CQ May 2003 - Issue 50

ALL SAINTS' COLLEGE

CQ NUMBER

5°

MAY 2003

We often refer to the 'community' of All Saints' College.

What does, or can, it mean to perceive ourselves as a community? In what ways might we be a more effective community?

We are a community inasmuch as we have a common primary focus on the education of the students who attend All Saints'. Each of these students has skills which are developing, talents and interests - some of which are as yet undiscovered, future lives for which they are preparing, with varying degrees of deliberate planning, and social relationships with other members of the student community.

While each student will have their closest friends in their own year level, we hope that all our students will recognise those of other age levels as sharing a bond with them. We have, at various levels of the College, 'buddy' systems operating where older students are able to work with younger students. This experience can be enormously valuable for both parties, and we hope that the sort of friendliness which is so much a feature of the 'buddy' programmes might also characterise the interaction - even that which is casual and fleeting - between students of different ages. And, of course, this exists without any assumption that everyone shares the same opinions or values: indeed we relish our pluralism, where different ideas and points of view co-exist in tolerance.

Supporting all these individual personalities are the families: of course the students' parents and siblings are part of our immediate community, and share in our students' lives; some of the students' family members are also in a position to provide invaluable voluntary support around the College. We hope other relatives, grandparents, aunts and uncles,

will also consider themselves members of our community. We hope that they will all feel connected to what happens here, will feel some degree of pride in our achievements, and will want to visit us.

Beyond the nearly 1 100 students we have, there are 170 members of staff. Some of these staff members are the teachers in the classrooms while some carry out the multitude of other activities which are vital for the effective running of the College. All of the staff members recognise the primary purpose of the College as being the quality education of our 1100 students; at the same time, however, their attachment to the College is also of great importance to them in a quite different way: it is the basis of their own professional lives, including their future career plans, their gaining of experience, and their professional development. It would be nice to think that students would see staff members as individual people with their own needs, as well as people with professional expertise, rather than seeing them only as staff who contribute to their personal instruction.

The College community must nurture the professional and personal needs of teachers, as well as the students' educational needs.

At the end of each year, over a hundred students leave the College classrooms for the last time. Many of them leave with feelings of nostalgia; many, however, are also keen to move on from schooldays to adulthood.

Whatever the feelings an individual has towards All Saints' at that stage, we hope that they will all make the adjustment from seeing themselves as College students to having, as part of their identity, their membership of the alumni of the College. As such, they will share memories of schooling experiences and they will share having been part of the building of the College's history and growing traditions.

Ideally, they will also take an interest in the progress of the College beyond their departure.

The last body of people in our community is the Board of Management, composed partly of people who are connected with the College through other relationships, and partly of people who have no other connection with us. As a body, the Board controls the overall governance of the College and its members donate their time and experience seeking the overall health of our community.

In enumerating all of these groups, my purpose is not to emphasise the separate parts, but to emphasise the connections between them and the sense that, if we are all working effectively we will be like an organism. All parts of our community will be interacting positively, respecting each other, and seeking the best for all the component parts.

It could also be suggested that, if we are an effective community, we will be contributing to our wider community, to those groups who are geographically near us or have features in common with us but who are not directly connected with All Saints'. It is to be hoped that the service which certain groups of the College already carry out for people in the wider community might be able to be extended in future. And ultimately, we hope that the All Saints' community members will have the will and the power to achieve and serve in the national and world communities.

Or Geoffrey Show Acting Principal

From the Acting Principal

(this page)

Board of Management Early Childhood Centre

2

Junior School CRAVE

5

Literature Festival

8

Camp Week

10

Camp Preparation

12

Year 8

14

Aleisha Anderson: Caltex Allrounder

16

Snapshots

18

Former Students' Association News 20 Staff News

21

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offer to all members of the All Saints' College community best wishes from the Board of Management for 2003. Despite the uncertainty of some world events in recent times, life in our College community remains vital, focused and productive.

We have recently reached the conclusion of our three year building programme, which saw the completion of the senior Learning Centre, the Aquatic Centre and the Early Childhood Centre. I am grateful to former Principal Mr Tony London and former Head of Junior School, Mrs Jill Williams, for their part in the official opening of the Early Childhood Centre.

The new facility is now an integral part of our Junior School. I know that Mrs Sara Mano and the staff in our Kindergarten - Year 1 classes are enjoying the bright and spacious learning areas.

At the end of 2002, Mrs Dawn Naylor resigned as Head of the Junior School for personal reasons, while long time Deputy Head Ms Jo Burns left us to take a teaching appointment at the new Anglican school in Busselton. The College was fortunate that Mrs Chrissy Gamble was willing to return to us after a year at Hale Junior School.

Mrs Gamble has been appointed to act in the Head of Junior School position until a permanent appointment is made later in the year. Mrs Janet Wiren has been appointed to act as the Deputy Head of the Junior School during 2003.

There have also been some other senior staff changes. The Rev Peter Laurence unexpectedly resigned the Principal's position to take up an appointment as Executive Director of the Anglican Schools' Commission in WA from the beginning of 2003. The Board of Management invited

Dr Geoffrey Shaw to act in the Principal's position until a permanent appointment is made later in the year. Dr Shawls position as Dean of Studies is being filled by Mrs Toni Dale.

In the meantime, Mr Anthony Radich was appointed to act in the Dean of Students position, which was vacated when Ms Gail Costello took up her new appointment at MLC Melbourne.

One reason for our unusual number of acting positions is that the Board of Management has taken the opportunity to review the senior management structure in the College. At the time of writing, this process is almost complete and will lead to the advertising and appointment of senior staff as necessary during the remainder of 2003.

So far this year, the Board's confidence in our senior staff has been well placed.

The members of the senior team are all experienced and committed staff members, with a sound understanding of the underlying culture of the College.

A sense of purpose and good spirit has prevailed in the early part of the year and shows signs of continuing well into the future.

The ranks of Board membership have also been changing.

• Mr Phil Angel completed his term of office as representative of the P&F Society at the end of 2002. He has been replaced

by Mr Russell Wood.

• The Rev Dominic Spinosi completed his Board appointment upon his retirement as Priest-in-Charge of the Anglican Parish of Bull Creek - Bateman. Archdeacon Michael Pennington is due to take over as interim Rector of the Parish in May and joins the Board in an ex officio capacity.

• Mrs Selina Horrocks, President of our Former Students' Association, has taken up a Board vacancy until the end of 2003, while Mrs Adrienne Wright has been nominated by the Association for a further three-year term.

"life in our College community remains vital,

focused and productive"

With best wishes,

Mr Ken Booth of the Board of Management

Chair

Congratulations are in order to Geoffrey Shawl who attained his qualification as Doctor of Education at Murdoch University earlier this year.

This achievement represents much hard work on Geoff's part and we commend him on it.

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early childhood centre

If one were to measure the success of a learning environment by the smile and laughter of a child, then the College's new Early Childhood Centre (ECC) is a remarkable success.

The Centre was officially opened by former Principal, Mr Tony London, and former Head of Junior School, Mrs Jill Williams, on Sunday, 23 March.

Its strength as a positive, colourful and stimulating learning environment was, however, measured from the beginning of Term 1 when the College's youngest students, in Kindergarten, Pre-primary and Year 1, commenced the school year in the new building.

Barely a tear was shed on the first day of school, and parents were impressed by the opportunities and facilities, including wet, kitchen and outdoor areas, presented to their children in the new building.

The windows and points of interest placed at 'student height' throughout the building have made the students at ease in an environment built especially for them. Glass and 'keyholes' in the walls enable staff to monitor the students easily at all times.

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The ECC carpet is the inspiration for the colours used both inside and outside the building. Local artist, Eveline Kotai, designed the carpet with functional and educational values in mind. The design on the Assembly area floor uses colour and geometry to generate interest in patterns of movement. These geometric patterns continue into the Kindergarten, Pre-primary and Year 1 pods.

In the warm weather, the students have made use of the fantastic colourful covered outdoor play areas and sand pits, and the ocean, forest and desert themed colours used throughout the building have been a constant source of inspiration.

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The Kindergarten children arrived with their parents, bursting with great excitement, for their Orientation Day in the College's new Early Childhood Centre. They were ready to discover and explore the wonderful learning environment set up by our dedicated staff.

Orientation Day saw many enthusiastic faces, and some nervous ones, discovering what life at Kindergarten is like. The warm and friendly atmosphere in our bright and vibrant new Centre enabled the students to swiftly familiarise themselves with the opportunities, expectations and routines of the structured and free play activities that are part of the Kindergarten day.

Soon the students were comfortable in their surroundings and beginning to make their own decisions, interact with their peers and known adults, and direct their own learning. The staff were kept busy documenting all that the children learned including "Why do the bubbles come out of the bathroom floor?", "What kind of bug is that?" and "How do you make a rocket ship?"

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While the first weeks of a Kindergarten student's time at All Saints' are only half days, within four weeks their confidence grows and they look forward to spending full days, whether in the two, three or five day programmes, with their friends. An incursion by Bubble Mania coincided with a family picnic to celebrate the end of half days. The students were ready to take on the challenge of full days at Kindergarten, and the happy faces and thoughtful words and actions that are evident in Kindergarten reflect the joy the children experience as they learn.

Mrs Sara Mono Early Childhood Coordinator

The Junior School Christian, Religious and Values Education (CRAVE) curriculum taught by Mrs Jill Angel, Head of Service, aims to Gontribute to the students' development as whole people of great integrity.

CRAVE focuses on teaching morals and values as a foundation for life, and moulding the students into self aware individuals who can contribute positively to their school and community.

Mrs Angel captures the students' interest and enthusiasm for this learning area through lessons based on the teachings of the Bible. The lessons are creative and fun, and the content is taught through craft projects, games, visual lessons, playacting, recipes, songs and other activities.

Often the learning cycle continues as students take home their latest CRAVE creations to tell their families the Bible story associated with a plate full of spaghetti and biscuit 'fish', and a hard boiled egg boat!

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as the chap ain sees it

2 Why is there suffering?

At

the time of writing this message, the Iraq

War is in progress, and the world is faced with a disease epidemic, known as SARS. The daily horrors of road accidents, murders and other violence are being pushed to the back of the news bulletins in favour of scenes of innocent Iraqi children fleeing on-coming tanks, and of scenes of people in airports wearing protective masks against the SARS virus.

Faced with these events, as well as the normal sorrows and disasters of daily life, it is a constant question among our youth (and some older people too): 'Why is it that the innocent suffer?'

In the first instance, we need to take up this question from the general opinion that underlies it, and that is, that it is acceptable if evil people suffer, but that the innocent should be free from suffering. Of course this is not true. Good or bad, why should anyone suffer? In this 21 st century, few at all should suffer, for we have the means to relieve and even eradicate most of the suffering in this world.

The Hebrew Scriptures of the Old Testament contain a wonderful story of a man named Job. The Book of Job concerns a transforming crisis in the life of a great man. Job is described as an upright man, who is blameless, devout in religion and trust in God, and who has a large family, and is very rich. A series of catastrophes befall him, and he is left without family, wealth or health, and is forced to ask the big question "Why is it that the innocent suffer?"

As Job ponders this question he is 'comforted' by three pessimistic friends, whose basic message to him is that all his troubles are his own fault, because only the wicked suffer.

Our own human experience, whether we are religious or not, shows this to be untrue; but we also know that so much of what causes

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The

suffering to the innocent is in our own hands, and could have been avoided, had we done the right thing.

Parents have for generations attempted to lead their children into the knowledge that 'action' is always followed by 'consequence'. So it is we, the human race, who make war on each other, who speed in cars, who abuse drugs and alcohol, who pass on AIDS but waste money on non-essentials - money that could be used to fund medical research and find cures to diseases.

It is also, we the human race, who don't curb our temper in disputes, who overeat and under-exercise, who smoke health-depleting cigarettes, abuse the environment and poison the air and who act ungenerously towards others. I could go on - but it is sufficient to say that as 'action' is always followed by 'consequence', we are the cause of our own suffering of the innocent.

Of course, we also need to examine the place of natural disasters (flood, earthquake etc) in the cause of innocent suffering, but given the enormity of self-made suffering, natural disasters pale into insignificance.

So, what do we say to our children when they ask, "why do the innocent suffer?" We can only steer them towards the correction of the human causes, thus freeing us to work on the relief of suffering from natural disaster - for hidden in the creation for us to find are the answers to every cause of human sorrow. Let's encourage the next generation to keep up the search.

College's multifaceted community service and awareness programme becomes a multi-coloured spectacle each year when students take part in the Leukaemia Foundation's 'World's Greatest Shave for a Cure' - the Foundation's largest annual fund raising event.

Each year many students obtain sponsorship to shave or temporarily colour their hair, with the proceeds going to Leukaemia research and patient support. The 2003 event held particular poignancy for the Year 7 students, whose classmate Sinead Murdoch receives treatment for the disease.

Many students entered into the spirit of Shave for a Cure by vividly colouring their hair for two school days, and raised $1000 towards research for the Leukaemia Foundation.

Jake Ashby took up the cause by himself, but rather than shave his hair, he sprayed it bright blue.

With the help of his mother, Jake obtained permission to set up a table in the reception area at the Melville Recreation Centre for one day. With great determination and focus, Jake solicited donations assertively but politely from EVERYONE that came through the doors and raised $119.55 in one hour. The total he raised, with his parents' help, was $222.05.

Special mention must be made of Mr Nick Dundas, Head of O'Connor House, Reece Walker (Year 9) and Devash Vellai (Year 1 1), who contributed to the fund raising campaign by shaving their heads, and Year 1 student Jake Ashby who made a very special effort. ..

Canon Terry Curtis College Chaplain

~/;.

No

longer are assemblies simply a long list of instructions for the week ahead, and the acknowledgement of a group of high achieving students.

All Saints' welcomes parents to three assemblies; the Early Childhood, and Junior and Senior Schools, each with its own style, each week.

Early Childhood Early Childhood assemblies, held each Friday afternoon, for students in Kindergarten - Year 2, make use of the wonderful light and colourful Assembly Area in the Early Childhood Centre. Precursors to the Junior School assemblies, these gatherings emphasise sharing and celebrating the week's work with parents, other students, and Dr Shaw and Mrs Gamble, while helping to boost the students' confidence as they present assembly items. All year levels contribute to the assemblies by displaying work, offering prayers, leading the hymn and presenting items. The children also learn to appreciate that they are a part of the community in which they live and learn.

Junior School

Senior School

Years 3 - 6 students attend assembly in the Lower Theatre and are led by the Junior School Student Leaders. These students present the assembly in a format that allows groups of students, whether they are part of a class or extracurricular group, to exhibit their work in a friendly and supportive environment. The greatly varied work that the students present throughout the year is a true indication of the variety of subject and learning areas the Junior School's curricular and extracurricular programmes make available to our

Senior School assemblies, while more traditional in style, strive to highlight the achievements of students in the curricular and extracurricular programmes.

A highlight of these assemblies is the musical performance by an accomplished student each week. This was something introduced to the assembly format to aid the students' appreciation of classical and contemporary orchestral, group and solo music, while at the same time, giving music students valuable performance practice.

students.

The student leaders of these assemblies grow in confidence throughout the year, enabling them to represent the College's Junior School well at both College and other community events.

On occasion, the Senior School students have been privileged to attend debut performances of compositions by Years 11 and 12 TEE Music students!

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F¡ Folk - members of the street theatre airy programme roamed the College The Festival Bookshop was the place to be!

The second All Saints' literature Festival began on the evening of Tuesday, 1 April 2003 with not one but two launches. The Lower Theatre lawn was the scene of the cocktail party launch by local author Geoff Havel. Authors, sponsors, College parents and winners of the All Saints' 2003 Writers' Competition and their families enjoyed delicious food, prepared and presented by our students, under the stars.

In the Upper Theatre, over 100 children between the ages of nine and 14 launched the

Festival at live the magicf, a magical, fantasy fancy dress party hosted by local author Glyn Parry.

The Festival consisted of three days of sessions for schools, as well as the adult evening sessions, and concluded with the Festival Dinner on Friday, 4 April at the Parmelia Hilton .

• ALL SAINTS' COlLE

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ra

much fun!'

Author Mar books ~~rh~~~dok ~uto~raphed

Local author ~avid .Caddy enthralled his audience

nng fans

Channel 7 All Saints' College Parents & Friends' Society Inc

Author Duncan Ball's friend

AngloGold Australia A&M Bookshop H-R Products

Se/by, the only

Qantas Staging Connections

Adventure World

Fremantle Arts Centre Press

Haymarket Print & Internet Services National Trust's Golden Pipeline Project

Australia

UWA Press

All Saints' College Former Students' Association

aiM maintenance

talking dog in

Rotary Club of Melville

Parmelia Hilton

Alien & Unwin Book Publishers Avalanche Frozen Cocktail Machines

Melville City Council

Amici Flowers

Bunnings Melville

Curtin University Department of Applied Physics Hodder Headline Australia

Multi-Direct

Coates Hire

Heavens Beauty

Jennifer Sheps, learning Journey Australia

Penguin Books Australia

Sherylyn Fimmel School of Dance

Peters Brownes

Quality Comics

Western BD

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adventure plus

albarri

Each year, during the last week of Term it's Camp Week'

1 the All Saints' campus becomes very quiet. ..... because

This year, students dispersed across the State to brave the elements, and develop new skills, friendships and confidence in their abilities as they challenged themselves. Years 5 - 9 and 12/13 students attended year group camps focusing on personal development, while Years 10 and 11 students had the opportunity to choose which skill-based camp they attended.

Groups of French, Italian and Japanese language students stamped their passports for up to four weeks of intensive language schooling overseas. We'll tell you more about them later!

Shannon horseback

scuba

Ningaloo Sea Kaya ing ALL SAINTS' COLLEGE

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Southern River cycling Albany rock climbi gad abseil"ng

Rottnes

Margaret River challenge

adventure out White a er Kayaking

explOfuS Merribroo page 11

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Jni g for Tour de Rotto In TeJ:.(T1

1, before the exodus of many students to camps around the State, the Year 5 students spent Friday afternoons practising their bike riding skills on the College te nis courts. The perfection of their confidence on a bike, not to mention the road sense and safety they're taught, was imperative to their enjoyment of tne Year 5 'Tour de Rotto' Camp.

On the first Friday they learned about the really important elements of bike riding including brakes, helmets and tyres.

As the weeks progressed so did their skills, and the riding tasks they had to complete got harder and harder. They breaked very fast, leaving black tyre marks on the tennis courts and swerved with great caution between cones that represented the Rottnest wildlife.

On Wednesday, 12 March, the Year preparing for camp earl b I' ~ Y vlsltmg Cottesloe Beach \AI h . vve sp It mto ~u~ tdre; class groups for activities that mc u e canoeing, snorkelling, beach awareness and camp activities.

~s.~egan

N:rs Fricke, Mrs lmge' d M

MacKinnon M' ,ISS . nSIO an rs Benson were ver patient and helped us get everythin y g done on schedule. Mr Jenzen helped A l SAINTS

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enes s activities and out in the beach ~~~rhow to sno rkeH Mr Br09den taug . ., we en\oyed lunch After aH the act,v'he~ in the peaceful on the beach, re\atx.u'd~nts played soccedr Some s m an atmoSPhere. h'\ others swa or cricket, wh' e d of the day we were en snorkeHed. By t e ot on the bus to go d al' ex.hausted an 9 back to schoo\.

The students took the testi ng of their bike skills very seriously - members of the Bike Education Department of the West Australian Police were their examiners - and if their helmets weren't on properly, or if they hit one of the cones they were disqualified! And that meant not going on camp!

Everyone passed, and the Year 5s were confident to battle the steep hills of Rottnest Island.

"look Mum, (almost) no hands!"

We looked forward t d' more t'" 0 omg ac IVltles on cam Mrs Benson and th t p, and thank e eachers for their time and u effort on ou day. r preparation

~;~;; Ton & Olivia Stephenson

Many wonderful learning experiences are available to All Saints' students as part of the curriculum, and cocurricular and extracurricular programmes. The Junior School children touch, smell, feel and see new things while at school, but at other times, they have extra amazing learning experiences away from their classrooms.

Year 1s' trip to the weir The Year 1s have adopted and been learning about the numbat, which lives in the Wandoo Forest in the South West of our State. Then, looking at the numbats' habitat, they started to discover more about different parts of the forest, and the patterns of the woodland forests: the floor, the

canopy, the secondary levels, and the types of plants. One student asked, 'Do we have a forest?'

We saw the places on the maps that were close to us and decided to visit a nearby water catchment area. Maybe that would show us a forest.

The Mundaring Weir seemed to be a million miles away. On the way up the hill, the Year 1s were amazed that there were suddenly more trees and the view was green!

We got off the bus and walked through fallen leaves which crunched under foot and our senses feasted on the smell of damp earth and bark. "Look," said a student. "The sky has gone, and the canopy has taken over!"

Year 8 Ove nig t Cam This year, Year 8 students participated in the inaugural overnight camping programme in Week 3 of Term 1. The programme aimed to provide students continuing at All Saints' and students entering the College for the first time with the opportunity to mix and get to know each other and their Tutors.

Each of the five classes travelled to Manjedal for one night, camping in tents and participating in activities such as the Flying Fox, Blind and Confidence Courses, a Scavenger Hunt and a Night Walk. The students also had to prepare and cook all their own meals - an adventure in itself.

The camp was coordinated by Mrs Jill Angel, Head of Service, who was assisted by our two resident GAP students, Euan Paterson and George Munro, as well as Miss Kimberley Angel and Mr Cory Hugo. All the staff involved were part of the extended Year 8 Camp during Camp Week, providing important continuity for, and knowledge of, the students.

Was the camp a success? Judge for yourself...

Mr Mike )enzen Head of 7/8

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Design Technology Year 8 students recently completed the first of six courses in the Design Technology Department. The work, undertaken in Art and Design, Fabrics, Graphics, Nutrition and Three-dimensional Design - Wood and Metal, gives students the opportunity to learn about a wide range of processes and techniques.

Each Year 8 student will have the opportunity to work in each of these areas during the year.

The Design Technology Department emphasises the challenge of problem-solving within the process of 'design, make and appraise', a philosophy which underpins all the Department's activities. Involvement in design activities provides students with an opportunity to express creative ideas while at the same time developing an understanding of materials and processes.

The Year 8 foundation course provides students with a brief introduction to the many opportunities available to them within the Department and places them in a position to make informed choices between the many optional subjects available in Years 9 and 10.

The Year 8 cohort has made an excellent start to the year and we look forward to including much of their creative work in the annual Art, Design and Technology Exhibition in October.

Mr Keith Brewin Head of Design Technology

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Take away Australian sporting heroes and you take away the culture.

Once one goes past the stereotypical view that Australians all wear singlets, thongs and cork hats, drink beer and ride kangaroos to school, what really does constitute the Australian culture?

We are renowned world-wide for having a love and high achievement level in the sporting arena. So much so, that many of our sporting heroes today assume a prime position in the public limelight, thus leaving many members of society pondering the question, "Does Australia put too much emphasis on sporting heroes?"

In answering this question, one must first consider why Australians put so much emphasis on sport and its heroes.

Sport is an integral part of the Australian culture, thus it is inevitable that emphasis is turned to the nation's sporting heroes. The emphasis on sporting heroes does not mean the nation undermines the achievements in other areas such as the arts it is merely a reflection of the cult~re and people. In the same way that one can not declare that the French culture places "too much emphasis" on famous artists, nor can one say that Australia focuses excessively on ALL SAINTS' COLLEGE

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sporting heroes; the public figures mentioned are closely associated with an irreplaceable aspect of each culture.

Due to the fact that sport is such a prominent aspect of the Australian culture, sport becomes a basis of inspiration and motivation for most people. Through sport many people have the chance to better themselves , inspiration to set goals and motivation to achieve them. To provide such motivation, the Australian society must raise the profile of its sporting heroes. Unlike so many other increasingly prominent aspects of our culture, such as the movie industry and teenage magazines, that often have a detrimental effect on the community, sport helps to raise one's self-esteem and selfimage. Thus, in order for sport to have such an impact, it is essential that the Australian society places a great deal of emphasis on its sporting heroes. The great concern in our society is not whether there is too much emphasis on sporting heroes, rather that there is too much emphasis on movie stars and models with unrealistic body shapes.

The most important reason for the presence of sport in society is its contribution towards promoting

Congratulations to Aleisha Anderson (College Captain 2002), who w~n one of six 2002 Caltex/The Australian Best All Rounder essay prizes.

An elite sportsperson herself, Aleisha's insight into the pressures of great achievement in sport enabled her to write with great insight on the topic 'Does Australia put too much emphasis on sporting heroes?'

healthy lifestyles. The Australian society is becoming increasingly dormant and unhealthy, with extraordinarily high obesity rates. It is therefore vital that the profile of sport is raised in the community, which is achieved by increasing the emphasis placed on those that participate in sport at an elite level. Most people today have sporting heroes, aspiring to follow in their footsteps. We must raise the profile of these members of society in order to benefit the remaining majority. With the levels of child inactivity and obesity skyrocketing, it is essential that society sustains interest in sports and a healthy lifestyle at a young age.

The only way in which society can do this is to use those who children admire, thus the profile of Australian sporting heroes must have a great deal of emphasis placed on it.

Sport is a vital aspect of the Australian lifestyle, as it's an integral part of our culture, and essential to promoting a healthy and happy lifestyle.

To maximise the benefits of sport the Australian society ust place a great deal of emphasis on its sporting heroes, and that which is displayed can not be defined as too much.

Aleisha Anderson

Point Peron: Year

11

Geography

On Monday, 24 March the Year 11 Geography class set out for Point Peron to study coastal landforms. The weather was kind to us, with clear, blue skies and calm seas. We marvelled at the spectacular view from the lookout point, before heading out to study the landscape. We walked around the coastline studying real life examples of what we had been learning about in class. It was great to be able to put into practice the skills we had been taught. We had an excellent day and it made all the gruelling hours of class work seem worth it.

Jessica Lambert & Kate Ashton Year 11

Burnvale Dairy arm: Year

12

Geography

Year 12 Geography students completed a day of fieldwork on Monday, 31 March. Departing school early, they travelled to Harvey and spent time observing the operation of Burnvale Dairy Farm. Despite the students' reluctance to walk along the muddy farm tracks and their repulsion at the smell of the effluent pit, many valuable observations were made and lots of useful information was provided by Mr Blackburn. No doubt, the experiences and observations of the day will enhance the students' understanding and responses in future assessments.

Miss Monique Congdon & Environment Teacher

Society

sna shot

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Staff News Marriages Lauren Wray to Brett Gilbert on 25 January 2003 in St Edmund's Church, Wembley. They were married by former College parent The Revd Ti m Spencer.

Dominic Hodnett married Claire McCann on 28 December 2002 County Antrim, Northern Ireland on a beautifully crisp sunny day.

In

Sally Fiegert to Alistair MacKinnon at Wise Vineyards, Dunsborough on 22 March 2003.

Leanne Chapman to Matthew McKenna at South

.i:S;:::::...._~

Perth Church of Christ on 14 December 2003. The highlight of the day was horse and carriage ride along South Perth foreshore between the ceremony and the reception.

Births to Ellen Beemster and husband Richard Brown, a boy,

Isaac

R;chardson to Monique Ellementand husband David, a girl,

Jess;ca

Ca;t/;n

Engagements Tanya Armstrong to James Shad bolt Melanie Bozich to Richard Warner Shown Brogden to Josie Doust Andrew Donaldson to Elisa Marino Simone Johnson to Scott Fleay Paul McMahon to Yvonne Thuys Ion Thompson to Kerry Read Naomi Wheeler to Ben Ettridge

Retirements Jenny Andrewartha (Junior School Teacher Librarian) after 10 and a half years' service.

Dominic Spinosi (ex officio Board of Management member) after 11 years of service to the College. page 21

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