Plus Ultra June 2019 by St Peters Lutheran College

Plus Ultra June 2019 #01 | St Peters Lutheran College Magazine

LET'S TALK

Mikhara Ramsingâ&#x20AC;&#x2122;s mission to make the world a better place

FLEXIBLE LEARNING AND CAMPUS GROWTH BENEFITS OF 'STEAM' RELATED PURSUITS SPORT, MUSIC AND ACADEMIC UPDATES PLUS ULTRA SHORT STORY COMPETITION IS BACK!

AROUND CAMPUS COMMUNITY EVENTS REGULARS

HEAD OF COLLEGE MINISTRY SPOSA

CONTENTS

Cover Mikhara Ramsing, social entrepreneur, youth activist and human rights advocate (story p44).

Plus Ultra June 2019 incorporating SPOSA Bulletin Published by St Peters Lutheran College Editor / Designer Cassie Twemlow c.twemlow@stpeters.qld.edu.au Advertising Enquiries Publications Office Telephone: 07 3377 6262 publications@stpeters.qld.edu.au St Peters Lutheran College CRICOS Provider: 00516E 66 Harts Road, Indooroopilly Qld 4068 Telephone: 07 3377 6222 reception@stpeters.qld.edu.au www.stpeters.qld.edu.au www.facebook.com/stpeterslutherancollege ÂŠ 2019 St Peters Lutheran College SPOSA Office 66 Harts Road, Indooroopilly Qld 4068 Telephone: 07 3377 6592 sposa@stpeters.qld.edu.au www.stpeters.qld.edu.au www.facebook.com/sposa45

Plus Ultra | June 2019

CONTENTS

CONTENTS REGUL ARS

04 06 07

Head of College From the Ministry Letter from the Editor

AC ADEMIC

08 10 11 12 14 15

IND Academic Results 2018 SFD Academic Results 2018 All the World’s a Stage Full Steam Ahead 2019 Scholars Assembly Parlez-vous Francais?

AROUND C AMPUS

18 20 22 24

Ironbark Survival Instinctive Learning: The Future is Here Breaking Ground at Springfield Empowering Youth Through the Duke of Edinburgh Award

THE ARTS

26 28 30 33

A Night at the PAC - A Feast for the Senses Cello From the Other Side Choirboys Blow the Roof off the PAC New Sounds in the St Peters Chapel

SPORT

34 36

A Bunch of Ruck-us Get Soaked, Stay Stoked

BOARDING

Creating Close Community with ‘Adopt A Boarder’

SPOSA

41 42 43 44 47 48 50 52

SPOSA President The Bearers of the Carson Dron Legacy Calling all Science and Engineering Challenge Alumni Stories That Save Lives Founders Day 2019 Executive Leader Drives Mining Company Success with Diversity and Safety Community Service Links to Career in Donor Support Births, Deaths and Marriages

COMMUNIT Y AND EVENTS

55 56 57

Inaugural Ladies Lunch Father Daughter Breakfast Community Fun Day

Plus Ultra | June 2019

HEAD OF COLLEGE

A NEW MASTERPLAN FOR ST PETERS

TIM KOT ZUR

head of college

ver the last two years the College has been working on the development of a new Masterplan for the campus. In the development of the Masterplan, data collected from the 2016 surveys conducted amongst current students, parents and staff fed into it, as did information from the survey of Old Scholars in 2017. Importantly, current student voice helped to frame the development of the Masterplan, through the regular Head of College student lunches where Year 12 and Year 6 students were asked, ‘if you were going to make St Peters better, what would you do?’ The new Masterplan is an exciting initiative and will guide the physical development of the campus for the next 10-20 years. The overarching objective of the Masterplan is to ensure cohesive campus development over time that maximises the capacity of the built environment to realize the timeless Mission of the College – ‘Excellence in Christian Coeducation.’ Whilst high-level in terms of detail, the Masterplan identifies opportunities to enhance or configure the built environment in a way which facilitates student learning and development. It aims to capitalise on the physical attributes of our current beautiful 55-acre site so the campus is an inspiring and vibrant place and space where students, staff and other members of our community want to be. In terms of the overarching philosophy that guided the development of the Masterplan, it was to reimagine the entire campus as a ‘Learning Landscape’ – a continuous, immersive environment that stimulates and

Plus Ultra | June 2019

supports student learning and development everywhere. Most importantly it will feature exemplary and engaging learning and teaching spaces that demonstrate leadership in education and will give learning the necessary focus and priority. The new or repurposed learning spaces contained within the Masterplan will reflect the very best of what we know about how students learn – such as agile learning environments, vertical writeable surfaces, ubiquitous technology, flexible furniture and different zones to reflect a variety of approaches to learning. The campus centre, with Dr Karl Langer’s Chapel at one end and the Langer Library at the other, will be reinvigorated as an inviting, interesting, and activated ‘Campus Heart’, and will become an iconic learning hub for the College. By rejuvenating the Campus Heart, Dr Langer’s original vision for the space between the Chapel and the Library – meant to be a functional European Town Square – will be realised, comprising a place of worship (Chapel), formal places of learning (Library, Science Centre and the planned Centre for Learning and Innovation), a cultural precinct (Performing Arts Centre), social places to gather (Chapel forecourt, planned amphitheatre, café style seating) and a community precinct (Café 45). A feature of the Masterplan will be that it offers a rich and interconnected mosaic of precincts (e.g. sub-schools, boarding, the Arts and Culture, Sport) and harnesses existing strengths to develop visually coherent places built around principles of high quality design. Within each of

HEAD OF COLLEGE

Pictured architect's impressions (main): An aerial 3D perspective of the new Learning and Innovation Centre from the perspecive of the Zillman Centre. (left: top-bottom): New informal seating area and amphitheatre perspective; Updated main walkway from Langer Library to the Chapel; Exterior perspective from ground (Zillman) level.

the precincts exemplary and distinctive public realm spaces and landscapes such as amphitheatres and café style social gathering places will be created. Spaces to learn, meet, eat, relax or be active. These precincts will be linked by a ‘Primary Walk’ network. These ‘Primary Walks’ will provide safe, secure and convenient day/night access throughout the campus. The public interfaces or entrances will be designed to better integrate with surrounding streets and its neighbours, whilst promoting the College’s presence and role in the inner western suburbs of Brisbane. In practical terms, the Masterplan, when fully realised, will deliver among other things:

• Contemporary first class learning facilities reflecting the very best about what is known about how students learn; • Improved sporting facilities; • A consolidated Primary Years precinct; • A reinvigorated Junior High precinct; • The development of a campus-wide system of convenient, comfortable informal learning places to study and relax before and after class; • A consolidated boarding precinct; • Improved on-campus parking; • Improved drop off/pick up at the College; and, • A pedestrian friendly campus resulting in improved pedestrian safety whilst improving traffic flow.

Plus Ultra | June 2019

REGULARS

FROM THE MINISTRY PA STOR MICHAEL MAYER

st peters indooroopilly chaplain

“

Behold, I am making all things new,” Revelation 21:5. God is in the change.

St Peters is constantly working with change – a new Masterplan, changed assessment with big end of Year 12 exams, changed students needs, changed pressures on children, teenagers and their families. Sometimes the sheer pace of change feels overwhelming, and we yearn for things to be settled, sorted and simpler. If there was no change ever, we would soon find that our lives lacked flavour. Change brings stress, but some amount of stress is always good for us (it’s not all dis-stress). We are challenged to change, to learn, to grow, to adapt, to work out what is important, to find new skills and develop our abilities. Just as at the first moments of creation, we need the right balance between new and old. Too much new, and things fail

to hold together. Too much rigidity, and everything clogs together, stops growing and eventually collapses in on itself. I believe Easter was a breakthrough moment of permanent change. The old order of sinful, selfish separateness reached its end with Jesus’ self-sacrificing death on the cross. The empty tomb, and the promise of life that goes through death and beyond is now the new life-giving reality. That is a cosmic shift, within each one of us, and within all creation. Forgiveness and hope are stronger than shame and failure. Trust that Easter is true, and is the bedrock that everything is now built on. So, keep the faith. Trust in forgiveness and new life, and work out how to live that. Pray away your distresses, and find some healthy ways to let God carry them with you and for you. Work with others. Search for what is good and true, and hold on to that in love. Resist evil in the ways you can. Trust that God is with you, especially in times of change.

PERSONALISED GROUP TOURS Sub-school specific tours of St Peters’ Indooroopilly campus run year-round. Bookings are essential. To book, please contact the Enrolments Office on 07 3377 6236.

www.stpeters.qld.edu.au Plus Ultra | June 2019

REGULARS

LETTER FROM THE EDITOR C A SSIE T WEMLOW

editor

• At the beginning of this term the updated Indooroopilly Dohler block was unveiled to much delight. You can read more about this on page 20.

would like to introduce myself. I am Cassie Twemlow. I have a background in media, publishing and graphic design and I am the new Editor of Plus Ultra. Beginning with this June issue — redesigned and recreated as a biannual magazine — we are pleased to offer out St Peters' family with a hard copy, personally delivered periodical to pick up and appreciate at your leisure.

• In progress, is the new Junior High precinct at Springfield which broke ground during the Easter holidays (story page 22).

In this accelerated, digital world with all the distracting gadgets, irritating password reminders and constant invitations to ‘comment’ on everything, it’s important to recognise that we still have the ability to switch off from technology. The new Plus Ultra is an opportunity for you to relax with your family, be present, and enjoy news of the school. As you will read, Plus Ultra is not the only redesign being currently undertaken by St Peters. If you take a walk around the Indooroopilly and Springfield campuses you will see several improvement works in various stages of completion.

• The Indooroopilly campus is planning a major new installation of a Learning and Innovation Centre on the site where B Block and Luther House currently stand. This state-of-the-art zone will house classrooms, offices, amphitheatres and more that the entire school community may enjoy. Head of College, Tim Kotzur, talks more about this on page 4. I hope you find the new format of Plus Ultra entertaining, and that it provides you with all the information that you need. If you would prefer a digital copy, please update your details on the flysheet and email back to us. Until the next edition, take care and God bless.

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ACADEMIC

IND ACADEMIC RESULTS 2018 PETER MACDONALD

director of teaching & learning innovation

ur Year 12 2018 Queensland Curriculum and Assessment Authority (QCAA) and International Baccalaureate (IB) students achieved some very pleasing results. Some highlights include: • 17% of our Year 12 students achieved an Overall Position (OP) 1-3 or equivalent in 2018; • 33% of IB students received an IB Diploma score of 39-45, which is equivalent to an OP1-2; • 35.2% achieved an OP or Diploma Score equivalent to between 1 and 5; and • 67% achieved an OP or Diploma Score equivalent to between 1 and 10, (best result since 2010). In February, at our Scholars Assembly, 23 2018 Seniors were invited back to be recognised for their excellent academic achievement. As well as the traditional recognition - acknowledgement on stage, certificate, Scholars photo - this year, for the second time, the Scholars were invited to the Academic Hub where they placed their name on the Scholars’ Wall. While waiting to place their name on the wall, a few students made a comment that it was one of their goals during 2018 to have the honour of placing their name on the Scholars’ Wall. It is lovely to know that the Scholars’ Wall is providing incentive for some students to do their best. Year 12 is a demanding year and we never really know what little pieces of inspiration will keep our students focussed during the tough times. For a few 2018 students, the Scholars’ Wall helped; I think it’s important that we continue to look for ways, individually and as a community, to help keep our Seniors looking for one more mark on every piece of assessment, including the Queensland Core Skills (QCS) Test. Our IB students continued to perform well in 2018. The students were a tight bunch with a strong sense of community. Everyone worked hard to support one another through the rigors of Higher Level (HL) curriculum and external assessment. It was lovely to

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witness the genuine emotion apparent at the end of year IB farewell. It is clear to see that strong relationships develop between Mrs Ros 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 Olivia Larney was assisting Mrs Midgley run the IB program during 2018 while Mrs Sarah Thompson was on parental leave. We thank Mrs Larney for her work and congratulate her on accepting the Curriculum Leader – Business role from the start of 2019. 2019 is the last year of the QCS Test. Again, this year the QCAA Year 12 cohort are participating in three QCS lessons per fortnight led, in most cases, by their Year 12 English teacher. The students have been set a high challenge for the year. We are confident they will all come together as a team, give their best and remain focussed on doing what is needed to ensure their peers achieve an OP score that will enable them to gain an offer for their top tertiary preference. This year our Year 11 students are undertaking the new Queensland Certificate of Education (QCE) system. At the end of next year, the QCAA students will receive an Australian Tertiary Admissions Rank (ATAR), if eligible, instead of an OP score. Many months of planning behind the St Peters scenes has been invested in preparing for this significant change in senior schooling and tertiary entrance. Something that stays consistent between the two systems is the need for students to be organised, speak with their teacher, clarify their understanding and plan for success. To help with organisation, planning, seeking clarification and open communication between teachers, students and parents, St Peters is moving to continuous reporting for the Year 11 cohort this year. Results, as they become available, will be visible on the Community Portal and marking criteria sheets will be available through Firefly.

ACADEMIC

* The following statistics relate to students at StÂ Peters Indooroopilly only. For statistics that relate to St Peters Springfield students, see page 10.

2018 AC ADEMIC RESULTS (IND)

268

students in the cohort.

Pictured: Peter MacDonald

A significant advantage of this new system is that students will be able to view assessment information done in Year 11 when they encounter a similar assessment next year. During 2018 Mrs Simone Mitchell was appointed to the role Head of P-6 Curriculum. One of her focus areas last year and this year is to further develop the English and Mathematics curriculum to ensure consistent flow from one year to the next for our students. Her leadership, planning and guidance, along with the dedicated approach from each Primary Years teacher has seen the development of a P-6 Mathematics program that aligns well with the Primary Years Program (PYP) and the Australian Curriculum. Another focus area in the Primary Years this year is around formative assessment and feedback. Staff are investing significant time in understanding the work of Dylan Wiliam as we believe authentic, meaningful, high quality feedback within a positive rapport teacher/student relationship is key to developing our learners to the best of their ability. At all year levels, we are looking forward to the challenges of 2019 and are confident that our amazing learners will once again deliver remarkable achievements throughout the year.

51 88%

students undertook the IB.

were awarded the IB Diploma.

217

students undertook the QCAA.

(17.43%) of our Year 12 students achieved an OP 1-3 or equivalent in 2018.

15.6%

of IB students received an IB Diploma score of 39-45, which is equivalent to an OP1-2.

50.1%

of IB students achieved a score equivalent to an OP1-5.

98% of St Peters students who applied for a course through QTAC received an offer.

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1010

ACADEMIC

SFD ACADEMIC RESULTS 2018 CR AIG SCHMIDT

principal of springfield

ongratulations to the St Peters Lutheran College Springfield Seniors of 2018 on their educational outcomes. Of our 40 graduates 23% received an Overall Position (OP) from 1-5, the highest result in the Springfield area. This is particularly noteworthy given the consistently extremely high percentage of St Peters Springfield students who complete an academic program and graduate with an OP. In 2018, 97.5% of Year 12 students were awarded an OP. The 2018 Ipswich area average was 40%, the lowest at 7% and no other school being above 80%. Of our 2018 graduates, 80% have gone directly on to university pursuing studies in diverse areas including: Engineering, Mathematics, Aviation, Design, Biomedical Science, Exercise Science, Forensic Science, Psychology, Nursing, Justice, Law, Psychology, Teaching, Architecture, Construction, Intelligence, Information Technology, Computer Science, Film and Media, Arts, Business, Commerce, Economics, International Tourism, Hotel Management and Finance. Of these, 28% are enrolled in honours programs. Year to year, the mix of institutional pathways selected by our students changes in accordance with their aspirations and in consideration of lifestyle factors. Of the 2018 university bound graduates, 29% were heading to Griffith University, 29% to Queensland University of Technology, 18% to University of Queensland, 12% to University of Southern Queensland and 12% to other universities. The preferred post-school destinations for 20% of our 2018 graduates was through to education and training providers such as TAFE

* The following statistics relate to students at StÂ Peters Springfield only. For statistics that relate to St Peters Indooroopilly students, see page 8.

Plus Ultra | June 2019

(Nursing) or All Trades (Electrotechnology), apprenticeships or work. All but one of these students maintained their OP eligibility thus keeping their options open at the end of Year 12. For some this meant maintaining their academic program at school whilst undertaking a school-based apprenticeship, traineeship, Certificate course or trade training one day a week. Their dedication to balancing and maintaining this duel commitment is to be commended. We are proud of the diligence of our students whose application through their final year saw further improvements in their Grade Point Averages (GPAs) in accordance with the goals they set for themselves in their final year of schooling. In doing so they maximised access to their desired pathways. Increased attention to student tracking of GPAs, setting of academic goals and implementing strategies that would assist them in achieving their goals was a focus of 2018. The improvement and personal bests that flowed from this focus were a cause for community celebration in the Secondary School and forms part of the St Peters culture. We are delighted that our graduates are excited about transitioning to the next stage of life and their learning journey and that the appropriate doorways are open to them. We all possess different gifts, talents and aptitudes, with differing senses of vocation, calling and purpose to put that which we have been blessed with and developed to use in service to others, our community and society. May our St Peters graduates be salt and light in the world, making a positive difference wherever they find themselves. We look forward to hearing their unfolding stories and pray God bless them in all their endeavours.

2018 AC ADEMIC RESULTS (SFD)

students in the cohort

students were OP eligible (97.5%)

students recieving an OP 1-5 (23%)

ACADEMIC

11 11

ALL THE WORLD'S A STAGE

Pictured (left): Sam Cujes tutoring a current student; (right) with his parents and grandparents.

C A SSIE T WEMLOW

publications officer

illiam Shakespeare famously quoted, “All the world’s a stage.” But for recipient of the 2018 St Peters Dux award, and one of only 68 people in the world to receive a perfect International Baccelaureate score of 45, Sam Cujes prefers what goes on behind the scenes. I sat down with Sam after the Scholars Assembly in February to chat about what the future holds for him. For those who know Sam, I’m sure his choice of vocation comes as no surprise. Over his five years at St Peters, Sam was an integral member of the music and arts scene, attaining many awards in the process.

still pursue my passion whilst concentrating on my academics.” Many of you will also be aware Sam’s father is a resident St Peters Maths teacher Michael Cujes, and he couldn’t be prouder of his son. “It’s a big task undertaking the IB. But Sam realised he was ready for the challenge and set his mind to it,” Michael says. “It’s a nice bonus when you get the reward on top.” Sam is currently enrolled in a Bachelor of Fine Arts at QUT and is majoring in Technical Production. Whilst he has danced and played piano for many years, it was VAPar, and other St Peters productions, that really fostered his interest in the arts and for a career in stage management.

I’m very happy that the IB course allowed me to still pursue my passion whilst concentrating on my academics.”

“My art teacher, Ms Seidel, was an incredible support, always helping me and pushing me in the art direction,” Sam explains. He goes on to illustrate that it wasn’t until he came to St Peters and participated productions and designing props and sets, that he really understood what he wanted to pursue post-Senior school. “While the IB is very academic, my passion is really in the Arts. I’m very happy the IB course allowed me to

This humble young man has only ventured overseas once in his life however, his ambition is to work with the Royal Ballet in London. After maintaining excellent grades whilst studying French and Spanish at St Peters, I’m sure Sam with have no troubles wherever he may travel in the future. As they say...the world is your oyster!

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1212

ACADEMIC

FULL STEAM AHEAD! C A SSIE T WEMLOW

publications officer

nly the parents and some Old Scholars would remember what it’s like to live in a world without mobile phones. Social media. Uber. Tap-and-go payments. However, these are all now everyday conveniences we take for granted. As a result, technology and engineering jobs are in demand right now, and don’t expect them to decline in the near future. As technology advances, future employees will need to have more advanced STEAM (Science, Technology, Engineering, Art and Maths) skills to keep up with the demand. Similarly, learning SMAC (Social, Mobile, Analytics and Cloud) skills/platforms will make employees stand out in the future job market. Jobs of the future—Trash Engineers, Alternative Energy Consultants, Organ/Body Part Creator, Commercial Space Pilot—will involve serious knowledge creation and innovation. What most people imagine when they think of robotics is stuff from Star Wars, RoboCop or Terminator. There is also the stigma once we create robots, they will steal our livelihoods, or even prey on us. But technology anxiety is old news. “Whilst there is often negativity around how young people access and use technology, in Robotics we use it in a positive, creative and advantageous way,” Meg Foley, St Peters Robotics Coordinator, explains. The St Peters Robotics Program has been around for over 10 years. During this time, the program has evolved from a lunch club into a program that is competing internationally. Meg, who has been involved with the program for six years, sees it as an integral part of learning and a place of safety and connection for kids. “When I was given the opportunity to become coordinator I jumped at it because I can really see the benefit. It’s such an important way for the kids to feel connected,” she remarks.

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ACADEMIC

Not only do the students learn from teachers and mentors (some of whom are Old Scholars), they learn by doing. “Sometimes when parents come in to the classroom the students teach them. They also teach the teachers in workshops because they have a lot of knowledge and are keen to share it,” says Meg. However, it’s not just the academics around robotics that is proving useful outside of the classroom. Collaboration, creative thinking, problem solving and communication are all skills naturally absorbed by the Robotics Program students. These soft skills are, “harder to build in a classroom setting so being able to explore these in a cocurricular activity helps us to develop these in a stronger and deeper way, in a real world context,” explains Meg.

Above, left: Meg Foley, Robotics Coordinator. Left: WRS Team who competed in Tokyo.

With LEGO rolling out its own new robotics program, SPIKE Prime, and television shows like LEGO Masters hitting the airwaves earlier this year, the demand for hands-on learning is growing. In all these types of programs, the aim is to encourage students to use their natural creativity to engage with

13 13

science and technology via building and coding. There is a certain kind of passion in the Robotics students you don’t see everywhere. Perhaps it’s because they’re excited to be there. Perhaps it’s because it’s all handson. Perhaps it’s because the program is so engaging, challenging and multidisciplinary. Whatever the reason, you can’t look past the students who come into the classroom and start building, talking, collaborating with other like-minded scholars – it’s hard to stop them. The Robotics Program is flexible and operates all year round, unlike sporting seasons. Students are able to drop in during a lunchtime or after school depending on their busy schedules. “It’s an easy activity for kids to try out and see if they enjoy it,” says Meg. The Program also caters for students with varying skill levels and talents as well as being able to offer them autonomous or team-based scenarios. Being non-gender based and completely open-ended – come for fun or come to compete – the Robotics Program offers enjoyment for everyone.

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ACADEMIC

2019 SCHOLARS ASSEMBLY T

he 2019 Scholars Assembly took place in the PAC on Thursday 7 February. Outstanding achievers from the Years 10-12 2018 cohort were invited, along with their families, to celebrate their achievements. Congratulations to those recipients of the Academic Scholarship Awards and to the family, supporters and staff who helped them every step of the way. A special congratulations to the IBDP Cohort 2018 who signed their names on the Scholarsâ&#x20AC;&#x2122; Wall at the Academic Hub.

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ACADEMIC

15 15

PARLEZ-VOUS FRANCAIS?

Oui! At St Peters Springfield, French is taught from Prep through to Year 12. Rae Morgan, Springfield French Teacher, talks about the value of studying a second language at an early age.

C A SSIE T WEMLOW

publications officer

earning any language from an early age is considered beneficial. Imagine not only trying to grasp your native tongue but a second language concurrently.

At Springfield the language team teach French from Prep through to Year 12 using the Accelerative Integrated Methodology (AIM) of language teaching in the Primary Years. This creates an environment where students feel comfortable to express themselves through gestures, play, drama, songs and games. The goal being to encourage critical fluency at a young age by taking advantage of the vitality and playfulness inherent in young children. Learning your native tongue is done from day one of your life and is accomplished by way of listening, mimicking, understanding and verbalising. The very same is done for a second language but the benefit of learning it at such an early age is young children don’t have half the inhibitions or fear of adults. Tapping into prep-aged kids’ learning abilities and natural curiosity allows these five-year-olds to let their inhibitions run free whilst developing positive attitudes to other cultures. They are able to get a head start on others the same age which, in turn, leads to numerous benefits later in life. These benefits include developing critical thinking skills and problem-solving as your

brain is challenged to recognise, negotiate meaning, and communicate in different languages. It strengthens the ability to identify patterns, which is a transferable skill to other areas of academics and improves memory. “Did you know people who speak more than one language are less likely to develop Alzheimer’s and dementia?” explains Rae. Coupled with these benefits, through comparing and contrasting cultures, learners develop a greater understanding and appreciation for their own and can evaluate different aspects with confidence. Not to mention the more obvious advantages which, enable the learner to travel and work globally with more ease and confidence. Why French? It is the only language, after English, spoken on all five continents. Consequently, it is the language of international relations, the official language of the United Nations, the European Union, UNESCO, NATO, the International Olympic Committee, the International Red Cross and international courts. A significant proportion of English words have French origins (up to 45%), so the study of French broadens the knowledge of English learners’ first language. With so many similarities to English, French is an easier second or third language to learn than others.

Plus Ultra | June 2019

sposa

Plus Ultra

Short Story Competition Calling all writers in Years 5-12 St Peters Plus Ultra Short Story Writing Competition is back! The competition is open to Indooroopilly and Springfield students in Years 5–12. Winners will receive Amazon prize packs and have their stories published in the November 2019 issue of Plus Ultra. To enter, check out the guidelines:

Years 5-8

Years 9-12

Students in Years 5–8 may submit stories no longer than 800 words. The opening sentence of the story must start with: ‘Behind the door...’ The submission that is most creative will win.

Students in Years 9–12 may submit stories no longer than 1200 words. The opening sentence of the story must start with: ‘Behind the door...’ The submission that is most creative will win.

Submissions must be in Microsoft Word format. Email to publications@stpeters.qld.edu.au with the subject line ‘Short Story Comp.’ Remember to include your name and student number in your email.

Good luck!

Competition closes 9:00pm ,Friday 30 August, 2019 Plus Ultra | June 2019

THANK YOU To our generous sponsors of the 2018 St Peters Higgins Golf Day which assists with fundraising for the annual Cambodia trip

AROUND CAMPUS

IRONBARK SURVIVAL Two nights, three days. Rice beans and damper to eat and only your mates to help you. Survival has a long-standing history at Ironbark. Although tough and sometimes unpleasant, the learning and outcomes the students achieve while completing this campout is nothing short of outstanding.

NATALIE BOIKE

ironbark outdoor education instructor

I am continually amazed by students on Survival. With little food and often lack of sleep they somehow turn a section of scrub into a living, working community. The students begin to recognise that with hard work, a positive mindset, creativity and sheer determination, they can achieve anything!” explains Natalie Boike, Ironbark Outdoor Education Instructor. Survival is the first of three unaccompanied camp outs. Comforts such as running water, pillows, watches and books are left behind. Instead students are armed with mattocks, saws, shovels, pruning shears and bailing twine. Their goal: to clear lantana infested land and establish their ‘home’ for the foreseeable future. To survive, they must build a shelter large enough for comfort and strong enough to withstand Mother Nature. A basic camp kitchen including fire, table and seating gives light and life to their community. A long-drop toileting space, including a seat, is also necessary to ensure basic sanitation for the camp mates. Survival groups are regularly visited by staff however, it is up to them how they manage themselves and their community. To build a functioning community, the students need to establish their own values. As staff, we are always proud to see values such as respect, positivity, commitment, friendship and cooperation (loosely based on the six elements of wellbeing) make an appearance. Students quickly realise that without hard work, clear leadership and ‘all for one’ mentality they will not have decent meals to

Plus Ultra | June 2019

eat and a place to sleep. Their success rests on their own abilities and team work. “…On Survival, my group didn’t seem to be having a good time (we were kind of just doing our own jobs and not really talking). So a few of us just started jumping on logs to break it into firewood. The group started to have a much better time because we started making work into a game, working as a team instead of splitting the jobs and the group up, and joking around.”—St Peters student. As part of the experience the students are engaged in several extra challenges, both physical and emotional, to guide their learning and continue their engagement in the activity. Completing these challenges often shows where there is a need for greater focus within their community. The students are encouraged to draw on their values, be honest with their peers and take on feedback. These challenges are often the boost needed to complete unfinished work and to truly enjoy the experience. “On the second morning of Survival my group was really sad and didn’t think anything was working. Then by the afternoon, after the [initiative] challenge, we made the day fun by doing things we liked and were good at.”— St Peters student. A simple scoring system helps guide the students and works as extrinsic motivation to continue their building projects. Points gained on Survival go towards the ‘House Cup’ competition between the boys and girls. Students often include creative extras such

AROUND CAMPUS

19 19

Pictured: At Ironbark, Year 9 students participate in various outdoor activities such as a four-day hike, trust and team-building tasks, building a shelter, cooking and cleaning, animal care-taking and much more.

as gyms, swings, tribal wear and games to their camp. These often help to boost the morale and functionality of the spaces with the bonus of extra points added to their overall score. As a part of the overall program delivered at Ironbark, Survival is the foundation for many important building blocks and is highly valued by both students and staff. “It is important to the program because it gives the students unsupervised time to be themselves and find themselves. They are not thinking about ‘doing what’s right’ but focused on ‘doing what is needed,’” says Kathryn Bardsley, Outdoor Education Instructor. For many students, the idea of spending a night unsupervised in the bush with only a few sticks and leaves for protection is initially frightening. However, by completing the experience with their peers they quickly recognise they are not alone. They can draw on each other’s strengths, often working

through problems and challenges as a team, and gaining understanding in dealing with conflict. A sense of gratitude, after the discomfort of only having the very basics, is frequently expressed by many students. Staff discuss with the students about pioneers and squatters of the past and encourage the recognition of refugees and people in underdeveloped nations who still live in a similar way in today’s world. The perspective gained by these reflections is invaluable in their overall learning. As leaders and professionals of tomorrow, our students may not live that way again but have the ability to give something back to those who do. Survival is a big stepping stone for many of the students who pass through the Ironbark gates. It servers to push comfort zones, strengthen friendships and build leaders. By encouraging problem solving and independence students find they are capable of more than they ever felt was possible.

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INSTINCTIVE LEARNING: THE FUTURE IS HERE

Pictured: During and after construction photos of the newly refurbished Dohler block.

C A SSIE T WEMLOW PUBLIC ATIONS OFFICER

ohler block has undergone an amazing transformation. Earlier this term the updated lower ground floor was unveiled, and it has been converted from six traditional 1990’s classrooms into a flexible, contemporary learning space (CLS) for staff and students to enjoy.

Work commenced in November 2018 to strip out old surfaces, fixtures, internal walls and furniture from inside the classrooms and begin opening them up to become a more seamless learning zone spaning further than the older traditional single classroom. The resulting three open and agile learning spaces have replaced the old closed-in classrooms while still including quiet breakout rooms, moveable furniture that has the flexibility of height adjustment and, multiple writeable surfaces. The process started last year when a Focus Group was formed and met to talk about contemporary learning spaces and their impact and benefits on students and teachers alike. The group was interested in implementing elements of the Reggio Emilia approach to learning. This educational

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philosophy is described as student-centred where the environment acts as the ‘third teacher’. Although this approach is more directed towards early learning and Primary Years environments, similar thought processes can be transferred to Secondary education. When well implemented, CLS design can enhance creativity, results and achievement, and offer students and teachers the flexibility to alter the physical learning environment. Peter MacDonald, Director of Teaching and Learning Innovation, explains, “there are already a number of staff who are excited by the prospect of utilising Dohler and are therefore changing the way they are thinking about their teaching. They are looking to pair up with other teachers to see how this will change the dynamic in the classroom. We are looking forward to watching how teachers and students will use the space differently.” The different zones within the spaces are fully flexible and cater for all students and teaching techniques. “It’s about making the work visible, making the learning more visible,” Peter describes. He goes on to reinforce the

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importance of making group work visible and having the ability to utilise not only the teachers’ software on the big screens but also connecting the students’ laptops so, “it’s not just huddling around a computer.” One of the key factors all of these new spaces have in common is the ability to make them as digitally-fluid as possible. It is important technologies built into rooms match the flexible intent of the project’s teaching and learning goals. This includes multiple large screens (with many on wheels), industry grade WiFi and WiDi (wireless displays), 360 cameras, smart lighting and built-in lesson-recording tools.

It’s about making the work visible, making the learning more visible... not just huddling around a computer.” PETER MACDONALD, DIREC TOR OF TEACHING AND LEARNING INNOVATION

This type of environment is further supportive of the impact of three key classroom design factors — naturalness (air quality, light and temperature), stimulation (colour and visual complexity), and individualisation (covering classroom flexibility and how much choice and ownership students felt like they had). When combined, these characteristics can lift outcomes in reading, writing, and mathematics, with the ‘individualisation’ of classrooms playing an important role in improving results also. “If implemented well, a contemporary learning space for students in an environment with engagement, creativity, learning, results and achievement should promote enjoyment, well-being, higher order thinking, effective communication and collaboration,” says Peter. Earlier this term, teachers and students moved in to the refurbished Dohler rooms and started a whole new journey with the individualised learning options that the physical and digital changes to Dohler block have enabled. Surrounded by bright natural light, colourful posters, huge screens and integrated technology, students and the teaching team are experiencing the first of many more contemporary learning spaces to come.

Pictured: Year 11 students taking advantage of the various useable writing spaces.

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BREAKING GROUND AT SPRINGFIELD CR AIG SCHMIDT

springfield principal

t Peters Lutheran College Springfield is now in its twelfth year of operation and continues to grow steadily. In May 2019 enrolments are at 565 students in Prep to Year 12 with a further 24 students in St Peters Lutheran Kindergarten. Enrolments are expected to exceed 600 in 2020.

Continued growth has required further onsite development with Stage 3A, a new Junior High precinct, breaking ground during the 2019 Easter holiday period. Flexibility has always been a key principle of design at Springfield to ensure changing needs can be effectively and efficiently met and this continues to be the case.

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This development has a ground level undercroft, slightly above the level of the existing kindergarten, for future development into classrooms and amenities. Level one (on the same level as level one of the existing Curnow House) contains three general classrooms which can be expanded to make larger spaces. These classrooms open onto external courtyards and a large internal space. These spaces are designed to be used as break-out spaces for individual or collaborative learning at small group, class or cohort scales. The large internal flexible learning area can also be used for assemblies, chapels and celebrations of learning. An

around campus

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Pictured (Main): An artists mockup of what the new development will look like. (Left): Development in full swing. (Right): Onsite with Gary Evans, Works Manager, Tim Kotzur, Head of College and Craig Schmidt, Springfield Principal.

iSTEAM (innovation, Science, Technology, Engineering, Art, Mathematics) laboratory, staffroom, staff offices, student lockers, kitchen and gallery area complete level one. Level two has a further three general classrooms and a large project-based learning space with several break-out spaces and additional student lockers. The building’s faceted design has been developed with the notion of a ‘camp fire’ or community gathering in mind. A rich and authentic sense of community is a defining quality of the St Peters Springfield experience which has directly inspired the building design.

The design of these agile learning spaces will support our commitment to best practice and contemporary, future-focussed pedagogies to ensure the highest quality learning for our students to equip them for life in a rapidly changing world. We are delighted by the excitement with which this project has been met by staff, students and both current and future St Peters families. We are grateful to God for his continued blessing. This project is expected to be completed during Term 2, 2020.

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EMPOWERING YOUTH THROUGH THE DUKE OF EDINBURGH AWARD C A SSIE T WEMLOW PUBLIC ATIONS OFFICER

he Duke of Edinburgh’s International Award is celebrating 60 years in Australia this year. The Award was originally set up as two separate programs for men and women in post-war England. The program now extends to over 140 countries worldwide and has been embraced by the St Peters community for over 20 years and has catered for over 350 students.

Nowadays, the Award is a leading international structured youth development program for 14–25 year olds regardless of their circumstance, political, religious or social standing. It embraces the philosophy of challenging oneself and participating in team work and a variety of activities. The Award provides youth the opportunity to gain skills, begin a new physical activity, network and give back to the community. Anne Tetley-Jones, Year 9 and Duke of Edinburgh Coordinator at Indooroopilly, talked to me about the benefits of the Award and why she is so passionate about it. Anne, can you tell me more about the Duke of Edinburgh (DoE) program here at St Peters? It’s a long-standing program we invite Year 9s to participate in. It’s an amazing opportunity for students, of all academic abilities, to achieve an internationally recognised Award. And over the past seven years since I’ve been running it at St Peters, I’ve heard many stories of young people in their early 20s, who have gained employment with some really high ranking law firms, banking, finance accountants, who were headhunted because they had the Gold DoE Award. So, it started off as a program to give youth skills and networking when they didn’t necessarily have that available to them. And you’re saying that is actually still the case?

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Yes. Because kids have to do a skill, a physical component, a service component, and then an adventurous journey. The physical component is the easiest one to fulfil, because they can do it at school through their sports. Most kids have no issues with that. At St Peters, we are really fortunate a lot of our students actually are part of music programs here and that’s where they can fulfil their skill component. But for students who don’t have that, another skill could be reading—you might be a prolific reader—so, you can use that as the skill for your Award. I encourage other students to do cooking as their skill because I see it as an educational talent for the students to achieve lifelong skills. And that’s the whole point of the Award. How are the participants assessed? The students who cook, for example, are required to give me a copy of their recipes with some photos, including them in it if they can. At the end of the required three month period, they’re going to have a recipe book from their Bronze Duke of Edinburgh of thirteen recipes they know they can cook. How amazing is that? And that’s what I write the report on—they’ve demonstrated various skills and various techniques. Other activities are assessed by so many other members of our St Peters community – sports coaches, music teachers and other teachers. They have to write a report to support the fact the student has fulfilled the requirements of a particular section. So many people are involved in supporting Award participants. Aside from cooking, what other sort of activities are eligible? We’re lucky because if you start in Year 9 it also coincides with Ironbark. Therefore, the DoE participants can use the Ironbark fourday-hike as their Adventurous Journey. The

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Kids get the opportunity to make connections and friendships that they would not otherwise make." ANNE TETLEY-JONES, DUKE OF EDINBURGH COORDINATOR

Pictured: Students on the Easter ‘Canoosa’ Duke of Edinburgh canoeing adventure also camped at Harrys Hut and went sand surfing.

canoe trips out at Wyaralong and Noosa are actively supported by Matt Sullivan (Ironbark Director) the Ironbark staff and it’s funny because, once you get these kids out of a classroom and into the natural environment it becomes an immense leveller. Kids get the opportunity to make connections and friendships they would not otherwise make. When you’re out in a canoe, on a horse, hiking, with nine people you don’t know, you’re forced to make those connections. Target shooting, playing an instrument, caring for animals are all supported activities. But when it comes to the service component the Duke really wanted a way for young people to give back to the community as a volunteer, not a ‘charity case’. So, our students participate in aged-care volunteer work, land care projects, Scouts, Cadets, Meals on Wheels, SES and those type of activities. It sounds like you’re quite passionate about the Award. I am. Because of its philosophy it’s so powerful, and relevant. It is real testimony to the creators of the Award in the first place, their philosophy is enduring and no matter how much the world changes or how much conflict we have around, and

how much stress and anxiety and all those things that modern-day society brings with it, the philosophy of the Award is relevant, possibly even more so today than it was 60 years ago. If every school could create 200 kids who are natural givers to society, that’s 200 amazing adults. The kids who come to me in the beginning of their journey and evolve into confident, healthy people; the transformation can be quite amazing. Currently at St Peters there are 241 students in Years 9-12 who are actively undertaking their Award and registered participants in the Online Record Book where they log their activities in the areas of Skill, Service, Physical Recreation and Adventurous Journey. There are three Award levels – Bronze, Silver and Gold – and each is progressively more challenging, but all contain the aforementioned four key sections (plus Residential Project for Gold Level only). Achieving an Award recognises individual goal setting and self-improvement through persistence and achievement. If you are interested in more information on the Duke of Edinburgh Award at St Peters, please contact Anne Tetley-Jones (Indooroopilly) or Rae Morgan (Springfield).

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THE ARTS

A NIGHT AT THE PAC - A FEAST FOR THE SENSES

GR ANTLEY SUTCH CO-DIREC TOR OF COCURRICUL AR MUSIC AND HEAD OF BANDS

ocurricular music at St Peters is growing stronger than ever and by the end of Term One all ensembles are keen to present the efforts of their hard work and dedication. To mix things up this year and provide a streamlined way to present a growing number of ensembles, the Co-Directors came up with A Night at the PAC. This ingenious concept was designed as a rolling concert showcasing twelve of the music ensembles in the Junior and Senior High School. The incorporation of Soundscape in this event through collaboration with our fantastic Art Department and the support of the Events Department and CafĂŠ 45, created an evening which was a feast for the eyes, ears and taste buds. The night began with audience and performers arriving to a red-carpet welcome, tailored with roving lights, professional photographers and a foyer decked out with amazing art works from the talented students in the Art Department. In Act One, Intermediate Choirs, String Ensembles and Bands performed in the PAC Dron Auditorium as Art students created live paintings inspired by the repertoire they were hearing. Performances were also enhanced with lighting and the projection of art work created in advance by students in art classes.

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After Act One, students continued painting A Night at the PAC inspired work in the Amphitheatre. Patrons had the opportunity to enjoy a wonderful dinner supplied by Café 45 and sample treats from the servery whilst they were entertained by performances from our Percussion Ensembles, Jazz Combo and Stage Bands. This truly was a scene to delight all the senses and fuel the audience for the next instalment. Act Two featured the three Senior ensembles of the Music Department – St Peters Soloists, Chorale and Symphonic Winds. Each ensemble performed stunningly and provided the creative impetus for our talented artists to paint more striking live artworks. The fitting conclusion to evening was the St Peters Symphony Orchestra’s debut performance of Beethoven’s iconic 5th Symphony under the baton of Maestro David Deacon. In an extension of previous Soundscape events, the audience had the opportunity throughout the evening to bid in an online auction for the artworks created during the performances. The outcome of the auction was announced at the end of the Act Two concert with the funds raised being contributed to this year’s Chorale International Tour. The evening truly was a spectacle for the senses and, by all accounts, a great success. Pictured (clockwise from top): Junior High Songmakers; Symphonic Winds and Art Department students; Senior Percussion Ensemble; Neon Pulse; St Peters Sinfonia.

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CELLO FROM THE OTHER SIDE From Hong Kong to Japan via Europe, the St Peters Soloists International String Tour in December 2018 was an amazing way for budding young musicians to see the world and play for various audiences. In this article, Year 11 cellist Lief Lundmark-Aitcheson, writes about his journey and experiences on the music tour.

t Peters’ annual international music tour provide a strong foundation for our students to extend and share their passion for music while serving as ambassadors for St Peters and Australia. In December 2018, 42 members of St Peters Soloists embarked on a three-week tour across six countries which created unforgettable memories and cultivated new international relationships. Here, Lief shares these experiences with us.

Tour can be an overwhelming experience. At times the lack of sleep, constant socialisation, and sheer overload of sensory stimuli is enough to shred one’s nerves. Yet this driving intensity is also what makes Tour such a rewarding and exciting journey. Relentlessly changing hotels, countries and even continents certainly guarantees there is no possibility of stagnation, and each day’s tight schedule ensures that adrenaline levels are constantly high whilst rushing to catch the next U-Bahn or Shinkansen. For me, one of the best aspects of Tour was the sheer variety of cultures that we experienced. Most of the schools we visited, especially in Hong Kong and Japan, had very different approaches to things such as cocurricular activities. In Japan, for example, my billet student had orchestra rehearsal for most of the day at school, and then stayed at school until 6pm doing European handball training. Since it was an hour commute to school, this meant that every school day was at least 13 hours long! Even the Japanese holidays are insanely busy, as the students have to train through most of their school holidays. There was also a very different musical culture in Japan, as most students have very little time to do individual practise, and thus may play nothing except orchestral repertoire!

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Another striking cultural experience was the food we ate on Tour. One of my favourite meals was in Hamburg, at a Bavarian restaurant. The food was quintessentially German: meat and potatoes, although as a vegetarian I was served a small salad alongside my massive dish of pasta. It was hilarious to see my friends’ expressions of shock when faced with a plateful of Sauerkraut! The Austrian Almdudler and bowls of mushroom soup made the meal especially distinctive, and the warm restaurant was a welcome change after the freezing streets of Hamburg. I had similar culinary experiences throughout Europe, discovering to my delight that most European restaurants offer massive portion sizes, or, just as commonly, all-you-can eat buffets. Just as stunning was the sightseeing. Amongst my favourite places to visit were the Christmas markets that seemed to fill every city in Europe. They were set in the snow, often near a famous landmark, and featured hot drinks, festive snacks and all manner of handmade trinkets to admire. There were also often sculptures or other attractions dotted around, and the stalls themselves had a tendency to look like something out of a fairy tale, bedecked with greenery and Christmas lights. My favourite market was the Weihnachtsmarkt outside the Rathaus in Hamburg, which offered views of the little Alster lake, an abundance of snow-drifts, and hot chocolates in Hamburg mugs. The music that we performed and heard formed the backbone of the Tour, yielding some truly inspiring moments. Even when half-asleep, it is hard not to enjoy a concert when dozens of small faces are gazing up

THE ARTS

at you in awe. Our performances were also a sort of cultural swap: in return for experiencing a country’s food, sightseeing and music, we performed Australian pieces, and explained the mysteries of Vegemite and Drop-bears. My favourite concert was when we played with the Lahti Youth Orchestra and Choir in Finland. The acoustics of the church were truly amazing, and as a finale we combined with the orchestra and choir to perform a host of Finnish carols. Although Tour provides wonderful opportunities to connect with people of different cultures, the friendships that I have come to value the most are those that I made within the Soloists group. The

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beginning of Tour saw many of us divided into relatively distinct social groups, but as we witnessed increasingly silly group photos, a highly complicated family tree developed and friendship groups started to meld together. Although at the beginning of 2018 I hardly knew anyone outside of my grade, the most bittersweet moment of the entire tour was farewelling the Year 12s in Japan – followed closely by Mr Deacon’s final, ‘that was good enough’. Whilst the social life of Tour was not without its hiccups, by the end I think we all felt as if we had found a new family. Sadly, all good things must come to an end, but Tour’s conclusion is by no means the end of the memories and friendships that were made.

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CHOIRBOYS BLOW THE ROOF OFF THE PAC On Saturday 16 March, iconic Australian band Choirboys, joined St Peters for the Collegeâ&#x20AC;&#x2122;s sixth Signature Series rock concert. Lead singer and guitarist, Mark Gable, also conducted a young musicians workshop much to the delight of music students.

KERRY JACOBSON HEAD OF PERCUSSION

he Choirboys are now an essential part of our Australian culture and we were lucky enough to have them perform here in our renowned Performing Arts Centre for the sixth Signature Series rock concert in March. The concert was made possible by St Peters percussion tutor Kerry Jacobson, who often performs with the band and was guest drummer on the night. Kerry has been responsible for the five other Signature Series rock events, namely Dragon, Black Sorrows, Ian Moss and Leo Sayer, and this is made possible due to his connections in the Australian music industry.

The day before the concert lead singer/ guitarist Mark Gable conducted a workshop with the St Peters Rock Bands (Just Electric,

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The Pulse and Old Scholars band, The Undercurrents), along with other soloists, and continuously expressed how inspired he was by the young musicians present. During the session, he stressed the importance of 'listening to each other', and reminded the students that they should strive to be themselves when performing. The workshop was a great success for all involved, and motivated the rock bands to shine the following night as concert-openers for the Choirboys. The rock bands were so energised by Mark Gableâ&#x20AC;&#x2122;s workshop and their own concert performance, they were already at the front of the stage ready to rock to the main act. So, when Choirboys opened with their classic Bombs Away and Struggle Town,

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Pictured (main and bottom): The Choirboys in full swing; (above and left): St Peters support act bands. Photos courtesy of F45 Photography.

the dance floor was suddenly packed as the sounds of a bygone era, one drenched in classic guitar riffs and Aussie anthems, filled the auditorium. It was 30 years ago, at Mark Gable’s home in Church Point on the Northern Beaches of Sydney, when the Choirboys were formed. Armed with a humble four-track studio setup in the bedsit, the band would gather to create music. These demos would lead Choirboys to their first recording deal with Alberts. The Choirboys journey had begun, but no one expected it would lead them into the hearts of the Australian public and the history pages of Australian Music. They have multi-platinum albums and have survived when so many others have fallen.

So why stay around so long? “Because we love it!” says Mark Gable with much enthusiasm. Mark believes Choirboys are exactly the kind of band that he always wanted to be in as a kid, “so why not keep on doing it for as long as we can,” he says. The band put on a show to be remembered, presenting their other great Aussie rock hits Boys Will Be Boys, Never Gonna Die and of course, Australia’s unofficial anthem Run to Paradise. If you missed this performance don’t despair as Kerry is now working on securing another big-named Aussie band from the 80’s for next year.

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NEW SOUNDS IN THE ST PETERS CHAPEL CHRISTINE TAYLOR CO-DIREC TOR OF COCURRICUL AR MUSIC

he pipe organ in the St Peters Chapel was completed in 1983 and dedicated to Pastor G Dohler. When installed, the pipe organ was built with three manuals (keyboards), only two of which were operational, with the intention that a Choir Division would be installed and linked to the third manual at some point in the future. In 2017, St Peters purchased the Swell Division from the decommissioned pipe organ of Christ Church Anglican Church, St Lucia, and the St Peters Lutheran Congregation committed to fund and create the new case work for pipe organ extension.

The installation of the new Choir Division and its new casework was completed in March this year. St Peters is grateful for the contribution of St Peters alumnus and congregation member Conrad Lohe (1963) who planned and funded the work on the Tasmanian oak case, and for the many hours of work given by Gilbert Lohe (1966) and Greg Mayer (1986) and other congregation members to its building and installation.

Greg Mayer (organist of the St Peters Congregation) says that the new Choir division has greatly improved the St Peters pipe organ. “The addition of the third manual/keyboard enables the comfortable performance of a much larger range of repertoire. Previously, anything written for three keyboards required a juggling effort, or had to be ignored. The new Choir stops offer more options for soloing out melodies, as well as beefing up the support for community singing when there is a large group present. Another important function of the Chapel organ is to accompany choirs and soloists, and there are now many more available tonal colours when it comes to quieter sounds.” The upgraded College pipe organ will enhance and support worship and the musical life of the College community for generations to come. A concert celebrating the completion of this project and pipe organ’s new musical possibilities will be held later in 2019.

Pictured (clockwise): The memorial plaque to Pastor G Dohler sits proudly between the two sets of pipes; Organ stop-knobs; The existing organ has been extended with a recent addition of a third manual to the left.

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SPORT

A BUNCH OF RUCK-US

t Peters Rugby has long and proud history. students. The program specialises in The College’s number one team, the 1st upskilling kids and teaching players the XV, plays in a butcher’s stripe jersey of the safety aspects of rugby by playing games, College’s colours which all boys aspire to earn learning basic skills and teaching players when their time comes. Many players who how to tackle, scrum, ruck and maul have worn this jersey have gone on to higher properly and safely. Next Gen and the St honours. A select few include Rod Hauser Peters coaching staff, promote correct body (Australian Wallaby 1975-1979), Mark Harris positioning, good techniques and safety in (Australian Kangaroo 1970-1977), Heath contact. Tessmann (Melbourne Rebels & Western “Kids need to know where to position their Force 2011-current) and, most recently, head when they tackle and where their head Moses Sorovi who is a current member of goes in a scrum. They need to understand the Qld Reds. Most notably, the school has body shapes and that you use your shoulders celebrated three 1st XV premiership winning and not your arms when tackling. The safety seasons being 1996, 2000 and 2012 and element is very important and we take it very consistent performances on the field has seriously,” Trent iterates. resulted in the 1st XV winning half of their matches each season since 2012. With this in These combative qualities are embedded in the spirit of the game and the physical and mind, a greater emphasis has been directed vigorous training that goes hand-in-hand at the foundation level of the game to with rugby often means that close bonds are encourage and attract the young students of St Peters to participate in this fantastic game. formed with team mates. “Because of the physical nature of rugby, it forms a greater St Peters fields teams in Years 5 – 12 each feeling of camaraderie than you might find weekend during AIC rugby season and in non-contact sports,” Trent says. Trent also currently we average one team per age stipulates that potential players don’t need group. This is a position that the school is to have played before, they just want you to working hard to improve. Trent Hacking come try out. “If you come and suddenly that and Juan Gouws, St Peters AIC Rugby interest grows into a bit more of a passion, Coordinators, have been working hard over then that’s fantastic.” the past six months to create an opportunity for the young men of St Peters to experience The 50-70-minute game is split into two halves and the team is broken into forwards the enjoyment that comes with playing a and backs. No matter what your size, shape physically demanding sport such as Rugby. or skill set, there is always a position that will This opportunity comes in the form of Term capitalise on those strengths. Learning to 4 rugby clinics run by the professional rugby tackle in the correct way teaches you that no coaching company Next Gen Rugby Coaching. matter what your physical form, you can take Next Gen is a company that provides quality down anyone with the right technique. experienced coaching for rugby players and Rugby is a game of great skill, trust and coaches of all levels and the College offers respect and, learning rugby means learning this service free of charge for Prep–Year 9

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how to work hard, on and off the field. It also teaches you that when you are knocked down, you get back up again, because lying there feeling sorry for yourself isn’t an option. You will make lifelong friends and learn valuable life-lessons on the rugby pitch that you’d be hard-pressed to learn anywhere else. They say playing rugby can be likened to going into battle. You are part of a select team that have each other’s backs and it is your job to not only score, but also to protect your team. This is your family. Some refer to it as the ‘game played in heaven’. Now let’s make it the game played at St Peters. So, put your boots on, pull up your socks and run onto the pitch with fearlessness in your soul. Information about our Term 4 Rugby clinics will be sent out throughout Term 3, if you have any questions about the St Peters Rugby program please contact our Rugby Coordinators below. Trent Hacking – t.hacking@stpeters.qld.edu.au Juan Gouws – j.gouws@stpeters.qld.edu.au

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SPORT

GET SOAKED, STAY STOKED! W

ater Polo is a fast-paced ball sport requiring strong legs, quick catching and throwing and, a robust attitude. No one can really appreciate the skilfulness of most sports unless they’ve tried and Water Polo is no exception to this rule. If you’re looking for a sport that combines teamwork, strategy and fitness, then Water Polo could be for you.

St Peters Water Polo has successfully grown in strength over the years thanks to our dedicated and passionate coordinators, both past and present. A large portion of these coaches are Old Scholars and Water Polo players, and bring vast knowledge and experience to their coaching. We believe that the return of these junior coaches is perhaps the biggest reason why we are seeing our players return every season, which is allowing continuity and progressive development in strength and skill. St Peters Water Polo Coordinator, Jenny Pavlides, commented that, “the coaches are really invested in their teams and this sense of strong community belonging builds

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a better team. The players become very committed to training and increased work ethic.” The stamina and power Water Polo players require means they are always on alert during a game. It is a full-body workout that often requires players to swim from one end of the pool to the other, sometimes carrying (or perhaps dragging!) extra weight of a rival team member. The sport teaches athletes to be a member of a team, to love water, to be strong and, it creates an inner competitive spirit which, then builds into a strong passion. The St Peters Water Polo program grows every year. This season the College entered seven teams into the BWPI Club Competition, totalling 78 girls. At the beginning of the 2018/2019 season, a team of girls went down to the 16 and Under National Club Water Polo Championships in Hobart. This tour was a first for our Water Polo girls which not only gave players the opportunity to compete against a range of other top players and schools across Australia, but also to contribute to the overall

The coaches are really invested in their teams and this sense of strong community belonging builds a better team."

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Pictured (left): Milly Thomas (U14) takes an impressive winning shot on goal.

development of the Water Polo program. Our teams also played regional and state competitions throughout the season.

Pictured (left): The U14 Champions after their nail-biting win against All Hallows. (above top - bottom): The Open team; Girls at the National Championships.

The strength of Water Polo at St Peters was showcased this year with both the Under 14 and Open teams making the BWPI Grand Finals, which is an amazing result for a such a small program. The Open team played in a hotly contested final game however, they narrowly missed the title going down by just one goal. The Under 14 team dominated most of the 2018/2019 season and won the premiership in a display of sheer team brilliance. Congratulations to these teams on an exceptional season. Jenny explained why the girls were so successful this season: “Entering teams in the regional and state titles allowed them to play some hard, high level games. This

led the girls into the second half of the season tougher, both mentally and skill wise, allowing for excellent team cohesion and individual player development.” Ultimately, Jenny says that this is what produced a greater ability for the players to take on board what coaches were implementing from week to week. “It set a cycle of positive and progressive improvement. The time invested to compete in a long season and expose the players to higher levels of competition has developed competitive and passionate people.” And it was obvious in the end. Combining enthusiasm and skill development created the ultimate ingredients for success. Congratulations to all St Peters Water Polo players and good luck for next season!

P R O V I D E R

2 0 1 7

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BOARDING

CREATING CLOSE COMMUNITY WITH 'ADOPT A BOARDER' RENÉE MICHALKOW

communications officer

he St Peters Adopt A Boarder Program is growing every year. Since its inception 10 years ago, over 300 boarders have been ‘adopted’ from over 30 different countries. Throughout the program over 200 St Peters staff have been involved with adopting boarders, being a part of their lives, and getting to know their families. Martin Schaefer, St Peters German and Science Teacher, was involved with the program for many years. He ‘adopted’ siblings, Ngaire and Liam, who were boarding because their mother, Jan, worked as a country nurse driving long distances across the outback. Martin says, “I am pleased to say we were able to help and get to know Ngaire and Liam better—they’re a lovely family and the kids are great. I knew Ngaire from her having been in my Form Class just before she became a boarder and thought I could assist in the transition a little. Boarding staff, particularly Mrs Holman, were fantastic and also had lots of ideas and assisted tremendously during the time being with the program.” Being involved in the program also gave the family peace of mind to know “somebody was there for the children in case they needed someone to help them out or if they needed a lift on the weekend.” Martin and his family took the children out and about throughout the year and got to know their mum as well. “We met Jan during the year which was lucky for us because a lot of boarder families live overseas. We were also invited for a Christmas family lunch and kept in touch with her. Jan has become a friend of the family and we try to see each other regularly and keep in touch.”

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Above: Adopt A Boarder Teachers and Students meeting each other at the welcome lunch on 28 February.

BOARDING

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Right (l-r): Year 11 boarders Charlotte and Payton with their Adopt A Boarder ‘sister’ Zara (Year 7) at the top of Mt Coot-tha after a hike. Left: Adopt A Boarder coordinators, Mrs Susannah Treschman and Mrs Sacha Sereda.

There are different ways for St Peters staff to help boarder students. When taking the boarders out Martin says it doesn’t have to be anything “thrilling or exciting” but something that gives them a break from their routine. On the weekends the boarders sometimes like to be with their peers, “so it’s a bit of a juggling act.” It’s always good to ask them, “When you get some time… Or maybe during the week we can go out for hot chocolate or something if you like.” Offering to watch them play sports could also be a great way to offer support. Sometimes Martin would go and watch Liam

play rugby, “I always asked if it’s OK to watch the game, and he’d be ‘Alright, if you want.’ I did that once or twice—sharing some of their time with them. You can’t be a parent as such, but a friendly face in a time-out situation if needed.” Inviting them out is an opportunity “for the students to see you in a non-school environment. You are not always a teacher and can relax as well. Have a BBQ and invite them over to your house. Welcome them as part of your family—it’s a wonderful spin-off and made me feel happy about being part of the program.”

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• All Women’s Health • Exercise Physiology • Dry Needling • Dietitics

• Paediatric Physiotherapy • Speech Pathology • Osteoporosis Programs • All Active Classes

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Plus Ultra | June 2019

DATE CLAIMER REUNION WEEKEND 2019 PROPOSED PROGRAM

Friday 20 September

4:00pm

Dorm stayers arrive

Saturday 21 September

10.00am

Morning tea ($10.00) | Ross Roy

11.30am

Songs of Praise Chapel

12.30pm

Luncheon for all reunion groups with the Diamond and Golden Graduates ($50.00) | Café 45

3.00pm

Tour of the College Grounds

5.00pm

Canapés with the Head of College | P&F Centre

9.00am

Sunday Service Chapel

10.00am

Annual photo of Old Scholars | Chapel steps

10.10am

Congregation morning tea | Chapel forecourt

10.40am

Annual General Meeting | P&F Centre – Top level

Sunday 22 September

Accommodation is available at St Peters – in the girls’ dorms on Friday and Saturday night at a cost of $35.00. Contact sposa@stpeters.qld.edu.au or 07 3377 6592 for further information.

SPOSA

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SPOSA PRESIDENT JAN HOGARTH

sposa president

he St Peters Old Scholars Association holds the living history of our community, in the people we stay in touch with and the objects in our care. Our aim is to support and build our community across age groups and time.

If last year was about consolidation, 2019 started with a lot of change. Our muchloved, enthusiastic staff members, Yolanda Robinson and Nicky Hughes have moved on to new phases of their lives. They oversaw hundreds of reunions, the creation of the SPOSA Centre and Archives, constantly maintained our database of Old Scholars, developed protocols for events, rationalised accounts, and brought SPOSA into the era of social media. These ladies created new events, including Brisbane Open House, the SPOSA Staff Breakfast, and reunions of non-student groups. I think their favourite activity was showing Primary Years groups through Ross Roy, to connect children to the olden days. We wish Nicky and Yolanda every success in whatever they do, and welcome Rowena Lester and Sasha McCarthy into their roles.

Peer Year

This year’s Founders Day featured the portraits of past Principals and we officially welcomed new St Peters staff and teachers into the SPOSA community In 2019, SPOSA will continue with the annual reunions (listed below) and gatherings while we prepare for the upcoming 75th anniversary of the founding of the College from 1945-2020. It is amazing to think that St Peters was founded by parents in ethnic German Lutheran communities in the last year of World War II, in the belief that their sons and daughters deserved a first-class education. And even more striking that these Queensland parents were themselves German-speaking school children and young people during World War I. To celebrate the anniversary, SPOSA will build a memorial wall in the Chapel precinct beside the PAC. In time we hope it will be a place where past students, stalwart teachers, staff and parents may be remembered in the College, if it was a place and time that was significant for them.

Coordinator

Event Details

1969

Julie Ross Julierob.rossdal@gmail.com

21 September, Graduation Lunch, St Peters Café 45

1979

Lois Kube kubefamily@gmail.com

27 – 30 July, Comedy Cruise

1994

Lucy Geraghty Lucyg90@hotmail.com

21 September, 7:30pm, Cloudland

2009

Donna Lu Donnalu23@gmail.com

Details to be confirmed

2014

Georgia Hildebrand Georgia_hildebrand@hotmail.com

Details to be confirmed

2018

SPOSA – Anna Staley a.staley@stpeters.qld.edu.au

15 November, top floor of P&F Centre

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SPOSA

THE BEARERS OF THE CARSON DRON LEGACY ROBIN KLEINSCHMIDT OAM

old scholar and former staff member

hen St Peters celebrated its 50th anniversary in 1995 one man had led it as Head of College for almost two thirds of that time. Carson Dron became the third Headmaster in 1971 and left as Head of College early in 1994 after thirty two remarkable years. His incumbency was remarkable not only for its duration, but far more for the quality, character and variety of the changes and achievements of the college under his leadership. The length of time alone ensured major changes and developments, but those changes did not simply evolve as society and educational practice changed. At St Peters they were far more extensive, and were driven by the passion, the vision, the initiative and the energy of its leader, Carson Dron. He set an example in his own learning by voluminous reading and study, firstly by post-graduate study in the USA prior to taking up his appointment and culminating in two years of leave to complete a doctorate in the USA. When he took the reins of St Peters the college had only recently emerged from its early reputation as an ethnically based school of a small Christian denomination, but was rapidly developing a reputation for academic excellence. Carson left St Peters in 1994 as one of Queenslandâ&#x20AC;&#x2122;s leading schools with a history of innovation, leadership and outstanding achievement in academics, music, sport and technology. In September 2018 the College Council acknowledged the vast contribution of Carson and Lois Dron by the naming of the Dron Auditorium in the Performing Arts Centre. Many of those innovations have survived as the hallmarks of the St Peters of today. Some were responses to temporary needs and lapsed when the need abated. A few

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were experiments which did not survive. Experimentation calls for courage and strength, and Carson provided them in rich measure. No leader succeeds without loyal and skilled followers and adherents. Hundreds of teachers and support staff have served St Peters under Carsonâ&#x20AC;&#x2122;s leadership and have turned his vision into a shining reality. Without wise selection of staff the vision would have failed. David Woodrow led St Peters into national leadership in the early application of computer technology in education and the establishment of the first Middle School in Queensland; Maurice Fielke led a team which created the great Ironbark Outdoor Education experience; Wendy Roehrs brought a fresh approach to the new Junior School; Graeme Morton took choral music to new heights on the national and international stage. The list of programs and names is far too long to go on. But behind and around those leaders were hundreds of others who worked tirelessly and often sacrificially to provide the best possible educational experiences for the students. Among the many new facilities constructed to support the educational advances were the Langer Library, Lohe House, Schneider Block, and the Chandler Visual Arts Centre. A staged external renovation of Ross Roy was undertaken. They were not all heady days. Much was routine and mundane. At times there was disagreement, conflict, disappointment and failure. But in the end there was always progress. Where are they all now; those who shared with Dr Carson Dron the long journey to take St Peters to where it stands today, who shared both professional collaboration and personal friendship?

SPOSA

There is a plan! A plan to arrange, later in 2019, a reunion of all those who served at St Peters under Carson Dronâ&#x20AC;&#x2122;s leadership. Some have been gathering informally in the past, but a concerted effort is now under way to locate all of them. Some have passed on out of this life. Some may be aged or ill. Some have proved difficult to find from an era before the internet. There are still gaps in the register. We want to find them all.

Pictured: Lois and Carson Dron at the official opening of The Dron Auditorium in 2018.

David Woodrow is compiling a list of names and email addresses. If you are, or if you know, someone who served on staff between 1971-1994, please contact David to provide the names and contact details. Do not assume that he has them already. Better many duplications than one name omitted. David Woodrow | dwoodrow@bigpond.net.au

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CALLING ALL SCIENCE AND ENGINEERING CHALLENGE ALUMNI Have you previously participated in the Science and Engineering Challenge? Take the Alumni Survey. LIZ HOLT SCIENCE CURRICULUM LEADER

The Challenge program want to connect with past competitors and are keen to find out if you entered Engineering, and if the Challenge had an impact on your career decisions. To date, over 200,000 students have participated in the Science and Engineering Challenge since its inception in 2000. Please scan the QR code below to complete the 2 minute survey. Alternatively, visit bit.ly/challengealumni to share your story. All responses will be treated with confidentiality.

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SPOSA

STORIES THAT SAVE LIVES From spending time with the world’s only openly gay Prince of India to engaging with Australia’s most vulnerable teens, Mikhara Ramsing is naturally grounded and takes every day in her stride. In April, she talked to me about the struggles of dealing with her sexuality and building two social enterprises based on the belief that stories save lives.

C A SSIE T WEMLOW

publications officer

iving in Australia for over half her life now, this poised, eloquent and striking young lady has come a long way, physically and emotionally.

One of four children in an Indian, South-African family, Mikhara Ramsing was brought up in a country where apartheid was prevalent and the prevailing culture promoted living at home until marriage. However, this self-declared 'queer woman of colour' now calls Brisbane home, has moved out of the family home to live with her fiancée, and is fostering open and direct communication between her family, community and those struggling with their own identity. The Ramsing family began their Australian journey in Albury-Wodonga in 2004. Mikhara loved her time in the country town before she and her family relocated to Brisbane, and St Peters, in 2006, where she commenced Year 10. Mikhara laments that she missed the Ironbark experience, however, she was a member of the first cohort to undertake the International Baccalaureate Programme, at the time headed up by Ms Jenny Winn. At age 16, having only been at the school for 18 months, Mikhara applied for School Captain. Her obvious leadership skills and the strong impression her caring nature had made on those around her, led to her being selected to lead the school in 2008. Since then, Mikhara has studied Law and Economics at the University of Queensland and moved to Sydney. “I purposely chose

Plus Ultra | June 2019

Above: Mikhara Ramsing, straight from an International Women’s Day event.

to move to Newtown in inner-west Sydney, where it was known for its diversity.’’ Mikhara found that diversity was accepted by her work colleagues also. “Working in the Deloitte Sydney office was so good. There was a PRIDE group and when I disclosed I had a female partner, no-one blinked an eye and that was really encouraging.” Deloitte gave Mikhara the strength and stability to bring her family into her entire identity. Being able to be her whole self then gave Mikhara the final impetus she needed to leave her corporate job to pursue her childhood dream of becoming a social entrepreneur. Mikhara’s vision was to combine starting a business focussing on social good which, would also enable her to make a living. This would require financing, so she completed her double honours degree, saved and applied for philanthropy and grant funding to found her two social enterprises – Ground Chai and Ethnic LGBT+. Throughout this process she was very aware of the impact her decisions would have on her family. Because of her cultural background, Mikhara often questioned if she was bringing

SPOSA

shame on her family by walking the path she chose. But as she started sharing her story and letting people in, her emotional well being improved and she felt more supported, secure and included.

Top right: Mikhara stands in the kitchen of her self-built home and on the threshold to her deck.

“I wrote my parents this letter of understanding explaining what the last 10 years have been for me, since I disclosed to them I had feelings for a woman. I explained that it’s not a choice; it’s not a phase; it doesn’t mean I’m forgetting my culture. There are people like me, and I need you to be a part of my life. And it gave them the time to think about that and reflect on their own experiences.”

Suicide is the biggest killer of people under 43 years of age in Australia and Mikhara Below: “A bath wasn’t negotiable.” has struggled with her own mental health demons. The isolation and stigma she felt at being a queer woman of colour in Australia led her to establish her social enterprise, Ethnic LGBT+, which is Australia’s only free national website providing support, education and mentoring for culturally and linguistically diverse (CALD) lesbian, gay, bisexual and transgender (LGBT) individuals. Similarly, Ground Chai is a social enterprise that sells ethical, environmentally sustainable delicious chai (Indian tea) whose profits support suicide prevention in rural Australia. Over a period of six months in 2017, Mikhara took Ground Chai on a national tour of Australia, working across 72 communities in Queensland, New South Wales, the Northern Territory, South Australia, Victoria and Tasmania, running workshops for high schools on entrepreneurship skills. Mikhara and her fiancée, Elise, have travelled more than 55,000km around Australia out of their self-built tiny home attached to their ute. “There is a lot of poverty in this country. And there’s a level of inequality I didn’t know existed, on par with what I feel actually exists in South Africa.”

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Hers is not a romantic or idealized view of the world, in fact Mikhara has developed a very sensible and obvious way of looking at options for young people. “Stop thinking about a dream job. Instead think about the skills you’re learning from managing your part time job to looking after your little brother. What is your dream skill set? What are the skills you enjoying doing? How do you craft a career around strengthening those skill? By focusing on skill sets, you’re equipping yourself to be in jobs that don’t even exist yet.” So what does the future hold for Mikhara? As one of 10 Australians awarded $50,000 last year by the Westpac Bicentennial Foundation to invest in her growth as a community leader, Mikhara used her Fellowship to attend Harvard Business School to learn about Design Thinking as a tool to solving social issues sustainably. She also engaged with LGBTIQ organisations across the US, India, Hong Kong, Malaysia, Singapore, Taiwan and Vietnam and is in the process of delivering the resources she learnt from these countries to culturally and linguistically diverse LGBTIQ communities living in Australia. Mikhara’s work in the youth empowerment space was recognised by the Australian Government in her being nominated for Young Australian of the Year (QLD) 2019. And on a personal note, before this story was published, Mikhara and her partner, Elise, got engaged, an event warmly celebrated by both their families. “I would love to have two little ones running around. And our dream is to have our property close to our family in Brisbane and have hectacres of protected bushland in Tasmania.” Her goal is also to contribute $5m towards suicide prevention in Australia over the next decade. Mikhara, we whole-heartedly wish you the best of luck in your crusade for a more equal world.

Plus Ultra | June 2019

2020 St Peters Lutheran College 75th Anniversary

Thursday 20 February

St Peters Founders Day & Unveiling of SPOSA Memorial Wall

Friday 21 February

75 years St Peters Captains Function

Saturday 20 June

75th St Peters Gala Concert Old Scholars Luncheon

Saturday 4 & Sunday 5 July

Back to Ironbark Weekend

Tuesday 14 July

Whole School Photograph

Saturday 19 & Sunday 20 September

SPOSA Reunion Weekend

Saturday 19 September Saturday 26 & Sunday 27 September

Saturday 17 October Sunday 29 November

75th Anniversary SPOSA Reunion Cocktail Party Back to Ironbark Weekend

75th St Peters Celebration Ball (TBC) 75th SPLC Carols under the Stars

More detailed information regarding each event will be available in 2020.

SPOSA

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FOUNDERS DAY 2019 O

n Wednesday 20 February the 74th Founders Day focussed on the contribution the six past Headmasters/Heads of College made to St Peters to make it what it is today. Prep—Year 12 students, plus staff and Old Scholars, gathered in the Chapel forecourt on an unseasonably hot day to hear Pastor Thomas Böhmert’s traditional blessing and an address from Tim Kotzur, Head of College, and Old Scholar Rowena Lester (1989). Old Scholar guests, including Neville Stallman (1949) (pictured middle row, right with grand-daughter and current student Matilda Newman)—one of the very first St Peters students—visited from far and near. Later on, young and older Old Scholars enjoyed a lunch in the P&F Centre and a talk from Tim Kotzur.

Plus Ultra | June 2019

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SPOSA

EXECUTIVE LEADER DRIVES MINING COMPANY SUCCESS WITH DIVERSITY AND SAFETY RENÉE MICHALKOW

communications officer

Plus Ultra | June 2019

andeep Biswas has led a fascinating perspectives there is a better chance for a and rewarding career propelling him to better solution. “That’s the most important Chief Executive Officer (CEO) and Managing driver for diversity in my view. That’s why it’s Director of Newcrest Mining Limited—one of such a big platform with Newcrest—ranking the world’s largest gold mining companies. with operations, the growth of the business With a mandate to maintain safe and and technology. Diversity is a really powerful stable operations in the mining industry, business driver.” Sandeep works Before embarking on diligently across his comprehensive Ironbark was a seminal experience. many business career, Sandeep development “I was the first batch to go as a formal finished his chemical projects to make part of the curriculum and that was a engineering degree positive changes. hugely inspiring and learning period for at the University Under his leadership us all in Year 10. It was tremendous. It of Queensland. He he has increased the was so different and so new it had a then went to work at number of locals profound influence on everyone. Mount Isa Mines in working in senior the technical area of “I remember you’d get up at the roles, increased the process control. Taking crack of dawn and go running in the number of female the opportunity, freezing cold, go swimming in the dam managers and Sandeep moved to and having to cook for yourselves, overhauled complex Germany for work. wash and clean for yourselves, study operations so they However his decision camping and hiking and all of that. It are running at full was considered was certainly very different to how I’d potential. unpopular during the been raised and to do it all yourself Sandeep has mid 80’s. “Everyone in was an eye opener and I enjoyed every achieved incredible Mount Isa advised me moment of it.” results at Newcrest not to go to Germany.” since being These were the days appointed CEO in 2014. “You’ve got to be when going overseas was unusual. Mount able to run a business where your people are Isa was considered the centre of the mining safe—that’s rule number one. Going forward universe and Germany was the outpost. “I we want to continue our journey on safety, took the opportunity and took the risk. It with a particular focus on process safety. was absolutely the right thing to do.” It’s really upping the ante in sustainability Returning to Australia Sandeep took leadership. We’ve released our new Climate more opportunities to work abroad and Change Policy and are working towards progressed his career in various leadership making sustainability one of the things roles. After working in Germany again he Newcrest is well known for.” went on to England and then to Montreal for The safety-focused executive leader is also a five years to head up business development, big believer in diversity to drive a company’s major projects, mergers and acquisitions success. “That’s a big push for us—cultural and research and development with various and gender diversity.” With different companies. “I had people in 20 different

SPOSA

Pictured: Sandeep Biswas making positive steps with safety performance on- and off-site.

countries around the world and it was an incredible experience on an international scale.” In 2014 Sandeep joined Newcrest, first as Chief Operating Officer for several months, then as CEO in July 2014.

Being a successful CEO takes a lot of hard work admits Sandeep. “You have to look at your organisation, the geopolitics of where you operate and the industry in which you operate, at a very holistic and strategic level.” He explains, “You have to be able to recognise the strengths, weaknesses and opportunities you have in your organisation. You build on your strengths We took the company from the and also focus on any areas of weakness where you can brink of disaster to the success improve the performance that it is today. We’ve made of your company. It can be positive steps with the safety hugely exciting.”

performance of the company, addressing fatalities and serious injuries. What we’ve done on safety at Newcrest has been one of the career highlights for me.”

Sandeep says he feels fortunate to be given the opportunity and the authority to “execute the plans I and the management team formulate.” He says, “There’s a sense of satisfaction when you hit the goals you want to. You see good things happening, people growing, taking their opportunities and developing their potential.” St Peters helped Sandeep find his potential when he graduated in Year 12 at the end of 1978. “I was your maths/science person. My education at St Peters had a big influence on

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what I chose to do at university, which then went on to influence what I did in my life.” He believes, “The fact the College was coeducational was a huge plus. It provided a much more balanced education while growing up.” At the time St Peters was a very “early mover” on computing. “I remember St Peters was one of the first schools in Queensland to get an actual computer and that gave a whole bunch of us an early insight into something that would take over the world.” For current St Peters students Sandeep offers the same advice as he does to his own children. “Work hard and do your best. It’s simple advice but with any opportunity you’re given, no matter how hard it seems, or how menial or how inspiring, do it to the best of your ability and give it everything. Opportunities will come and when those opportunities come—grab them!” This family man believes for students wishing to study engineering, it is an extremely rewarding career path. “Engineering underpins all of what happens in the world today, whether it’s solar power, whether it’s IT systems and infrastructure, whether it’s creating the metals or plastics or being involved in mining. The world is going to need more engineers rather than less. It’s a wonderful profession to be involved with and a very rewarding one.”

Plus Ultra | June 2019

SPOSA

COMMUNITY SERVICE LINKS TO CAREER IN DONOR SUPPORT RENÉE MICHALKOW

communications officer

acilitating the exchange of information between donor conceived people, donors and parents for over 10 years, Kate Bourne has been on a truly remarkable path since graduating from St Peters in 1979. Now, Kate is the Donor Register Services Manager and Infertility Counsellor at the Victorian Assisted Reproductive Treatment Authority (VARTA) in Melbourne. She talks about how her involvement with St Peters Community Service played a part in shaping her challenging, yet rewarding, career.

laughs. After meeting her husband at university she jokingly admits, “all wasn’t lost outside the law library.” Her career requires working within legislation “so even a short grounding in law” helped with navigating and understanding the intricacies of law.

Her study path quickly detoured into the meaningful area of social work and Kate loved it immediately. “At St Peters I was always an enthusiastic member of the Community Services Club. I used to visit elderly people at the local aged care home every Tuesday Kate says one after school. I also of the most Ironbark reflection… used to volunteer interesting aspects Kate reflects on her time at St Peters at a home for kids of her career is outdoor education centre, Ironbark. with disabilities on supporting and “Ironbark was incredibly significant,” weekends. I believe connecting “donor says Kate. “I grew up there and that opportunity to conceived people matured a lot. It made me much more do voluntary work with their donors.” independent. Ironbark allows you to was absolutely The experienced step back and think. You have to get on fantastic.” counsellor also with other people. You have to do a lot helps connect As well as being of teamwork. When you’re lost with a donor siblings actively involved in map and you’re hungry and hot, one of “donor conceived St Peters Community your group is in tears, sitting down and people with Services Kate was doesn’t want to go any further, it’s really people born from Head [day] Girl. character building. It was like Survivor.” the same donor.” “Looking back— Kate explains the the leadership connections she opportunity helped me too. Now I’m in helps facilitate is known as donor linking. leadership roles it encourages me to speak up. People may even wish to connect with other There’s no point leaving a meeting thinking, families who have used the same donor. ‘I should have said that’. You’ve got to speak “It’s a fantastic job,” Kate says. “It’s a bit like your mind—politely,” she laughs. adoption reunion except with someone who’s Upon moving to Melbourne to complete her been conceived usually by a sperm donor, final year at Melbourne University in 1984 but it could be an egg donor, or an embryo donor.” Kate says helping people link/connect Kate took her first job at the Royal Children’s Hospital working as a cardiac social worker. is “extraordinary and fascinating.” She also worked in intensive care as well After graduating from St Peters in Year 12 as paediatric oncology as a counsellor. “My Kate began a law degree but disliked it dad is a radiation oncologist so I think that’s intensely. “I learnt that very quickly,” she

Plus Ultra | June 2019

SPOSA

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On her book ‘Sometimes it Takes Three to Make a Baby’…

Book Final IVF

“At the time there were no children’s books in the world helping parents explain egg donation to their kids. I kept waiting for someone to write a book and no one did. I thought maybe I should write the book. My workplace was incredibly supportive and so they published it. In the back there’s a little book kids can complete themselves about how they came to be. I run ‘Time to Tell’ seminars at VARTA and one of the speakers is a young donor conceived woman who is 19. She showed me the book I’d written and how she’d filled out that section and pasted in all these photos. She’d put a lot kes three ta it of effort into doing it. es im et m So to make a baby I wept when I saw it. It was really beautiful to see. The book has made a difference to parents and their children. Now it’s free to download on our website.” 10/2/02

3:14 PM

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Pictured: Kate Bourne, Author and Donor Register Services Manager

n. to young childre donor conception Explaining egg by Don Thompson Written by Kate

rated

Bourne • Illust

where the interest came from,” she says. Working in an in vitro fertilisation (IVF) clinic seemed the next logical step for personal reasons. Kate’s parents faced their own challenges in fertility taking “seven years to have me,” further inspiring Kate’s career journey. Kate’s first job in an IVF clinic was as a fertility counsellor. Now she chairs the Australian and New Zealand Fertility Counsellors Association. As part of Kate’s responsibilities, she researches extensively, frequently lectures, runs seminars, and writes for VARTA’s website as well as various publications. Kate manages a “wonderful team” of colleagues and also enjoys group work and supervising social work students. “My last social work student was actually donor-conceived herself and

that was fantastic.” Working closely with stakeholders Kate says she’s “learnt a lot from donor-conceived people.” Looking back over her time at St Peters Kate reflects that she’s not surprised how her career path eventuated. “Growing up knowing how precious a gift it is to have children, knowing it took my parents seven years to have me—it makes sense,” says Kate. Offering advice to students Kate says sometimes if you “get the marks it’s easy to think you should go into certain careers.” It might earn lots of bucks but “your career needs to make you happy. It’s important to follow what you love. You’re working for a very long time so you’ve got to really enjoy it. Do something worthwhile. Life is too short."

Plus Ultra | June 2019

SPOSA

BIRTHS, DEATHS AND MARRIAGES NICK Y BOYNTONBRICKNELL

BIRTHS

SPOSA PUBLIC ATIONS EDITOR

Kelsey Bricknell (2006) and partner Nick Cook welcomed baby Iva James into the world on Tuesday 5 February 2019. Congratulations Kelsey and Nick!

VALE Our prayers are with the families of… Gerhard Bergmann (1953) 23 July 1936 – February 2019 Gerhard was the son of German missionaries who were interned in Australia during WWII. He was enrolled at St Peters in 1947 in Year 5, completing his Senior year in 1953. Gerhard was a fine sportsman and was honoured with the position of Prefect. After some time studying at a German seminary, he returned to Queensland and attended Teachers’ College, taking up his first teaching position in Biggenden. Gerhard married Bernice in 1957 and they had three sons. He changed careers and became an accountant in Dalby in 1960. They moved to Brisbane to give their children the best educational opportunities and eventually Gerhard opened his own accountancy firm in 1978. An inspirational family man, he was always there to support his sons in their activities. He was also active in serving within the Lutheran church. Jochen Braun (1957) 5 May 1939 – 1 April 2019 Jochen arrived in Australia in 1949 and was enrolled at St Peters as a day scholar in 1950. He passed Scholarship in 1953. Alan Hansen (1950) 3 March 1937 – 27 January 2019 Alan boarded from Sub-Junior to Junior. He was followed by his sisters Leona (1956) and Joy (1958). His full eulogy will be in SPOSA Bulletin-online.

Plus Ultra | June 2019

Conrad Lohe (1964) 3 April 1946 – 4 May 2019 Conrad was born when his parents Bill and Dulcie Lohe were living in Ross Roy. His father was to become the second Headmaster of the College. Conrad completed his secondary education at St Peters, studied an Arts/ Law degree at University of Queensland, and, after advice from the Solicitor General, worked towards becoming a Barrister. He was admitted as a Barrister in 1971 and appointed Crown Prosecutor in 1972. In 1999 he was appointed Acting Crown Solicitor, and became the 21st Crown Solicitor of Queensland in 2000. Conrad was presented with an Australia Day Achievement Medallion in 2006, was a contributing author of the comprehensive books Sir Samuel Griffith: The Law and the Constitution and In My Opinion: The History of Crown Law Queensland and, a fine woodworker in his spare time. Conrad and Evelyn Palmer (1965) were married in 1972. They had three children: Helen, Max and John. He retired in 2008, enjoying his grandchildren and creative hobbies. In June 2018, Conrad was diagnosed with Motor Neurone Disease. He will be remembered as a man of great intellect, faith and devotion to his family. Dallys McKay (1984) 25 August 1967 – 29 April 2019 Dallys became a nurse in Maryborough where she met her husband Bradley. During her years with young children she became a beautician, before returning to nursing. Dallys was diagnosed with Motor Neurone Disease and spent the early years following her dreams before having to go into a nursing home. She retained her strong and passionate spirit until her final moments. Dallys’ brother Chris, and sister Elizabeth, also attended St Peters.

SPOSA

Rex Schultz 21 May 1931 – 14 October 2018 Rex attended St Peters in 1946. He farmed for seventy years, and such was his reputation that the Rex Schultz Road in Wondai was named for him. He and his wife Marian had a dairy; they fed pigs, grew corn, barley, wheat, cow feed and peanuts. A strong Christian, Rex helped clean up the ground and assisted with the building of the Tingoora Lutheran Church which was dedicated on 15 March 1964. He and Marian were married for over 64 years. They had twin daughters, five grandsons, nine great-grandsons and one great-granddaughter. Rex’s sister Joy (1951) and brothers Eric (1951) and Neville (1963) attended St Peters. John Stephan (1956) 21 December 1938 – 9 January 2019 Pictured: Kelsey Bricknell (2006) with baby Iva

John started at St Peters as a day scholar in 1953 but boarded for his Senior year. He was a Prefect, played Rugby and was a top German scholar. A talented musician, he sat his ATCL (piano) at the age of 16. In 1957 John commenced studies at the Lutheran Seminary in Adelaide, also studying the pipe organ part time at the Adelaide Conservatorium of Music. Graduating in 1961, he served in various parishes, mainly in Qld, for over 3 years. John and Jenny married in 1964 and he gained his pilot’s license for small aircraft. They had two daughters. After leaving the ministry, John worked for both ARC Engineering and Caltex in Internal Auditing and Credit Management. Later, he and Jenny purchased a nursery in Cleveland, and for 10 years in the 80s, grew and sold the popular Suzie Q African Violets, before turning to computer maintenance and customising.

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John’s brother, Alf (1955), and sisters, Olive (now Venz 1960) and Clare (now Hall 1961), attended St Peters. Ildikó Wetherell OAM (Szent-Ivany 1961) 31 August – 16 February 2019 Before coming to St Peters in 1958, Ildi spent some months in Wau, Papua New Guinea, learning English at Katherine Lehmann School. Ildi and her mother were separated from her father as a consequence of WWII and in 1956, after the uprising, they escaped from Hungary to join him in PNG. They arrived in Australia in early 1957. More inclined to art than sport, in 1960 Ildi painted the backdrop and some scenery for the Gilbert & Sullivan opera The Pirates of Penzance, then in 1961 designed new banners for the houses, Cunningham, Mitchell and Leichhardt. Ildi enrolled in an arts degree at University of Queensland where she met her future husband Peter. They lived in South Australia where Ildi became involved with, and devoted her time to, the Hungarian community and to multi-cultural and ethnic education. She was honoured with the Centenary Medal in 2001 and an Order of Australia Medal in 2012. Trevor Corke (1976) 11April 1958 – 18 January 2019 Rita Dell Holzwart (Jurgensen 1950) 7 June 1932 – 7 June 2017 Ian Pegg (1978) 26 April 1961 – 3 March 2019 Ivor Zahnow (1956) 31 May 1938 – 7 October 2018 Fuller eulogies will appear in SPOSA Bulletin – online.

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COMMUNITY AND EVENTS

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INAUGURAL LADIES LUNCH

he inaugural St Peters Ladies Lunch was held on Friday 29 March. Over 300 parents, friends, staff and Old Scholars were welcomed on the red carpet at Hillstone to the sound of a St Peters string quartet.

Above (left): Ross Thomson, Director of Community Engagement, flanked by the Ladies Lunch organising committee members; (right L-R): Old Scholars Christina Symes and Rebecca Sparrow.

Those who attended the lunch were treated to Richard Champion’s witty banter as MC, as well as various other speakers. Old Scholars Rebecca Sparrow (1989) and Christina Symes (2004) engaged the room with stories from their lives during and postSt Peters. They then fielded questions from the audience who were interested to hear how far they’ve come. Guest speaker Frances Whiting talked animatedly about her career and had some very amusing anecdotes for the delighted audience.

Above (left): Frances Whiting (right L-R): Phillipa Guppy, Sally Kruger, Rachel Yates

A huge thank you must go to our event sponsors and supporters. As a result of their generosity, thousands of dollars worth of raffles and auction prizes were distributed over the course of the day with many happy (and lucky) ladies leaving with unexpected bounty. Dr Elizabeth Hurrion from the Mater Hospital Research Program accepted a $2,000 cheque from Tim Kotzur, Head of College, thanks to the day’s fundraising efforts. After the success of the day, the Ladies Lunch is already in planning stages for 2020. We look forward to seeing you there!

Above: Tim Kotzur, Head of College, presenting Dr Elizabeth Hurrion, Mater Hospital Research Program, with a $2,000 cheque.

Plus Ultra | June 2019

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COMMUNITY AND EVENTS

FATHER DAUGHTER BREAKFAST Left: Alyssa Azar conquering Mt Everest Right (top): Tim Kotzur, Head of College, Alyssa Azar and Ross Thomson, Director of Community Engagement

he first annual Father Daughter Breakfast was held in Café 45 on Wednesday 1 May to wonderfully positive feedback. Guest speaker Alyssa Azar—an Australian mountaineer and adventurer—shared her story of just what it takes mentally and physically to conquer your dreams. Alyssa is no stranger to setting scary goals. When she was just eight years old, she set off with her father on her first trekking challenge—to cross the Kokoda Track in Papua New Guinea. In 2016, at 19 years old, Alyssa became the youngest Australian to Summit Mt Everest. She is also the youngest woman to summit Mt Everest from both the north and south sides after successfully reaching the summit of Mt Everest from the north side (Tibet) in 2018 at just 21 years of age. A delicious meal and inspirational talk was enjoyed by all 250 guests and we look forward to welcoming more fathers and their daughters next year.

Plus Ultra | June 2019

COMMUNITY AND EVENTS

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COMMUNITY FUN DAY W

hat an amazing day at the P&F Community Fun Day on Sunday 26 May!

More than 300 students, families, friends, and staff made our day such a success! We enjoyed perfect weather, live music from the Undercurrents, and delicious treats from Curious Caravan coffee, Pinkis ice cream, a sausage sizzle hosted by the Robotics Parent Support group, and a drinks stall hosted by Pastor Thomas’ Congregation. Everyone enjoyed the novelty games organised by girls boarding, plenty of Dunk Tank action and, Football match-ups, thanks to the Brisbane Roar. More thanks to Brizzy Jumping Castles for the Wipeout Challenge, Bungy Run and Velcro Wall entertainment and, lastly, a colour fun run as a finale to a great day. Thank you to Head of College, Tim Kotzur, Deputy Head of College, Lisa Delaney, and our School Nurse, Nicola Hile, for their support on the day. A special mention to our sponsors— Indooroopilly Family Practice and Station Road Bar—and thank you to our prize donors—The Brisbane Wheel, Eldorado Cinema, Endotoa Day Spa, Pizza Capers (Chelmer) and, Deep Grep Photography. Finally, we thank our dedicated and fabulous volunteers without whom the day would not be possible.

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