they belong, they are more likely to engage in their learning, participate in school activities and develop positive relationships with their peers and teachers.

At Springfield, fostering a sense of belonging is one of our top priorities in line with our strategic intent. In 2023, we implemented several initiatives to enhance student connectedness. We are excited to highlight our partnership with the Learner First organisation to trial a new approach to learning and wellbeing. This approach is founded in the process of Contributive Learning, which helps students discover who they are while connecting with others, developing knowledge and competency and, as a result of their learning, positively contributing to the world. This trial is taking place in selected classes in the Primary and Secondary Schools, and we eagerly await the results, which will be shared in the latter part of Semester 2.

We are also revitalising our house system by appointing new House Patrons, establishing weekly student-led house meetings and organising house-centered competitions outside of our traditional house sport carnivals. The public speaking competition was a highlight of Term 1, in addition to the Swimming and Cross-Country Carnivals, which saw the highest participation rates since our College's inception. Coming together within their houses enables students to connect with their peers across different year levels and collaborate towards a common goal. Connecting within their houses also helps students develop leadership skills and a sense of responsibility for their house's success.

Furthermore, we have implemented our new student-led portfolio system, which is open to all students in Years 7-12 and led by two portfolio captains. Student co-agency lies at the core of the intention behind the studentled portfolios. As Charlie Leadbeater says, "student agency is about pursuing learning for a purpose. It is about understanding the

DOMINIC PIACUN Head of Secondary Years Springfield

connection between the why and how of learning. Schools need to become places where students can learn to develop their sense of purpose" (CS Leading Education Series – Learning on Purpose). Within each portfolio, students use their unique gifts to discover their purpose, implement initiatives and develop leadership and influencing skills. Semester 1 saw our portfolio captains working with our committed teachers to organise arts celebrations, the Academic Peer Tutoring initiative, cultural celebrations led by the Culture Portfolio, as well as wellbeing activities and mentoring, alongside our Swimming and Cross-Country Carnivals. Each portfolio captain is responsible for celebrating and promoting their respective portfolio during our weekly Secondary School assemblies. "Student agency comes to life when students start to work with newfound power to initiate learning, with one another, organised around their purpose, passions and motivations" (CS Leading Education Series – Learning on Purpose). The portfolios provide an excellent platform for students to connect with like-minded peers and pursue their interests and passions, while also contributing to the broader school community.

At St Peters, we recognise that fostering student agency and a sense of belonging are intricately linked to our St Peters vision: A learning community where people flourish. The CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA) recently wrote in an article for The Australian stating that "schooling, while preparing our children as best it can for the changing world of work, is going to need to focus more on those aspects of humanity that are exclusively human and vitally important for our development as democratic communities".

The gift and task of a St Peters education are to form and empower fine young people of character who, capable of managing their own learning, use their gifts to lead and serve their communities and make a difference in the world. We are confident that we are establishing an excellent foundation for our students to become compassionate leaders who positively impact their communities and the world.

SPACE TO LEARN

In Term 2, the Centre for Learning and Innovation finally opened much to the excitement of our College community. Head of College Tim Kotzur revisited the original Vision for the building which forms a key part of St Peters’ learning landscape.

TIM KOTZUR Head of College

OnApril 26, 2023, our new Centre for Learning and Innovation (CLI), the first major project of the College’s new Masterplan, finally opened to students and staff. It has been a four-year journey to take a conceptual idea and turn it into a physical reality. The Centre for Learning and Innovation is the biggest building project that the College has undertaken in its history. The location, right in the campus heart, made it a challenging project to begin with and this was further complicated by the COVID-19 pandemic impacting upon timelines, labour availability and supply chains. Walking through the CLI on that day and in subsequent weeks and observing our students and staff engaged in their learning and teaching has made the time, resources and energy devoted to its creation worthwhile. It has been a joy to see our staff and students using the space in ways that have brought the Vision for the building to life.

The Vision for the Centre for Learning and Innovation was threefold:

1. A genuine Prep to Year 12 facility located in the heart of the College that serves as an unmistakable statement to all in our community that learning is our core business. This has been reflected within the four levels of the building which encompasses contemporary learning spaces, maker spaces, technology studios, a green room, a student boardroom, amphitheatre and breakout spaces.

2. A space that reflects the best of what we know about how students learn and reinforces the already strong student learning culture in the process. This has been captured in the learning spaces that facilitate a range of approaches to learning from large group explicit instruction to small collaborative group work and breakout spaces for focused individual work. The multiple writeable surfaces help students to make their thinking and learning visible to themselves and their teachers. The flexible classroom furniture easily facilitates a range of

learning styles within the classrooms. The ease of technology use within the building is another feature. The university-style feel of the SPOSA Café within the building creates a space where students want to spend time learning. The type of learner, graduate and person that our students will need to be to flourish also underpinned the Vision for the building.

3. A space that encourages and promotes growth in teacher pedagogical practices, both best practice and next practice.

With this Vision in mind, it has been heartening to hear some of the comments from our students and staff about their early experiences with the Centre for Learning and Innovation:

• I love the different types of furniture and how you can adjust the heights of the desks to suit you.

• The student boardroom is amazing.

• The technology is so easy to use.

• All the glass makes the building so light.

• I really like all the writeable surfaces.

• It feels like a university.

• The Centre nurtures a sense of community and collaboration by providing opportunities for group discussions and task-oriented learning activities in its versatile and unique spaces. These spaces, fitted with interactive features such as frosted glass, writable desk surfaces and sliding whiteboards, not only promote a dynamic, hands-on learning approach but also greatly appeal to students learning character-based Asian languages. Maggie Jin, Language Teacher

• The implementation of the CLI has created an exciting opportunity for staff and students to engage in a wide range of educational experiences. The CLI has enabled students to take an engaged, enthusiastic and collaborative approach to learning, allowing them to deepen their understanding within a practical realworld context. Alanah Miles, Technology and Innovation

specialist, eLearning Facilitator

Watch: The completed Centre for Learning and Innovation video

• The large rooms in the CLI have been fantastic for the students to separate to their own zone. The varying heights of the furniture have allowed students to be in a learning space that suits them and the amount of writable space in the room has enabled student group work better than in one of our more traditional classrooms. All in all the environment facilitated by the rooms makes for a really calm and productive learning space. Peter MacDonald, Head Teaching & Learning Innovation

While the Vision for the Centre for Learning and Innovation is entirely contemporary, the College has endeavoured to honour our past through key features of the building, such as an external facade that mirrors the historical architecture of Langer Library and the Chapel. Within the building, there are hexagonal soundproofing tiles on the ceilings that mirror the hexagonal pavers of the Chapel Forecourt. At each of the entrances are wooden crosses made from the floorboards of Luther House. The crosses remind us of our enduring link to our past and serve as a reminder of the origins and foundations of St Peters, as well as our hope for the future.

As a community, we look forward to all the learning and growth that will occur within the Centre for Learning and Innovation – a space that both honours our past and represents our future.

LIFELONG LESSONS: OLD SCHOLARS REFLECT ON THEIR IRONBARK EXPERIENCE

CASSIE TWEMLOW Former Communications & Marketing Officer

Ask any St Peters senior student or Old Scholar about the highlights of their schooling and chances are Ironbark, the College’s iconic outdoor education program, will top the list. Originally a full-term camp for Year 10 students, Ironbark has evolved to a five-week program for all Indooroopilly and Springfield students in Year 9. Set within an 800-hectare property near Crows Nest, Queensland, the length and breadth of this pioneering program make it unique. Designed to challenge students physically, intellectually, socially and spiritually, Ironbark’s curriculum has remained largely unchanged for the last 40 years.

The program is built on the values of community, commitment and connection and students are encouraged to discover strength through teamwork and to nurture their individual capabilities.

On any given day, students will find themselves cooking or cleaning, feeding and caring for livestock and maintaining the property. Their outdoor activities include navigation lessons, rock climbing, horseriding, high ropes, a four-day expedition and 24-hour Solo.

We asked some Old Scholars what impact the Ironbark experience had on their lives and the overarching themes were those of teamwork, new experiences and friendship.

Susan Tomes (nee Wood, 1992), one of the youngest and smallest students in her Year Level, was only 14 years old when she attended Ironbark in 1990. Both her older sisters had been through the outdoor education program at Mt Binga, however the idea of going to Ironbark still felt daunting.

“As a teenager, I lacked confidence, particularly with physical skills. I was small and skinny and a fussy eater. I’d never been a sporty kid and I was nervous about most things,” Susan explained.

Even so, she had always enjoyed outdoor activities and Ironbark gave her the opportunity to try new things and push herself. She discovered through the early morning runs that she was a reasonable long-distance runner.

“I had no idea how important long-distance running would become to me in my 30s and 40s, enabling me to deal with stress using that intrinsic connection between physical and mental wellbeing.”

Jodie Mott (1992), whose nephew is attending Ironbark this year, also went to Ironbark in 1990. She fondly remembers the campfire, overnight hikes and survival. She said the long time spent away from family and being treated more like an adult helped her learn to be more independent.

“We had cooking, cleaning and other responsibilities to perform and it would affect everyone if we didn't work together,” Jodie said.

“The diversity of activities was really great as you worked out what you did or didn't like and what you were and weren't good at.”

Ashta Hockings (nee Murugesan, 2007) completed Ironbark in the early 2000s. She enjoyed the everyday tasks such as cooking, cleaning and looking after the animals as well as orienteering and hiking.

"It was empowering being encouraged to problem solve on the spot in real-life situations. You were never alone and you knew you had support, but it encouraged you to stand on your own two feet and have confidence in yourself,” Ashta said.

Being an elite gymnast with a gruelling training schedule at the time, Ashta noted that Ironbark also gave her the opportunity to connect with her peers.

One of Susan’s enduring memories was of the four-day hike where she felt like the weakest link of the group, made up of two farm girls, an elite athlete and her.

On the first day of the hike, Susan needed the help of one of the taller girls to climb down the side of a cliff into a gorge and back out again. On the second day, the group became lost and another girl left her pack and ran two kilometres up a hill to find their bearings. By day three, the tears started to flow.

Susan said, “I will always remember the pep talk I was given by [my team member] telling me I needed to pull myself together for the sake of group morale.”

Despite the highs and lows of Ironbark, all three women acknowledged the bonds they formed with other students through their shared experiences. Susan is still close friends with her hike buddies, 33 years on, reconnecting through long distance running. Jodie’s fondest memories were of the friendships she gained and Ashta noted that during her time at Ironbark the friendship cliques disappeared and everyone got a chance to enjoy the strengths and personalities of others.

“It was one big happy friendship group, you felt so close that you were almost family. It was a pretty powerful feeling,” she said.

Ironbark is an integral part of a St Peters education and a rite of passage for St Peters students, one that creates close connections, lasting memories and life-changing experiences.

WELCOME HOME COLLEGE BELL

Last year, the original College Bell underwent restoration and recommissioning and is now set to be permanently showcased in the new Centre for Learning and Innovation. Nicky Boynton-Bricknell sheds light on the fascinating origins of the bell.

NICKY BOYNTONBRICKNELL

Old Scholar

with thanks to Rev David Stolz

The College Bell, a 160-year-old bell, was smartened up and recommissioned last year. It garnered more attention than ever before during its years as the one and only College Bell, when every 2022 Year 12 student rang the bell in the Chapel forecourt as part of their graduation celebrations.

The bell has a long and interesting history. It travelled from Germany in the 1870s when German families fled their homeland because of religious persecution. One of three bells, each with its unique tone, it belonged to the Benfer family who, alongside the Heinemanns and Holzapfels, settled in Mt Cotton to begin farming. The bells were put into service on each farm to summon labourers for meals and to mark the beginning and end of each workday.

On 24 May 1945, the Benfer family presented the bell to the fledgling St Peters Lutheran College to call the students to meals and for assemblies in Ross Roy.

The bell started College service suspended from the fork of a pine tree near Ross Roy until it was blown down in a storm. It was then attached to a cross beam from one corner of the Ross Roy western verandah. As the College expanded, the bell was moved to a new location outside Headmaster Wilfred Schneider’s office, next to the dining hall.

There it hung and rang faithfully until Theile House was erected and the bell was moved to the eastern end of Luther House. In the early 1970s, when the bell was nudging one hundred years of age, it was retired and replaced by a modern electric bell. Stored in an unlocked shed it disappeared until well into the 2020s. The mystery of its disappearance was attributed to a group of Old Scholars who were purported to have stolen the bell and later returned it. The truth behind this remains unknown.

Today, the bell resides in Ross Roy and there are plans to permanently display it in the foyer of the new Centre for Learning and Innovation where it can be viewed and appreciated by the College community.

STICKING TO THE LEARNER PROFILE IN PRIMARY

In Upper Primary, a Visual Art project has helped to breathe life into the Learner Profile Attributes central to the International Baccalaureate (IB) PYP framework.

As an introductory activity in Visual Art, Years 5 and 6 students were asked to design a character that represented one of the ten attributes of the Learner Profile, an essential element of the IB PYP framework.

The Learner Profile aims to establish a set of values that students strive to develop as they work towards becoming global citizens who respect themselves, others and the world around them. These attributes are: Inquirer; Knowledgeable; Thinker; Communicator;

Principled; Open-minded; Caring; Risk-Taker; Balanced and Reflective. As these qualities are recognised in students by their peers and teachers, they are informed of the value they are exhibiting. This is often reinforced by a card or a sticker displaying the attribute.

Once created, the designs were given to IB Art students in Years 11 and 12 and, with the help of Arts Curriculum Leader, Julie Seidel, a selection of the images was chosen for a limited run of stickers. The stickers are presented to children who demonstrate a particular attribute to encourage and support these valuable qualities of a St Peters Student.

Amazing Bush Kindy!

Little

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SHERRIE KNIPE

P-6 Visual Arts Teacher

Little Locals Auchenflower offers a renowned Bush Kindy Program at Simpsons Fall, Mt Coot-Tha. Our program is also fully accredited by Nature Play QLD.

Locals provides a collaborative and flexible approach to our families. Our fees are fully inclusive of all extra curricular activities, meals, consumables and more.

COMMONWEALTH DAY SERVICE 2023

On Tuesday 14 March, student leaders and members of the St Peters Multicultural Committee were privileged to attend the 2023 Commonwealth Day Service at St John’s Cathedral in Brisbane City.

Commonwealth Day, celebrated annually in March, is an opportunity for individuals, organisations and communities to promote the Commonwealth’s shared values of peace, democracy and equality and to celebrate its rich cultural diversity. During the service, Her Excellency the Honourable Dr Jeannette Young AC PSM, Governor of Queensland, read King Charles III’s Commonwealth Day Message and several school groups including St Peters students Mahi Kar Ray (Year 12) and Navya Tembe (Year 10) entertained attendees with cultural performances.

Mahi and College Vice Captain Joy Fiske (Year 12) delivered a Commonwealth Reflection, inspired by the 2023 Commonwealth 'The Year of Youth', urging young people to "unite in diversity so that we can face adversity together".

Excerpt from Mahi and Joy’s Commonwealth Reflection:

"The youth of today will determine the successes of our future. United under the Commonwealth, passionate young people like us will dream up the solutions to transform our troubled present to a sustainable future. It is such an exciting time to be a part of something bigger than us, to embrace the diversity of the Commonwealth and to be at the forefront of positive activism and change. The reality is, there has been no better time to exist within a world that is getting closer and closer to embracing the open-minded, diverse and tolerant values of the Commonwealth. There is still so much to be done in empowering those of all walks of life to reach equal opportunity for success, and that starts with us. Let us unite under the Commonwealth to celebrate

this Year of Youth, and join hearts to work towards tolerance, equity, sustainability, justice and more. In a world striving for peace the Commonwealth has the power to transform and connect our youth, passing on the baton from our current problem solvers to those of the future."

Click on the QR Code below to watch a video recording of Mahi and Joy’s Commonwealth Reflection (starting at 55:22).

Our students Joy Fiske, Mahi Kar Ray, Evelyn Bond, Maddy Fu and Navya Tembe were honoured to be a part of this special service and proudly represented St Peters’ strong multicultural community.

SYLVIA SANJURJO French Teacher & Multicultural Committee Coordinator

Pictured: Mahi Kar Ray and Joy Fiske

Watch: Mahi and Joy’s Commonwealth Reflection

What was it like being involved in the 2023 Commonwealth Day Service?

As an American, an outsider to both Australia and to the Commonwealth, being involved in the Commonwealth Day Service was a unique opportunity that I am grateful for. It was truly amazing to be in the company of people from so many different cultures and backgrounds in the beautiful space of St John’s Cathedral. At the Service, Mahi and I shared our own reflections on themes from the Commonwealth Day celebration, including the ‘Year of Youth’. Especially when considering the impacts of oppression, violence and cultural erasure enabled by the Commonwealth’s history of colonisation, I wanted to stress positive themes of healing, rebuilding and activism that youth living under the Commonwealth are now pioneers of. I am glad that Mahi and I were able to be a voice for people from all walks of life to celebrate Commonwealth Day as an opportunity to listen to each other and work towards peace, equity, sustainability, justice and more. Joy

Fiske

What were the highlights of the Service for you?

For me, the highlight of the Service was watching the student groups perform, including our very own Mahi and Navya dancing in a fusion of semi-classical Bollywood and bhangra, a blend of Indian dance styles. Other performances included those from Māori, African and Aboriginal Australian students, using dance and song as a medium to tell cultural stories and keep traditions alive. It was especially powerful to watch the Aboriginal Australian students perform. I had never heard a didgeridoo played in an acoustic as reverberant and grand as the Cathedral. It was haunting, moving and had so much energy. Joy Fiske

The highlight of the service for me was having the opportunity to perform with my friend Navya in front of my peers as well as students from other schools and important individuals like the Governor of Queensland, Dr Jeannette Young. I also loved the community aspect of the event where I got to talk to different people of different ages from different backgrounds. It’s always a nice feeling being surrounded by so many open-minded and positive people who are interested and willing to learn about your cultural heritage. Mahi Kar Ray

What were the key messages you took away from the Service relating to the 2023 Commonwealth Day theme 'Forging a sustainable and peaceful common future'?

The key message I took away from the service is how we all have to work together to collaborate and build solutions for the issues that threaten our future. Issues like climate change, man-made conflict and racial inequities all need the active commitment of Commonwealth citizens to make a positive change. This ties into a Commonwealth Reflection Joy and I presented about how this year is The Year of Youth. For the 1.5 billion people in the Commonwealth under 30 years old, it is an exciting time to embrace diversity and become the healers of the future. We are all united under the Commonwealth so we can face adversity together, work through these divisive issues and be able to create a sustainable and peaceful common future. Mahi Kar Ray

CHRIS CHAPMAN A LEGACY OF LEARNING

In the field of education, there are exceptional teachers whose passion and unique teaching style leave a lasting impression on their students. Chris Chapman is one such remarkable educator.

Before commencing long-service leave last year, Chris spent an incredible 40 years teaching at St Peters Lutheran College. In a recent interview, he shared his reflections on his teaching journey, the changing landscape of education and the memorable moments in his classroom.

Chris was inspired to pursue a career in teaching because of his love of history, geography, storytelling and acting. While he originally wanted to become a park ranger, a detour led him to teaching where he realised that he enjoyed helping young people learn about the things he found interesting. Before joining St Peters Lutheran College, he worked as a postman, cleared bushland and taught at Baralaba in central Queensland and Ipswich Girls Grammar.

During his career, Chris taught various subjects including English, History, Geography, Political Studies, Christian Studies and Year 8 Art (although he described the latter as ‘a disaster’). However, his passion for history, particularly Medieval Europe, the Industrial Revolution and Australia in World War One and Two, stood out.

Chris believes studying history is crucial because it gives us insights into human behaviour, enabling us to understand the complex world and shape the future.

"In many ways, people and institutions don't change,” Chris said. “So [by studying history] students can better understand the world as it is operating now and have a guess at what may happen in the future, thus avoiding mistakes made in the past."

Chris was renowned for his ability to bring humour into the classroom and his interactive teaching approach that revolves around storytelling and engaging activities. By dramatising historical characters and

events, Chris brought history to life for his students.

Many Year 10 History students will vividly remember his Kokoda Campaign jungle warfare simulation conducted in the St Peters rainforest. During the activity, students engaged in various training exercises that involved advancing silently using hand signals, withdrawing in sections and neutralising a concealed sniper – a guest participant dressed in Japanese military uniform and camouflage. Additionally, they had the opportunity to sample bully beef and biscuit rations and experienced the challenge of sitting silently in position during a simulated jungle deluge, created using a nearby hose.

As education has evolved over the decades, Chris has seen significant changes, particularly in the use of computers and digital technology. While recognising their benefits, he emphasised the need for a balanced approach to ensure students do not become too reliant on them.

Chris also observed that the manner in which teachers are required to assess students' work has undergone changes over time, and not necessarily for the better.

"It has become more complicated, especially in marking and assessment. There is a lot more administration and record-keeping involved, much of which is not terribly useful,” he said.

SHANNON KING

Digital Marketing & Communications

Photo credit: John Gass

On thinking back to the most memorable moments of his career, Chris recalled when his class was truly engaged and eager to learn.

"Seeing students laugh and enjoy learning in my classes and watching as they pick up the storyline of history and want to know what happened next and why.”

As Chris moves on from teaching, he hopes his students will remember their time in his class as a starting point for a lifelong pursuit of learning and understanding.

"[I hope] that they found the subjects unexpectedly interesting and discovered that they wanted to learn more about them and about life in general,” he said.

Chris has been dedicated to St Peters Lutheran College throughout his entire career. When asked if he ever considered working at another school, he responded, "No, I was very happy at St Peters and knew I was onto a good thing compared to many other schools."

He credits the supportive staff, the students and parents for creating an enjoyable teaching environment. “I never lost sight of how lucky I was to be at a school like St Peters and frequently said thank you prayers for it,” he continued.

Last year, Chris embarked on well deserved long-service leave and has focused on getting fit, tending to his organic fruit and vegetable garden and “being a trampoline for five little grandsons”.

When asked about the most important qualities of a successful educator, Chris' response was simple: "A desire to awaken keen interest in students." This guiding principle has shaped his teaching approach over the years, allowing him to breathe life into history and make learning fun.

As we bid farewell to Chris Chapman, we acknowledge his extraordinary contributions to St Peters Lutheran College and the lifelong love of learning he has instilled in all those who have had the privilege of being his students.

COMING FULL CIRCLE

This year, St Peters Springfield welcomed back one of its own when Stephanie Chettle, St Peters Old Scholar (2012), joined our teaching staff as a Year 3 teacher! Stephanie’s appointment is unique because she is the first student from St Peters Springfield to become a teacher at the College. She was, in fact, a member of the very first graduating class.

Stephanie’s journey at St Peters Springfield began in 2008 when she became a founding student at the school, starting in Year 8. Throughout her time at the College, she excelled in various areas and was actively involved in the College community. In 2010, Stephanie was awarded a Bronze Music Award, Gold Sports Award and had the honour of being appointed a College Captain. She was also appointed Mitchell House Captain in 2012. These achievements showcased her diverse talents and leadership qualities.

During her years at St Peters Springfield, Stephanie attended Ironbark in 2009, as part of the first Springfield cohort to experience our unique outdoor education program. She fondly recalls her time at Ironbark, highlighting the personal growth, closeknit community and lasting bonds that she formed with her peers.

When asked about her decision to become a teacher, Stephanie shared that she always enjoyed working with children in high school when she participated in extracurricular Basketball coaching. After initially considering a career in exercise science, she decided to pursue teaching as it aligned with her passion for working with children. Stephanie loves being in the classroom and engaging with students in authentic learning experiences. She especially enjoys witnessing those rewarding ‘lightbulb’ moments when students grasp new concepts.

Stephanie’s teaching journey began halfway through 2017, making this her sixth year as an educator. She has gained experience in private and state schools and has taught at both Primary and Secondary levels. When asked about a memorable teaching moment in her career, Stephanie recounted when a student in her class showed remarkable

progress, growing in confidence throughout the year. Witnessing the student’s incredible growth was a proud and positive moment, reinforcing her love for teaching.

One of Stephanie’s favourite aspects of teaching is the joy of coming to school each day, knowing that no two days are the same. The excitement and challenges that each day brings, coupled with the smiles and enthusiasm of her students, make her job incredibly fulfilling. Stephanie believes that being a teacher is not just a profession but a calling to make a difference in the lives of young people.

Stephanie always hoped to return to St Peters Springfield. She thrived during her time as a student and was eager to bring her passion and dedication back to the College that played a crucial role in her development. As a student, Stephanie was actively involved in various co-curricular activities, particularly Basketball and Swimming. She fondly remembers Mr Jeremy Lohe accompanying her and her friends to the Indooroopilly campus for sports training. Stephanie loved learning and always had strong relationships with her peers and teachers, she even attended Miss Victor’s (now Mrs Houston, Principal) Wedding!

Stephanie’s journey from a founding student to a passionate educator exemplifies the impact a supportive educational environment can have. Her story serves as an inspiration for current students, highlighting the possibilities and opportunities that lie ahead.

NATALIE HOUSTON Springfield principal

EVERY CHILD LEARNS EVERY DAY

Springfield Head of Primary Years

In our pursuit to provide a well-rounded education, we believe that learning growth holds far greater value than letters or numbers on a report card. Learning growth encompasses our students' continuous progress and development, both academically and personally, throughout their journey in Primary Years.

So, what exactly is learning growth? It is the process through which children acquire new knowledge, skills and abilities across multiple disciplines. It involves the gradual improvement of their academic performance, critical thinking skills, problem-solving abilities and emotional intelligence. In essence, learning growth encapsulates the holistic development of each child.

Encouraging a Growth Mindset: By emphasising learning growth, we foster a growth mindset in our students. They learn to view challenges and mistakes as valuable learning experiences. Students are being explicitly taught ways that they can be more aware of their feelings and how they express them. Even more importantly, they’re being taught how to self-regulate when they experience big feelings through our Zones of Regulations in the Early Years. The intention was to bring awareness to metacognition and empower them to become more aware of their thinking.

Holistic Development: Academic grades provide a limited snapshot of a student's abilities. By focusing on learning growth, we acknowledge the multifaceted nature of education. It allows us to nurture their overall development, ensuring they become well-rounded individuals capable of thriving in all areas of life. School is one of the best places for students to be exposed to situations for growth as it is close to mimicking the ‘real world’ where they are interacting with and working with a variety of other people.

Individualised Learning: Every child is unique with their own strengths, weaknesses, learning styles and personal passions/ interests. By prioritising learning growth, the focus shifts to individual progress rather than comparing students to one another. This approach enables us to tailor our teaching methods, provide personalised feedback and ensure each child reaches their full potential. When teachers give students feedback, it’s based on their work, goals and progress. We’re encouraging our students not to compare themselves to others and instead to put the energy into their own areas for growth and development.

Long-Term Success: Learning is a lifelong journey and end-of-term grades only provide temporary benchmarks. By emphasising growth, we instil in our students the value of continuous learning and improvement. Our students, over time, learn to set realistic goals, develop effective study habits and appreciate the process of learning rather than purely focusing on the end product.

Positive Self-Perception: By teaching our students to emphasise learning growth, we are aiming to help students develop a positive self-perception. Instead of defining their worth based on grades/results, they recognise their growth, celebrate those achievements and therefore positively contribute to building self-confidence. This confidence extends beyond the classroom, empowering them to face challenges with resilience and belief in their abilities.

At St Peters Springfield, we believe that fostering a love for learning, nurturing holistic development and empowering students to become skilful, self motivated individuals are essential goals. We want our students’ education to go beyond grades instilling in them their ability to help make a positive difference in our world. That is our St Peters ‘Why’.

Our ‘Why’ in the St Peters Strategic Intent is ‘That Every Child Learns, Every Day’. The significance of focusing on individual growth rather than fixating solely on end-of-term results allows each student to recognise and celebrate their personal growth, no matter how big or small that growth is.

PRUEANN BROWNING

A LITTLE FRIDAY NIGHT MUSIC A GREAT NIGHT OF MUSIC!

CHRISTINE TAYLOR Co - Director of Cocurriculuar Music and Head of Choirs

ALittle Friday Night Music was the first concert for the Music Department for 2023. For many of the students in the concert, it was also their first performance at St Peters and in the Performing Arts Centre. All the young musicians in Bella Voce Girls Choir, Forte Voce Boys Choir, Junior Percussion Ensembles, Junior Stage Band, Concert Band 2 and Concert Band 1 gave confident, proficient and entertaining performances after only a few weeks of rehearsal. It was an enjoyable night of music which was warmly received by the audience.

For the perfectionists .

A NIGHT AT THE PAC A NIGHT TO REMEMBER

CHRISTINE TAYLOR

ANight at the PAC was certainly an extravaganza for the senses. This collaborative Soundscape event between the Cocurricular Music and Art Departments was a celebration of music, art and food. In three consecutive performances; which took advantage of the professional level sound, lighting and projection facilities of the Auditorium and the open-air performance opportunities of the Amphitheatre; 19 music ensembles from Junior High and Senior School delighted audiences with a diverse and captivating range of performances.

In the Intermediate Ensembles Concert, ensemble performances were enhanced by projections of still images created by students in curriculum arts classes in response to recordings of the music. During the Intermission performances in the Amphitheatre, the audience had the opportunity to wine and dine whilst listening to stage band, jazz combo and percussion ensemble performances. The Senior Ensembles Concert showcased the very high standard of performance achieved by St Peters most senior ensembles - St Peters Soloists, Chorale and Symphonic Winds. All performances across the night were greeted enthusiastically by the large audiences.

In each concert, and across the evening, Senior students from the Art Department worked collaboratively to create artworks inspired by the music performed and the atmosphere of the event. The standard of the artworks created in such a short time was fabulous. These artworks were auctioned online to audience members with the proceeds from the final sales going to help support the Music Department’s National and International touring program for 2023.

Co - Director of Cocurriculuar Music and Head of Choirs

JULIE SEIDEL Head of Performing Arts

2022 CAROLS UNDER THE STARS

DAVID DEACON Co - Director of Cocurriculuar Music and Head of Strings

The heavens may have opened just hours before, but the weather was on our side last November, allowing us to revel in the joy of our first Carols Under the Stars event since 2019!

It was wonderful to come together as a community to celebrate the spirit of Christmas. Voices harmonised as one, led by the incredible hosts and performers Jason Barry-Smith and Jessica Low, along with the talented Carols Choirs. Adding to the festive atmosphere was a special guest vocalist, Old Scholar Akash Rooney (2016), who took on the role of Santa Claus.

The event showcased the talents of our St Peters Soloists, Senior Stage Band and Choristers who delivered enchanting performances. We thank the students for working so hard in the lead up to ensure it was a special night for all and the teachers for helping to prepare them.

Behind the scenes, a tremendous effort went into organising such a memorable evening. A special thank you to my fellow Carols organisers Chloe Harrison and Nicola Britton for their tireless dedication to making Carols Under the Stars such a special evening for our community. Additionally, we would like to thank the P&F Committee, Music Department, Carols Under the Stars Committee and the numerous volunteers whose contributions made this event possible.

As the night unfolded and carols both old and new filled the air, it was clear that the magic of Christmas is as strong as ever. The sense of anticipation and the joyous traditions associated with the season are timeless and St Peters Carols Under the Stars reaffirmed the power of music to bring people together and kindle the spirit of Christmas within each of us.

'I don't get tired of the singin' Or reading the same old things I love ev'ry one of the rituals Christmas, never gets old’

From Christmas Never Gets Old by Jamie Cullum

St Peters Music Touring Program

St Peters Symphonic Winds

November 30 – December 22

USA and Canada

St Peters Chorale

June 18 – June 25

South Australia

St Peters Soloists

December 2 – December 22

Japan

St Peters Lutheran College Music Department is pleased to announce the return of its domestic and international touring program. 2023 sees our three flagship ensembles embarking on tours to share their gifts and love of music with schools, local communities and congregations across Australia and around the world.

For performance information and sponsorship opportunities, please contact the Music Department music@stpeters.qld.edu.au

KALEIDOSCOPE THE GREAT DEBATE

CHRISTINE TAYLOR Co - Director of Cocurriculuar Music and Producer of Kaleidoscope

The Great Debate followed the wellargued question: Are teenagers given too little responsibility? The talented Arts Professionals team, enthusiastic St Peters staff, excited cast of nearly 100 students and two very efficient backstage crew members worked together collaboratively to create outstanding performances. Within the show, students argued for the affirmative and negative sides and presented their points of view through scenes and re-enactments of what teenagers may experience in their everyday lives. From the thoughtful opening number When I Grow Up, to the highly entertaining boys’ number I Won’t Grow Up! to the lively historical reference of Carrying the Banner, the poignant Weirdos Make Great Superheroes and the culminating message of We’re All in this Together, they were great nights of music, dance and drama. We received many lovely comments from people who attended the performances: I was just blown away by the standard and energy and meticulous detail of the whole production. It is very rare that one goes to a concert and gets to the end and wishes it would all just keep going. I really wish I could sit through it all again tonight. It was utterly superb in every way! The energy of those lovely young people never flagged and the pace at times was so inspiring that I just wanted to get up there on the stage with them! The storyline and words hit the nail right on the head as it was all so relevant! The music was lovely, and the energy of the

young people was so infectious and perfect. Those young ones had a lot to learn but gosh they learned it well and looked as though they enjoyed every minute of it. I know the audience enjoyed it so much.

My daughter absolutely loved the whole experience. She has been on THE biggest high this week. She’s not overly sporty, but this, we have discovered, is her thing. It was so lovely watching them on stage especially last night with all the yelling and cheering with the final number.

We absolutely loved the performanceattending both nights. Such a well written and produced production. [Our son] loved being part of Kaleidoscope and I'm sure he'll always remember it.

Images: Provided by photographer, Colin Bushell.

2022 CAIRNS REGIONAL TOUR

GRANTLEY SUTCH Co-Director of Cocurricular Music and Head of Bands

Last December, 70 students from Symphonic Winds and Senior Stage Band embarked on a tour to Cairns. Students began the tour with a pre-tour rehearsal in the Band Room followed by a packing afternoon to prepare the 12 tonnes of equipment required for the trip. All our heavy percussion equipment was driven up by truck two days before our departure and on Wednesday 30 November we departed for Cairns. Arriving late afternoon, students were given some free time to explore the Esplanade before dinner. In usual Cairns style we were drenched by a tropical rainstorm. After a dry off and dinner, we returned to our hotel for the night.

Day one of the tour began with a performance at Woree State High School and dinner at the local shopping mall. Cairns then turned on exceptional weather for the rest of the tour. Our day two adventures saw us heading to Port Douglas for a full day of performing, starting the day with a performance at Miallo State School where we met with the Music Teacher and St Peters Old Scholar Ms Jennifer Guyatt. Next, we headed to Mossman State High School for another performance and lunch break followed by an afternoon performance at Port Douglas State School. We then made our way to Hemingways in Port Douglas for dinner and a combined performance with the Queensland Youth Orchestra Big Band.

On our third day of the tour, students were treated to a visit to Hartley’s Crocodile Adventures where we met some prehistoric friends and a variety of local animals. We then ventured to Palm Cove for a quick beach break and ice cream. The evening was topped off by a combined performance with the QYO Big Band and Australian-born international saxophone superstar Mike Rivett.

The tour continued to provide wonderful performance opportunities with the Innisfail Community Big Band, Balaclava State School, Hemingways Cairns and the Aveo Retirement Village. Students were also treated to a trip to Sugarworld Adventure Park, Cairns Zoom and Wildlife Dome High Ropes course, Kuranda Scenic Railway and Skyrail.

By far our most rewarding visit and performance was to Yarabah State School where we met with the students for a concert and the opportunity to gift the community with a selection of instruments to re-spark the Yarabah Band program. We hope our donation helps to bring music back to life at Yarabah.

After 10 days on the road, students and staff returned to Brisbane to unpack and enjoy a well earned Christmas holiday break. A huge thank you to Ms Saffery, Ms Chou, Ms Milner, Mr Jacobson and Mr Pradella for supporting the students and assisting to make such a wonderful opportunity possible.

Symphonic Winds and Senior Stage Band visit the Tropical North.

TALENTED BEYOND HER YEARS

Ting Jiang has engaged in Visual Art from a very young age. Currently in Year 10, her skills and creativity have flourished during her time at St Peters. Initially, Ting worked with gouache, but she soon challenged herself to work in acrylic and oil on canvas. This transition proved a turning point, sparking a passion for controlled tone, colour and portraiture. Today, Ting finds great joy in painting self-portraits and family members, skillfully conveying warmth and connection through her art.

In a conversation with Ting, she generously shared insights into her artistic approach.

Why do you love painting and how important it is to you?

Painting is an extended process that I stretch over a few weeks, sometimes a month. It’s something that I can turn to whenever I feel the need to take a break from my schoolwork and reality. I not only paint for myself, but I also share and express through my artworks with the aim of reaching out to other young artists and the wider audience through my exhibition opportunities. Having been an artist for a long period of my short life, I believe I have found my purpose through art.

Most of your work features family members. Is this a theme you intend to continue?

My artworks reflect my values and past experiences. Family has always been an important value of mine, thus it is a recurring theme in my work. Relating my paintings to my family makes it is easier for me to form a connection with the image and delve deeper into the meaning behind it. It is a theme that will definitely feature in my future works.

How does the experience of displaying your work in exhibitions influence you as an artist?

The opportunity to exhibit my paintings across Australia has brought me great satisfaction as I see my artworks acknowledged by larger organisations and the art community. Through meeting and talking with people who share the same interests, I feel more connected to the community.

Do you have any advice for fellow Visual Art students?

As a young student, I wasn’t always enthusiastic about sitting at my easel and drawing, practice was forced. Yet, I still maintained consistent practice through the completion of countless studies - colour studies, 3D shape studies, anatomy studies, still life, floral and sculptural realism. In the end, it all paid off. I still have a long way to go in perfecting my technique, but for now, I will keep practising, one study at a time.

Recent achievements:

Category Winner: Lutheran Church of Australia Qld District Art Competition

First Prize Youth 2 Section: Aspects Art Show, Goondiwindi

Finalist: Little Darlings Portrait Prize 2023, National Portrait Gallery, Canberra

Finalist: The Lester Prize 2023, Perth

Winner: Next Gen Brisbane Portrait Prize 2022

"

Her articulation of her experiences as an immigrant and ability to communicate a sense of muteness through imagery displays a level of sophistication beyond the artist’s years." - Jenna Baldock, BPP Next Gen Judge.

JULIE SEIDEL Head of Performing Arts

UNSTOPPABLE: GIRLS SWIMMING MAKES QGSSSA HISTORY

St Peters Girls Swimming has made QGSSSA history by claiming an unprecedented 10 consecutive Championships in March this year, surpassing the previous record held by Brisbane State High School from 1976 to 1984.

If you have ever attended the QGSSSA Swimming Championships at Chandler, you will understand why it holds a special place on the St Peters Sporting calendar. The stands are brimming with spectators, creating an electrifying atmosphere filled with the sound of school spirit. With St Peters' phenomenal success in the pool, it has become a must-see event.

This year's 88th Annual QGSSSA Swimming Championships was no exception. Our swimmers, cheered on loudly by their enthusiastic supporters and led by Captains Amelia Weber and Claveria JohnsonTiumalu, swam their hearts out, securing a decisive victory. They won the prestigious Mollie Gould Cup by a staggering 127-point margin, accumulating a total of 630 points. St Margarets Anglican Girls School and Moreton Bay College claimed second and third place with 503 and 499 points, respectively.

The College's outstanding swimming program, widely regarded as the best in Australia, has played a crucial role in this remarkable achievement – the most significant sporting milestone in the College's history.

The Girls Swimming Captains expressed how it felt to find out the team had clinched the 2023 Championship.

“To be part of a team that made history is something I’ll never forget. I always dreamt about winning QGSSSA at a young age and to finally achieve it and make history with this team is unbelievable,” said Amelia.

“It’s a surreal feeling and still a shock every time I think about it,” added Claveria.

In addition to this incredible result, St Peters dominated four out of the six age groups (17 years and over, 16 years, 15 years and 14 years), securing first place. They also secured second place in the 13 years age group. Furthermore, the College won the Open and Junior Brockway Cups and set a record in the 13 years 4x50m Freestyle Relay.

St Peters’ success has witnessed continuous growth each year, with comprehensive victories of over 100 points in the last four years. The College currently holds an astounding 60% of all event records. When asked about the driving force behind this ongoing success, the Captains attributed it to the coaching team and the hard work of past swimmers.

“A key factor behind this remarkable streak is the staff and coaches,” said Claveria.

“They do a phenomenal job behind the scenes to make sure the girls have fun, learn and most importantly feel part of this great team.”

Amelia said, “Each year the past swimmers have lifted and brought home the Mollie Gould Cup and we couldn’t have made history without them and their efforts.

“The countless hours and determination they have put in to make this streak possible is remarkable,” she continued. St Peters has earned the reputation of having Australia’s top swimming program, and its 10-year winning streak has been spear-headed by the nation’s two leading swim coaches, Michael Bohl OAM (Head Coach 2003-2017) and Dean Boxall (Head Coach 2017 to current). Dean Boxall’s efforts in developing St Peters Swimming

SHANNON KING Digital Marketing & Communications Officer

Watch: Girls 10 in a row at the 2023 QGSSSA Championships

were acknowledged earlier this year with his second recognition as Swimming World International Coach of the Year.

Numerous St Peters Old Scholars have gone on to represent Australia in the Olympics, Commonwealth Games or World Championships. Notable athletes include Ariarne Titmus, Mollie O’Callaghan, Abbey Harkin, Georgia Bohl, Jenna Forrester, Ella Ramsay and Eve Thomas.

Shaun Nodwell, Director of Sport, highlights that at QGSSSA Swimming, St Peters has achieved remarkable team success in an individual sport.

“QGSSSA is arguably the strongest schoolgirls’ sporting competition in Australia and, without a doubt, the strongest school swimming competition in the country,” he said.

“At national level events the girls are swimming for themselves. At QG they’re swimming for St Peters.”

Amelia and Claveria echoed this commitment to teamwork and said that during the Swimming season they encouraged their teammates to work hard and have fun while working towards their collective goal.

“I believe that the goal of making history and making our school proud helped motivate all the girls,” said Amelia.

“My role as swim captain throughout QG and the lead up was to create a supportive and safe environment, to ensure all girls felt comfortableespecially the new girls and younger swimmers as this was their first year competing at a meet like this,” she continued.

Claveria added, “I truly wanted to create an environment for the girls to put in hard work for not only themselves but for each other, the College and past swimmers."

Over the past decade, approximately 720 girls have contributed to this legacy. This achievement has been made possible through a combination of exceptional coaching, excellent facilities and an internationally acclaimed program that nurtures young athletes both in the pool and the classroom.

We congratulate St Peters Girls Swimming on their historic achievement. Their unwavering determination, teamwork and passion for the sport serve as an inspiration to the entire St Peters community.

“To be successful in such a strong competition for 10 years consecutively is likely to never be achieved again,” said Shaun.

“This continued success belongs to the entire St Peters community: Coaches, coordinators, parents and most importantly the girls of the QGSSSA Swim teams. What is scary is that we look even stronger next year!”

BUILDING TEAMS UP FROM THE BASELINE

NIC GIVEN Communications Officer

Orhan Memedovski and Mike Ayanbadejo have been stalwarts in the St Peters Basketball program for several years. Their high-energy approaches to coaching focus on encouraging student athletes to be vulnerable and stay disciplined while still having fun.

“I love team sports. In Basketball specifically everyone has to work together. I love when students make mistakes because it gives them an opportunity to learn,” said Orhan.

“The great thing about sport is that it’s a microcosm of life where you deal with ups and downs, adversity, good times, rough times and through it all you have to maintain process and good habits,” explained Mike.

When speaking to Naya Tassell (Year 7) who is the youngest girl ever to play for St Peters Opens and Anna Bassett (Year 10) who plays for the Girls Opens and representative basketball teams, it was clear the approach is working.

Anna said, “Mike is very passionate which is good because girls’ basketball isn’t very well recognised. He believes in our potential and wants the best out of us.

“He’s taught me that I need to look at things from different angles to get a better result,” she said.

Naya continued, “For me, he brought out a new passion for basketball that I didn’t have before. He also challenges us to bring our best, it’s all tough love.”

When speaking to Kye Van Beest (Year 12) a Boys First V and representative basketball player, and Cooper Rowlings (Year 12) from the Boys First V, who has been selected to be part of the Australian Institute of Sport for the remainder of 2023, they had similar experiences with Orhan.

what look doing achieve in the it’s been Cooper.

“Coach Orhan passionate encourages same passion and achieve goals,” said But it’s not A culture willingness mistakes and each other up fundamental success of both

“It’s a good relaxed culture where we’re having fun and playing hard for each other, it’s not individual, we want to play well as a team,” said Anna.

“Even though playing in the Opens is pretty intimidating, it’s nice because I have a bunch of role models to look up to. That’s how I see the girls I play with, like a team of big sisters,” Naya continued.

“I like the fact that I can come into school and play with all my mates. While we’re driven to do well, we can still have fun and joke around, it’s just made it easy to turn up to every training and do the best I can,” said Cooper.

How our coaches are using team culture and servant leadership to help the next generation of professional basketballers thrive.

“The culture and team helped me learn how to be a better team player and contribute to an environment both on and off the court and also to learn a lot of leadership values and help others out,” said Kye.

Both coaches acknowledged their position as mentors and how their role models shaped them in their younger years.

“I think there’s nothing better than giving back and instilling what I was taught to the new generation of kids coming through,” said Orhan.

“I want to teach our athletes that in life, things don’t always go as you planned. You can have a plan and it might not always follow suit. I had supportive parents and coaches who taught me this early on and it really helped me,” he continued.

“When I look at my major influence, I was really blessed, my dad was a real positive role model,” Mike said.

“I remember how he made me feel, how he conducted himself as a human being. So, when I look at my coaching practice, I always remember that it’s more than what I say, it’s about how I act and how I make athletes feel,” he continued.

This learning-based approach has seen growth in both teams in recent years and with the wealth of talent coming in from younger grades, both coaches see more success for St Peters Basketball in years to come.

“I think the girl’s game is really long overdue, but I believe it’s finally getting the credit it deserves,” said Mike.

“I just love how we’re competing more now. My goal for St Peters basketballers is to enjoy the game and continue to play throughout their high school years,” said Orhan.

He also hopes that through their personal development and

achievements in the sport, players are inspired to make a difference off the basketball court.

“I want players to give back to the community by sharing their gifts and experiences with others,” Orhan finished.

STRONG BODIES, STRONG MINDS

Setting Girls Sport up for success with the inaugural Girls Health in Sport Information Evening.

NIC GIVEN Communications Officer

In Term 1 an expert panel of health professionals gathered in the PAC to educate our female students and their parents on managing their physical and mental health to achieve their sporting potential.

The group of experts comprised Dr Tiarna Ernst, an Obstetrician and Gynaecologist; Rachel Jones, a Sport and Exercise Psychologist; Rebecca Disher, an Advanced Sports Dietitian; and Mollie Shevill, a Senior Accredited Exercise Physiologist.

Girls Sport Leader Remaya Brown attended the event and found the discussion about mindset highly beneficial.

Remaya said, "I learned that your mindset can affect your sporting potential. It's important to have a positive mindset to perform to the best of your ability.

"These information sessions are crucial for all female students, as they focus on our physical and mental health," she continued.

Girls Sport Spirit Leader Annabel Woods was also in attendance and had many takeaways.

"I learned the importance of diet as a young athlete and the importance of fuelling our bodies to train and compete at our best,” said Annabel.

“I highly recommend students attend information evenings like this as you receive professional insight from people who are experienced in their field. Much of the

information I received on the night I would never have known if I didn’t attend.”

This information session was brought to the St Peters community by the Netball Parent Support Group and their sponsors. It was one of the highest attended free events hosted by the College and we’ve had wonderful feedback from parents and students alike.

Master of Ceremony, Rebecca Sparrow, an Old Scholar and current St Peters parent, did a fantastic job ensuring the discussion flowed throughout the evening. Thank you again to everyone involved in organising this event, especially Girls Sport Coordinator Anne-Marie Champion.

Anne-Marie said, “I was proud to be involved in this inaugural event. Many hours were spent with the Netball PSG committee members, but the result was so worthwhile. Being a Mum of two daughters who previously played a lot of sports for St Peters and continue to enjoy their sport today, education in women’s health is so important.”

We urge students and families to embrace these opportunities to learn from experts and develop a sound bank of knowledge. Prioritising physical and mental wellbeing is vital to all students and allows athletes to perform at their peak and avoid injuries and burnout.

KIM HOLMAN: TO ALAMEDA AND BEYOND!

SHANNON KING Digital Marketing & Communications Officer

Kim Holman, the former Girls Boarding Coordinator at St Peters Lutheran College, spent 18 years nurturing and shaping the lives of young Boarders. Her journey from Arizona to Brisbane has been filled with memorable experiences, and her passion for education and commitment to creating a caring environment have left an indelible mark on the Boarding community.

Kim has a strong connection to Alameda, a city in California. When she was in Year 5, her family relocated there from Phoenix for her father’s work. However, as Arizonans born and raised, Kim and her siblings left “kicking and screaming”. Surprisingly, Alameda turned out to be the perfect place for her and she cherished her time in California. As an adult, Kim coined the term 'Alameda' within her workplace and family, using it to signify being in the exact place you are supposed to be.

When asked why she became a teacher, Kim credited the feedback she received during a job interview for an airline stewardess position, which ultimately led her to pursue a degree in education at Northern Arizona University.

"My answers were so passionate regarding education and youth that the writing was always on the wall," she said.

Kim's teaching career commenced in Arizona and eventually took her to Australia where she taught in Toomelah and at an Indigenous mission in NSW, at St Mary’s School in Goondiwindi and Crestmead College before finally finding her place at St Peters.

It was an advertisement in the local newspaper that piqued Kim’s interest in Boarding. Intrigued by the opportunity, she contacted David Radke, the then Director of Boarding at St Peters, to explore the possibility further. Kim's diverse background, including working with Indigenous children, farming experience and a strong passion for youth development made her an ideal candidate for the role. With the support of the Boarding team and the principal at the

time, Stephen Rudolph, Kim joined St Peters Lutheran College in 2005. “Alameda!” she declared.

Kim's tenure at St Peters spanned 18 years, during which she served as the Girls Boarding Coordinator. She worked alongside Barbara Smallhorne during her first year, receiving valuable guidance and support.

Over the years, Kim assembled an incredible team of dedicated Boarding staff who became the foundation of St Peters' Boarding success.

“Every woman that came through those doors was the right person at the right time. Basically, through prayer, the skies would open, and Mary Poppins would float down at the exact time I needed her,” she recalled.

During her time in Boarding, Kim experienced countless highlights that filled her with joy and gratitude. From house camps and watching young Boarders grow and mature as they journeyed from Year 7 to Year 12, to celebrating birthdays and milestones and visiting families in their hometowns, each experience held a special place in her heart.

"Every water station I attended at 5:00am to help cheer on the marathon runners... Every ANZAC service attended at 4:00am in the city never failed to bring a tear to my eye," she said.

While every Boarding community faces challenges, Kim acknowledged the tremendous support she received from the College community. The presence of on-call counsellors, nursing staff and accessible principals ensured that challenges were addressed promptly and effectively. Kim's proximity to the Boarding House as a live-in staff member, alongside the support of Boarding parents and her husband Mark, contributed significantly to overcoming any obstacles that arose.

The most rewarding aspect for Kim has been the privilege of connecting with families from around the world. She has found witnessing the growth and development of Boarders into capable and confident young women and seeing her staff members thrive personally and professionally, immensely fulfilling.

“My family are all in America so I was able to adopt Boarding as my extended family which I will carry in my heart forever.”

Kim reflects on the significant changes she has witnessed in Boarding over the years.

The advent of smartphones transformed the way Boarders connected with their families and friends but also meant the girls spent less time together in their spare time. To address the challenges posed by excessive phone use, Kim introduced various clubs and activities tailored to the interests of the Boarders.

She also played a pivotal role in introducing ‘family groups’, where Year 12 students oversee and mentor a group of younger Boarders, emphasising the importance of leadership and responsibility within the Boarding community.

“This [initiative] has resulted in a wonderful and organic transition to a kinder and more caring environment,” she explained.

Kim Holman leaves behind a Boarding community enriched by her dedication, compassionate nature and genuine love for the Boarders and staff. Kim affirmed, "For parents to trust me and my staff enough to leave their children in our care is an absolute privilege and honour that we never took lightly."

The memories, relationships and growth she facilitated will continue to resonate within the Boarding community for years to come.

Kim Holman and her daughter Natalie Holman (Boarding House Leader) with a painting gifted to Kim by Gracie Kumbi, the mother of Old Scholar Tineke Casey (2019) of Daly River. The painting depicts bush potato, a form of bush tucker, in the Cameron Herse and Finger House colours of pink and blue. The quilt was a parting gift, made by Technology Teacher Sinead Ray. It features the names of the 350 Boarders who graduated from St Peters Boarding during Kim's time (2005-2023).

A HOME AWAY FROM HOME

NIC GIVEN Communications Officer

St Peters has a long tradition of welcoming Indigenous students from far and wide to the College. The Australian Indigenous Education Foundation (AIEF) Scholarship and Cape York Leaders Program provide Indigenous students with the opportunity to attend St Peters and receive a high quality education in a culturally inclusive environment.

Year 12 students Kuwanon Dickman, a proud Mannadeng Girramay man (Ludcke Mutze House Leader), and proud Guugu Yimithirr women Chuva May (Faith Leader) and Skye Bowen (Finger House Leader) have all boarded at St Peters since their arrival in Year 7.

In their six years at the College, they said Boarding has become a second home filled with an extended family.

“In Toowoomba, I grew up with only sisters. When I came into Boarding, it was a big change, I could watch the footy on a Friday night instead of Better Homes and Gardens. Coming to Boarding it was so different, it was like I had a brother next to me all the time and I had so many boys to talk to and pass the footy with,” Kuwanon said.

“Different cultures getting together, different people meeting everyone and just getting close. It's a big house of sisters and everyone has each other's backs. You’re never alone in Boarding,” said Skye.

“Since I'm an only child, I had friends here and there. But I never had a sibling to go home to. So having girls left, right and centre, it was overwhelming, but surprisingly I ended up taking care of a lot of them,” said Chuva.

Boarding has allowed the three students to grow as young people and develop their relationships with other Boarders and staff over the years.

“Staff and students, I reckon you put more trust in each other the older you get. Then the staff give you more freedom because you're older and they give you trust and you give them your trust as well,” said Skye.

“The staff aren’t our biological parents, but they felt like they were every time we came back and the more time you spend with them, the more they will be that person for you,” said Chuva.

“It's helped shape me. There are heaps of different role models and leaders in

Three of our Indigenous Boarders recently shared their experiences at the College over the years.

Boarding. There are boys you can look up to with different traits that are good and over the years you kind of just slowly take those in,” said Kuwanon.

It’s bittersweet as their time at Boarding is coming to an end. They reflected on how far they’ve come while looking toward the future.

“It's made me feel more independent and rely on myself and get myself together. Because in the end, it's what you do that results in what path you follow after school,” said Skye.

“I don’t really have a plan at the moment, but I know that when I go back home, I want to get a job, earn some money, get myself a savings account and my own car and basically see where it goes from there.”

“It was all the opportunities and relationships as well as everything that happened, good and bad, they all just made me who I am, so I'm very grateful for coming here. I don't think I could have done it anywhere else,” said Chuva.

Chuva is yet to settle on a chosen career path but is currently considering roles in the Australian Army, in human resources using her Diploma of Business or studying medical sonography at university.

Kuwanon will miss the camaraderie of the Boarding House the most.

“I'll really miss the brotherhood. You're living amongst your friends and you're always around them,” said Kuwanon.

After graduation, he hopes to someday return to Boarding to give back to the community that has helped him to thrive.

“I don’t know if it’s uni or TAFE, but I’m interested in doing this leadership and mentoring course through the Brisbane Broncos so I can mentor younger boys through rugby programs and even come back as a Boarding master and give that a go,” he continued.

As for their advice for new Boarding students, all three emphasised the importance of getting involved in everything the College offers and connecting with other Boarders and day students.

Skye summed it up, “Don't be scared, talk to everyone, make friends and just get out there and try everything.”

St Peters is proud to partner with organisations like the AIEF and Cape York Leaders Program to empower young Indigenous students to reach their full potential and make a difference in the world. We look forward to seeing Kuwanon, Chuva and Skye take the next step on their journey.

NATIONAL BOARDING WEEK 2023

GABBIE ELBOURNE AND HUNTER MILGATE Head Boarder Girl and Head Boarder Boy

Since 1945 St Peter’s Lutheran College has prided itself on being a Christian co-educational Boarding school with a rich history of strong academics, sports, music, art, service learning and more. However, the true life of the College originates from opposite sides of the campus where the Boys and Girls Boarding houses drive school spirit and excel in all aspects of College life.

During National Boarding Week 2023 we were given the opportunity to show our fellow day students what it means to be a Boarder at St Peters, showcase our diversity and have some fun by including them in a few games we regularly play.

On Monday, the Boarders demonstrated their appreciation to the day school with a sausage sizzle that saw day students flocking from across the Senior School to grab one of the 300 free sausages courtesy of our beloved Boarding house kitchen staff. It was a festive start to the week with Boarders and day students connecting over a shared meal and starting conversations about the rest of the week’s activities.

On Wednesday, we opened the doors of our home to our day student friends and Adopta-Boarder families to give them a glimpse of Boarding life. We took tours through the Boarding houses and challenged our friends to a classic Boarding game of table tennis. It is one of the busiest times of the year as hundreds of students and staff explore the Boarding houses and gain insight into our weekend activities of watching movies, playing games, cooking and more.

During Thursday lunchtime, we challenged the day students to a Boarders vs Day Bugs Dodgeball Competition, resulting in a fierce battle between the rivalling sides. It was a fun activity where we could display the sense of family that exists in the Boarding house as we worked together to overcome the challenge presented by the day school.

To conclude a successful week, we continued our friendly rivalry with the day school with the annual Boarders vs Day

Bugs Touch Competition. To say this was a highlight of the week for most would be an understatement, as day students of all year levels joined together against the Boarders. It was an amazing competition as we had Year 7s playing their first game of Touch alongside some players from the Boys 1st XV team. It brought the school together as a whole and was a very rewarding experience as everyone learned what it meant to be part of our Boarding family.

SPOSA PRESIDENT

What was the most important thing for you about your time at school?

LLEWELLYN JONES Sposa President and Old Scholar (1983)

What was the most memorable thing you did at school?

Was it something you did on a school trip or at Ironbark? Something on the playing field or the concert stage? Or perhaps, some high jinks in the Boarding house?

This was something I reflected on recently when asked to speak with the Boarders at their Four Colours Dinner during National Boarding Week. A few tall tales were recounted. But all true, I swear!

Crazy April Fools’ pranks, Boarding house feasts and awfully bad film nights in Luther House. Who could forget the time the Boarders had to lay the first turf on the new Stolz Oval, known at the time as “Oval No. 2” (circa 1978)? We, the amateur landscapers, laid the surface so poorly it had to be torn up and laid again, though not by the Boarders this time. That story did not make it into The Review back then, so naturally, I had to share that tale. It is a ‘spoken history’ thing. Whether a Boarder or a Day Bug, it is easy to forget the rich range of experiences we have had at school. The good and the bad, they all go into the melting pot of who we are today and hopefully make us better people, considerate citizens, caring neighbours. There is much to be grateful for. We should thank our parents for sending us to St Peters and pay tribute to the College’s Lutheran founders – those who banded together to

improve the outcomes for their children at a time when having a German name was a handicap in Australian society. Their endeavours helped level the playing field for them and founded a school for us with warm liberal values and an open heart for all who walked through the school gate.

Among the many people who opened their hearts to this skinny kid from Kowloon was a slightly older skinny kid in the Boarding house from Hope Vale, Far North Queensland. At thirteen-years-old, Noel Pearson was already a teacher in the true sense and provided my first insights into Australian First Nations culture. We also played dorm cricket with a ping pong ball and a flip-flop for a bat. A home-spun, universal culture with good memories.

I take my hat off to Noel right now when we are about to go to a referendum on a Voice to Parliament in The Constitution. Those of us who have followed the trajectory of his efforts to improve recognition, social outcomes and a level playing field for First Nations people in this country can be proud to see an Old Scholar of our times doing his best to make a better world. It is something that the Lutheran founders of St Peters would recognise and applaud.

That is truly something memorable.

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WE FAREWELL

Ted Boughen (1949)

22 July 1933 – 13 February 2023

Ted came to St Peters from Minden near Rosewood. He was enrolled as a Boarder in Sub Junior and was involved in the music program, winning the Music prize in his Junior year. He participated in Athletics and Football and won a poetry prize for his contribution to The Review. After completing his Junior, Ted joined the National Bank and gained his accountancy qualifications from Brisbane Technical College and the John H. Patterson Campus of the University of Columbia in Dayton, Ohio, USA. Ted was part of the first intake of National Service trainees after World War II. He joined NCR, one of the leading international companies developing machines and systems for businesses in Australia and around the world. He soon became NCR’s Leading National Salesman of the Year, winning many company prizes for his achievements in the field. He was married to Old Scholar Judy Monz.

Beryl Smith (1951)

20 December 1935 – 14 June 2021

Beryl came to St Peters from Wellcamp near Toowoomba. She spent three years as a Boarder from Scholarship to Junior. Beryl contributed to The Review. Her brother Kevin also attended St Peters.

Katharina (Kath) Edwards (1952)

9 May 1936 – 19 January 2023

Kath grew up in Mundubbera and attended St Peters from 1951 to 1952. She played Basketball and participated in the House Athletics. In 1954, as Secretary of the Mundubbera Junior Farmers’ Club, she placed fourth in the Girls’ Leadership Competition. Following school, Kath studied for a Home Nursing qualification. Over the years she lived in Bundaberg, Woodgate, Maroochydore and Gympie. Kath had a strong faith and was a member of the Gympie Zion Lutheran Church, serving as Guild Treasurer for 20 years. Kath and her husband Kev had five children, eight grandchildren and eight great grandchildren. Kath’s gentleness, warmth, resilience, intellect and wit were embraced by all who knew her. She had two sisters, Alma and Emilie, who attended St Peters in 1955.

Rev Joe Metzner (1954)

1 December 1935 – 12 June 2022

Joe came to St Peters in 1948 from the Finschhafen, New Guinea mission into Year 5. He was a fine scholar,

sportsman, musician and contributor to The Review. He was Head Prefect and an Athletics Blue winner. In 1955 Joe accompanied his parents to Germany for the first time. There he studied theology at German universities and after graduating with the equivalent of a Bachelor of Theology was ordained as a pastor of the Lutheran church in Bavaria. Joe married late in life and retired from full-time ministry in 2000.

Marie Fisher (Eriksen 1954)

24 October 1936 – 26 March 2023

Marie came from Tweed Heads as a Boarder to St Peters into the Sub Senior class in 1953. She became a member of The Review Committee and contributed essays and poems. She played in the Basketball team, participated in House sports and was in the winning team of Old Scholars who defeated the Open Basketball Team during a Reunion Weekend. Marie studied Occupational Therapy at the University of Queensland.

Margaret Page (1958)

4 February 1939 – 4 July 2022

Margaret grew up in Racecourse near Mackay and was enrolled at St Peters in 1954, her Scholarship year with Mr Higlett. She left after completing Sub Junior.

Rev Lionel Otto (1958)

22 December 1940 – 22 January 2022

Lionel spent four years at St Peters participating in a range of sporting and cultural activities. After Senior he attended the Lutheran Seminary, Adelaide and graduated at the end of 1963. He married in early 1964 and began a long career as a pastor in Biloela. He served in parishes from Cooma in New South Wales to Mannum and Glenelg in South Australia. Lionel was Mission Director for the SA District of the LCA, President of the NSW District of the LCA and Vice President of the LCA. He retired from service in 2006 with his fabulous wife of 44 years and their three children and seven grandchildren.

Deleece Lawrie (Stollznow 1959)

15 April 1942 – 13 March 2023

Bundaberg girl Deleece was first enrolled as a Boarder in 1956 in Sub Junior. She played violin and was Cunningham House Captain in her Senior year, having participated in House and GPS Athletics. She was a Sub Prefect in 1958 and Head Girl in 1959. She played a violin solo for Speech Day and her essay ‘Centenary Year’ was published in The Review

WE FAREWELL

In 1960 Deleece won the Bargara section of the Telegraph Miss Sun Girl competition. She married and spent her life on the land as a farmer.

Ian Gehrke (1960)

19 May 1943 – 6 January 2023

Ian and his twin brother Arthur boarded at St Peters. Ian played in the Under 15s Tennis team, becoming Captain in 1958 and Vice-Captain of the Under 15 Cricket Premiers. He participated in both House and Interschool Athletics and in the 4th XV Football team. He was also a Junior Club Committee member. Following St Peters Ian worked mainly in clerical roles all in Brisbane. His wife died in 2012 and they had two children. Sadly, Ian contracted Parkinson’s disease in 2019. He lived in an aged care home in Northern NSW.

Rev Lloyd Boughen (1961)

19 June 1938 – 2 March 2023

Lloyd enrolled as a mature age student at St Peters in 1960 in Sub-Senior. He had basic German lessons with Doris Prenzler and an introduction to Greek and Latin with Pastor Mayer in preparation for entrance to Immanuel Seminary in Adelaide to train for the ministry. Lloyd was a Prefect, played Cricket and was given a lot of ‘grown-up’ responsibilities by Mr Lohe, often driving the younger boys to their Cricket matches. Lloyd paused his training at the Seminary to complete a degree. He then married and returned to the Seminary, renamed Luther Seminary. After his ordination he was sent to Sydney’s western suburbs. His next call was to establish the Middle Park parish. After a period of rest at Henty Park, he was called to be the Director for Mission in Victoria, Pastor at Doncaster, Ashburton and Knox until retirement in 2004. Lloyd and Alison had three children and three grandchildren. He took up many interests later in life, the chief of which was as an amateur beekeeper which extended into mead-making.

Michael Raasch (1962)

11 April 1942 – 25 February 2023

Michael and his cousin Juergen had completed Sub Junior and Junior by correspondence in Papua New Guinea but were enrolled at St Peters in 1961 to do their Senior when it became apparent that it was too difficult by correspondence. Michael made lasting friendships at St Peters. He attended The University of Queensland, married in 1965 and he with wife Anne returned to Goroka in PNG where he worked for Cottee’s. Back in Brisbane, still with Cottee’s, Michael stayed for two years then worked for Tandy Electronics. When Tandy was bought by Dick Smith, he worked in electronics and computers until his retirement. He and Anne had two daughters and seven grandchildren.

Ian Dennis (1963)

19 December 1944 – 14 August 2022

Ian attended St Peters from Sub Junior to Senior in 1963. He attended Kelvin Grove Teachers’ College and taught for 19 years in various country schools. While living in St George with Marion and their two sons, he built a motel and managed it for several years. He became involved in property management in both Queensland and Victoria and operated a service station in the Sunshine Coast region. He and Marion retired to the Gold Coast and took over the management of a high-rise resort in Surfers Paradise.

Rev Tim Zanker (1969)

30 August 1954 – 16 March 2023

Su Ing Hii (1989)

7 June 1970 – 20 March 2023

Caroline Henao (1992)

11 January 1975 – 27 March 2023

Zibang Bale (1992)

16 May 1975 – 1 April 2023

EARLY DAYS ...

A living history - Book One

The Founders 1945 – 1949

Written by Old Scholar Nicky Boynton-Bricknell

Early Days a living history is a comprehensive overview of the first five years of St Peters Lutheran College. Information is sourced from The Queensland Lutheran, the College magazines: The St Peters Lutheran College Magazine (1945) and The Review (1946 – 1949), St Peters – A Progression and the memories of founding students themselves.

The Founders 1945 – 1949 explores and records the memories and life stories of every person who was present on the campus during the founding years: the early volunteer force that readied Ross Roy and built a dormitory for the boys, teachers, students, the domestic staff and others who gave their time, energy and donated goods and equipment to the College.

The overarching narrative of a school, whose main aim was to prepare young men for the ministry and to educate boys and girls to be worthwhile citizens, demonstrates a conviction that Christian values should forever be upheld through the College motto Plus Ultra.

This is the story of the beginnings of your school. It is an engaging and informative read.

Early Days … a living history is available through the SPOSA Office: sposa@stpeters.qld.edu.au; 07 3377 6592 $15.00 in person; $15.00 plus postage by order.

FROM FRUSTRATION TO ULTIMATE FULFILMENT

Will Szalay (2014) dreamed of volunteering in Africa whilst on a university semester abroad to America in 2016. Originally wanting to join the Peace Corps, but discovering it was only available to US residents, Will finished his business degree but felt no motivation to use it. During a particularly miserable part of his life, Will decided it was finally time to pursue his dream. In this article, Will talks about his experiences and what led him to GVI Ghana.

CASSIE TWEMLOW Former Communications & Marketing Officer

For as long as Will Szalay loved the idea of volunteering internationally, he has always wanted to go to Africa. Currently working as GVI Ghana's Participant Compliance and Welfare Officer, Will reflects that he was motivated to go to a place where he felt his impact would be maximised – a place that “needed the help”.

Western media has the tendency to paint Africa as that location most in need. Advertising slogans referencing the ‘starving kids in Africa’ and charities depicting sickly, malnourished children may be accurate but can also be dehumanising.

“There are no doubts about the lack of facilities and resources,” Will says.

“[But] approaching these issues in such a manner perpetuates the idea that these communities are backwards and beneath us, unfairly disregarding the vast aspects of the culture that should be admired, even envied, in some respects, rather than pitied.”

Now that Will is in Ghana, he says that reality paints a different, more vibrant, picture.

“At any given time and place, you'll find kids dancing together on the streets as music is playing and the locals go out of their way to make you feel welcome; inviting you to join them for food and wishing to be your friend.”

Compare that to the ever-increasing isolation, anxieties and disillusionment of the western world – particularly after the impact of COVID-19 – and it almost begs the question of which community is more in need of support.

Considering this, Will expresses his gratitude for the opportunity to be a guest of the Kokrobite community, working with GVI Ghana – an organisation that helps to empower the local community to secure the knowledge, resources and support they require to access quality education, healthcare and an improved standard of living.

Will says, “When you consider the sensitivity of working with children in any environment you have to be extremely considerate. Add to that dynamic the challenges of navigating a foreign culture, the vulnerability of many locals and the lack of access to adequate educational and medical resources/facilities and it becomes even more difficult.”

On top of that, volunteers delivering the programs are decidedly passionate but largely unqualified in the specific fields within which they work. This promotes the concept of 'voluntourism' – a label for promoting international volunteering as an opportunity to travel overseas, work a little, party a lot and feel good about yourself. Will says this is, “abundantly prevalent, and it's easy to understand why there has been a lot of deserved criticism surrounding international development and the damage that it can cause."

Will’s original role of Education volunteer – supporting kids with reading, writing and maths – has transitioned into a staff role where he ensures that GVI Ghana operates to the highest possible standard in the scheme of all these complex moral, ethical and philosophical debates, and that their participants have the best experience they can.

Starting in March 2022, Will helped to create and coach girls football teams in two of GVI Ghana’s partner schools.

“I'm also particularly proud that I coached a boys team to a fantastic upset victory over a much larger rival school,” he says.

He also designed a proposal to address waste management in the community and ran environmental education classes, a subject particularly relevant to Kokrobite as it is a coastal community heavily impacted by rising sea levels.

Will explains that most of the work undertaken by GVI Ghana is preventative and knowledge-sharing - teaching people how to fish rather than giving them fish.

“We're currently based in seven schools around Kokrobite, where our participants educate students about issues pertaining to our program areas of Women's Empowerment, Education, Environmental Education and Health and Justice, Equity, Diversity and Inclusivity,” Will says.

To donate to the GVI Gender Equality, Public Health and Welfare in Ghana:

To donate to the GVI Early Education and School Development in Ghana:

Speaking honestly, Will says it's a tough job. “The matters that we deal with can be emotionally, mentally and physically draining. However, it's also fulfilling in a way that's hard to put into words. The love, joy and affection that you receive every single day from the community and particularly the students keep you going, and I feel truly privileged to be a part of this.”

Will currently has no plans to return to Australia – he bought a one-way plane ticket – but says that it’s a once-in-a-lifetime experience that he will never forget.

“I can't recommend this enough, both in terms of the community impact and the personal growth and perspective shift that an experience like this allows. From my time here, I was able to find a level of fulfilment that was sorely lacking from my life, alongside discovering skills and passions I didn't know I had.”

Pictured: Will Szalay at work in Ghana.

A LIFTING LIBRARIAN'S LOVE OF LEARNING

Born into a family of teachers, Krystal's love for learning began at an early age, nurtured by her parents. At age six, her parents introduced her to the magical world of Harry Potter. This ignited a passion for reading, setting her on a path of academic and personal achievement.

Krystal's educational journey began in 2005 when her family relocated to Brisbane, and she began Year 9 at St Peters. In 2007, she became one of the pioneering students to embrace the newly introduced International Baccalaureate (IB) Diploma programme.

Krystal credits the IB programme for preparing her for university and beyond.

"The self-directed learning demanded by the IB instilled in me invaluable organisational and time management skills that have carried me throughout my career."

Music also played a significant role in Krystal's life at St Peters. She played the flute and participated in musical ensembles such as orchestra, chorale and Symphonic Winds, touring internationally. Through these experiences, she developed and learned the importance of balancing commitments and cultivating enduring friendships. Additionally, Krystal played Touch Football and Netball, and later coached Touch Football alongside her mother, Jenni Gagen, a Business Studies teacher at St Peters.

Krystal acknowledges the influential role of several teachers at St Peters. Lath Stewart (English), Tim Stoll (Music) and Grant Mason (former Director of Chorale, retired) all played instrumental roles in guiding and supporting her along her journey.

Following graduation from St Peters, Krystal

secured one of the limited places at the Queensland Conservatorium. There, she pursued studies in classical singing and completed a Bachelor of Music Studies. However, as much as she loved music, Krystal also wanted to teach. She embarked on additional studies, equipping herself with the necessary qualifications.

Despite her credentials, Krystal encountered challenges in finding full-time work. In 2013, she began her career as a music teacher in Gympie, Queensland, working across four primary schools of varying sizes. She enjoyed the community feel of the smaller schools and relished the experience of organising four concerts at the end of the year.

A year later, Krystal returned to St Peters, accepting a six-week contract as a Year 6 teacher. This opportunity led to a full-time position, teaching Year 5.

In addition to teaching, Krystal found herself immersed in an unexpected side gig and hobby – co-owning a gym specialising in strength training for Strongman competitions. Together with her husband, a personal trainer, she established the business in 2017. Krystal even competed herself, representing her sport in places like Las Vegas at the Global Powerlifting Championships in 2015.

Having completed a Master of Education in Teacher Librarianship at QUT in 2015, Krystal landed the job she had been striving for in 2016, Teacher Librarian at Mt Alvernia College, where she combined her passion for teaching with her love for literacy. She firmly believes that libraries and teacher librarians play a crucial role in education,

AMANDA OSBORNE alumni and archives Officer

Krystal Gagen-Spriggs' (2008) journey from country girl in Bundaberg to accomplished academic, teacher, musician and businesswoman is truly inspiring.

particularly in the digital wave. During her time at Mt Alvernia College, Krystal pursued a second Master of Education in Educational Research at Charles Sturt University (CSU) to contribute more academic evidence of the importance of teacher librarians.

She said, "Now more than ever, I believe they are vital, as schools with dedicated teacher librarians tend to achieve better results in general."

Undeterred by hard work, she has now set her sights on completing a PhD focussing on ‘reading for pleasure’. Alongside her doctoral studies, Krystal lectures at CSU, a position she has held since 2021.

To her surprise, Krystal's academic journey has recently taken an unexpected turn into the area of library and information studies research. She now conducts additional research in AI, information literacy in schools and other areas.

As a result of her hard work, in July this year Krystal will attend the International Association of School Libraries Conference in Rome to present her PhD preliminary results. She looks forward to the

opportunity to share her findings with like-minded people and “contribute to the global discourse on education and teacher librarianship”.

When asked about her future, Krystal says she’ll continue working on her PhD, which she aims to complete by 2026, while continuing to work at CSU and progressing to the position of senior lecturer.

“I know I have one heck of a trip planned to celebrate becoming a doctor!”

Krystal’s story shows the transformative power of a nurturing environment. She is grateful for the opportunities and support she received at St Peters, which played a pivotal role in shaping her skills, mindset and success in her career and personal life.

As Krystal continues to make her mark in the field of education, she remains a shining example of the limitless possibilities within the realm of lifelong learning.

BRISBANE’S AWARD-WINNING LANDSCAPE CONTRACTOR

Greenkeeping

Irrigation

Construction

Horticulture

STEPPING UP FOR SERVICE

Joining the Australian Defence Force requires dedication, discipline and commitment. Choosing to serve is a significant decision, but for those who make that choice, it can be a rewarding and fulfilling experience. SPOSA spoke with three Old Scholars who joined the Australian Defence Force Academy (ADFA) after graduating from St Peters.

Ashleigh Sitcheff (2021) never considered a career with the defence force until her sister joined ADFA in 2020. Inspired by her sister's passion for the military, Ashleigh connected with other military families from the St Peters community, gaining valuable insights. With the guidance and support of Anne-Marie Champion and Nathan Edwards, Ashleigh embarked on an exciting journey, pursuing an Arts degree at ADFA.

As an Officer Cadet and General Service Officer (GSO) in the Australian Army, Ashleigh undergoes intense physical training and attends joint military education training and university classes. She cherishes the opportunity to forge strong bonds with like-minded individuals and embraces the support and assistance she receives. Ashleigh is currently working towards achieving the rank of Lieutenant and on graduating, will continue her training to specialise in a specific corps.

Flexibility and resilience are essential attributes in Ashleigh’s line of work, and she advises aspiring candidates to thoroughly research and consider joining ADFA for diverse gap year options across the three services. Ashleigh believes a career in defence provides an opportunity to explore, grow and make a difference in the world.

Chris Wise (2018), driven by a fascination with aviation and a passion for STEM subjects, found joining the Royal Australian Air Force an inevitable career path. He developed an initial interest in the military after learning about ADFA during a school trip to Canberra. The technical reputation of the air force was also a compelling factor, and he admitted, "Let's face it, planes are just cool."

After graduating from St Peters Springfield, Chris prepared himself for ADFA by researching military life, the academy and the air force. He found the first weeks of

basic training at ADFA a shock to the system, but soon settled into ADFA life and university studies as the work became more interesting and specialised.

Chris currently serves as an aviator, a role that involves interpreting data and preparing briefs to provide advice that supports ADF operations and international security. As an officer, he also leads, mentors, coaches and cares for aviators under his command.

He was surprised by the investment the ADF made in his personal development, providing immense support in his academic, physical and personal growth. The camaraderie among fellow trainees is the highlight of Chris' training and he relishes the unexpected opportunities and diverse experiences offered by the military.

“Easily the best thing about training is the people. You meet people from all walks of life, from around Australia and the world,” he said.

“Adversity brings people together, and I made some of my closest friends during the most challenging times.”

In addition to his military responsibilities, Chris is involved in an exciting honours project combining quantum technologies and artificial intelligence. After finishing his honours degree, Chris plans to pursue job-specific training and further academic studies with a long-term goal of working in defence research.

Carys Hodgson (2015) transformed her education into a successful career as an Officer in the Australian Army, attributing her achievements to the invaluable skills, confidence and resilience she developed during her time at St Peters. After graduating from ADFA in 2018 with a Bachelor of Arts in International Politics and Geography, Carys specialised in land force tactics at the Royal Military College, Duntroon.

AMANDA OSBORNE alumni and archives Officer

Currently, Carys serves as 2IC in an Artillery sub-unit, specialising in surveillance and target acquisition through unmanned aerial systems. Carys finds contributing to her community and watching her team grow and develop immensely gratifying. However, she acknowledges that one of the most challenging aspects of her profession is the extended periods of separation from loved ones.

Carys advises school-leavers considering a career in defence to conduct thorough research, stay informed about global events and explore the myriad opportunities and diverse career pathways within ADFA. Work experience programs and Defence Open Days provide invaluable insights and opportunities to engage with professionals currently serving in various military roles, enabling individuals to make informed decisions about joining the defence force.

Joining the defence force is a path that requires dedication and commitment. While the challenges may be significant, the rewards and fulfilment found in serving Australia make it a worthwhile and rewarding career path.

Pictured: Left to Right Carys Hodgson, Chris Wise and Ash Sitcheff

ST PETERS OPEN DAY

NICOLA BRITTON Community Liaison Officer

The 2023 Open Day was held on Saturday 11 March, our strongest event yet with unprecedented interest and over 3000 people attending despite the unseasonably humid conditions.

The Open Day is an opportunity for prospective families to discover all that St Peters has to offer. With tours of the College provided by current students, extra-curricular and community group displays, presentations by Senior Leadership, musical performances and four hours to explore the incredible facilities available on campus, feedback from attendees on the day was overwhelmingly positive.

ST PETERS LADIES LUNCH

NICOLA BRITTON Community Liaison Officer

An annual highlight in the St Peters events calendar, this year we again packed the Hillstone ballroom for the annual Ladies Lunch on Friday 24 March with our biggest event yet!

Our wonderful MC Rebecca Sparrow did a sensational job of keeping everyone on their toes. Guest speaker and well-known Brisbane media personality, Robyn Bailey, shared tales from her 20 years in local radio with the 300 strong crowd along with some hard-earned wisdom on navigating grief while raising three teenage boys.

All profits from ticket sales, raffle and the silent auction will be spent on the Prep-Year 12 Digital Program.

Thank you to everyone who attended. We hope you had a great time and look forward to seeing you all again next year.

CELEBRATING OLD SCHOLARS

Current Parents passing on their positive experiences at St Peters.

AMANDA OSBORNE alumni and archives Officer

One of the things that makes St Peters unique is the strong sense of community and a rich legacy of multi-generational Old Scholars; Old Scholars who, thanks to their own positive experiences as students, have been able to offer the same transformational St Peters education to their children.

In February this year, the wine and cheese event organised by SPOSA and St Peters Community Engagement team was an opportunity for current parents who are also Old Scholars to come together and celebrate shared experiences. The event was held in the Performing Arts Centre Amphitheatre, a lovely setting that provided the perfect backdrop for an evening of canapés and wine.

The Senior String Quartet provided the entertainment for the evening, showcasing the incredible musical talent that St Peters is known for. The quartet’s performance was a perfect accompaniment to the relaxed and convivial atmosphere of the event, as close to fifty Old Scholar parents (from peer years 1983 to 1998) were welcomed by the Head of College, Tim Kotzur, and then mingled and shared stories.

The evening was a testament to the strong sense of community that exists at St Peters, and the deep connection that Old Scholars feel to the College. It was a reminder that a St Peters education is not just a oneoff experience, but something that can be passed down through generations, creating a lasting legacy of excellence and achievement.

FATHER SON: ESPORTS

St Peters' inaugural Father Son Esports Tournament.

OnSunday 19 March, seventeen Fathers and Sons paired up to participate in the inaugural St Peters Father Son eSport Tournament at Endgame Esports at Sumner. It was a terrific afternoon with many nailbiting finishes as we worked down to our final two teams for the Grand Final. It was wonderful to see so much camaraderie and sportsmanship throughout the tournament. Congratulations to Peter and William C, our Grand Champions who won in a match that went down to the wire with everyone cheering on.

Worldwide, eSports is growing at an incredible rate. Did you know some competitions are played in some of the largest stadiums in the world to crowds of over 40,000 people? It will even be included in the Brisbane Olympic Games in 2032!

A big thank you to Brendan Beak and Endgame Esports for an exciting Sunday afternoon.

NICOLA BRITTON Community Liaison Officer

MOTHER DAUGHTER HIGH TEA

BRITTON Community Liaison Officer

OnSunday 11 June, St Peters mothers, daughters, grandmothers, aunts and friends all came together to enjoy an elegant afternoon at Victoria Park over High Tea. Our inspirational speaker was ultra marathon runner, lawyer and mum Nicole Jukes who is the first Australian female to win a backyard ultra worldwide. For those not familiar with backyard ultras, competitors must consecutively run the distance of 6.7km in less than one hour. The race is over when only one runner remains to complete a lap. Nicole’s message for our young ladies was that the best goals are those that you cannot conceive of achieving right now because they will push you to stretch yourself and grow.

She is also a passionate advocate for surrounding yourself with the best possible squad and that it's okay to let toxic people go. In life, sport, friendship, school and work, the only person able to truly obstruct your motivation is you, so be your own biggest supporter!

NICOLA

FATHER DAUGHTER BREAKFAST

NICOLA BRITTON Community Liaison Officer

Katrina Blowers always knew she wanted to be a journalist, travelling the world and covering the stories that matter. She never anticipated that a ‘horrific’ incident would happen on air in the safety of the studio.

Katrina has covered global events for major newspapers, radio stations and television networks. She has been a correspondent for the Commonwealth Games and the G20, travelled with the media packs covering state and federal elections and assigned to the murder trial that gripped a nation: that of Gerard Baden-Clay. She’s a former opinion columnist for the Sunday Telegraph, several major magazines and online news sites and was a restaurant critic for The Sydney Morning Herald and The Brisbane Times.

A proud Queenslander, Katrina has returned home to be anchor of the weekend 6pm news bulletin for the Seven Network in Brisbane.

Five years ago, Katrina was live on air when she was struck by a panic attack. At the time she was going through a divorce and said despite it being amicable it was a stressful time for her. She continued to push through her stress as if everything were normal but eventually it came back to haunt her.

Within seconds of going live on that illfated day, Katrina suffered the first of many anxiety attacks.

"The only thing that kept me sitting in the seat was that I thought to myself, I don't want to become a YouTube sensation, I don't want to go viral."

"It was after that night I started to get anxiety about even going into work, about driving up Mt Coot-tha, going into the studio, everything felt like a trigger," she said.

So Katrina had a decision to make – walk away from her much-loved job or 're-learn everything' to regain her confidence. In choosing the latter, Katrina has become better and stronger for it and shared her advice for Inhaling Confidence, Exhaling Doubt at the Father Daughter Breakfast on 20 April.

Whether you are struggling with getting on stage, social scenarios, exams or just battling that Big Bad Wolf in your mind, you too can build your confidence in the moment and find your courage. Some of Katrina’s favourite affirmations include: 'You are so much more than the bad things that happen to you' and 'You can’t wait until life isn’t hard anymore before you decide to be happy.

Her key message: "You can claim your confidence. If in doubt, breathe."