Vision Valley | AI-literate learners
Jazz Under the Stars | Viking volunteers
GPS premierships | Timor-Leste service
Our Founder, Canon Morris, viewed service as such a fundamental component of a well-rounded, Christian education for boys, that he established the act of serving others as one of the four tenets of the School.
On serving others, 1 Peter 4:10–11 says, ‘Each of you should use whatever gift you have received to serve others, as faithful stewards of God’s grace in its various forms.’
In serving others, we express our humanity, and our Christian mission, as we call on our talents and gifts for the ultimate benefit of others. One of the great hallmarks of a Churchie education is the lifelong commitment to service displayed in the lives of many of our Old Boys. I am often made aware of the enduring commitment to serving others displayed by countless former students, in all walks of life.
This edition of Eagles’ Wings, among the many highlights from our 113th year, features examples of service that occur at every level across the school community. We have parents who give generously in our many support groups, in our Viking Café throughout the week and through the provision of hospitality to guests during home games and special events. Parents generously support the boys’ initiatives locally, nationally and internationally.
We have Prep and Senior School students involved in numerous service and charitable activities, some of which may occur annually, while others are long-standing and performed on a weekly basis. In one recent example, students served as wellbeing ambassadors to support their peers who may be experiencing challenges.
Also, expressed in many forms, our staff members routinely give their time to set an example of service for our students. Another example featured in this issue is the School’s inaugural service trip to Timor-Leste. Following the successful completion of a staff-only familiarisation exercise to this fledgling nation, students and staff spent some days living, learning and teaching in a local school. This was a profound experience for our students and one from which they gained far more than they gave. If the greatest gifts in being of
service to others are time and presence, they are to be commended.
I remain very grateful for the myriad ways members of the Churchie community assist and serve others. It is a pleasure to share with you some of our service initiatives, and I commend them, and this edition of Eagles’ Wings, to you.
Dr Alan Campbell Headmaster
At the beginning of Term 4, Churchie welcomed Old Boy Adam Read (1987) as the new Director of Business and Finance.
Adam brings a wealth of experience to his role, including 16 years as the Dean of Business Operations at St Joseph’s College Gregory Terrace, where he led the business and finance teams and managed major building projects, including flood remediation and the associated insurance work. He is a chartered accountant and has an extensive background in finance, including roles at Ernst and Young, Terry White Chemists, Brisbane Lions Australian Football Club and Dick Johnson Motor Racing. Most recently, he worked as CFO of Country Connect Foundation Limited, establishing the charity to support at-risk youth and Indigenous communities across the Northern Territory.
As an Old Boy, Adam has a strong connection to and understanding of Churchie. Since commencing his role, he has enjoyed connecting with staff, Old Boys and various business stakeholders. Day to day, Adam is responsible for overseeing the corporate service functions of Churchie, including business services, property and works, risk and compliance, information technology, admissions, human resources, marketing and communications, events, Old Boys and the Churchie Foundation. He looks forward to continuing to provide quality services to the Churchie community with the continued investment in state-of-the-art facilities that promote a learning environment that maximises our students’ academic, sporting and cultural pursuits.
Director of Boarding Mike Symons was welcomed to the Churchie community at the start of Term 3. Mike brings a wealth of experience and dedication to his role, having spent 15 years working at The King’s School in Sydney as an inspiring educator, teaching English, drama and philosophy.
At The King’s School, Mike served for six years as a senior boarding housemaster, which provided him with an exceptional understanding of the unique opportunities and challenges of boarding life.
During his first six months at Churchie, Mike has enjoyed getting to know our boarders and their families, and has found the school community to be warm and welcoming. He sees his role as a pivotal opportunity to give boarding students a true home away from home.
‘The most enjoyable parts of each day are seeing the boys in School House for breakfast and getting to know our parents, who entrust the care of their lads to us. It was also lovely to have so many families welcome me, Kate and our three children when we arrived,’ Mike said.
Under Mike’s leadership and unwavering commitment to creating a nurturing and supportive environment for all boarders, Churchie’s thriving boarding community will continue to grow.
‘We have such a wonderful team in boarding, and we are working together to better help the boys at Churchie make the most out of their time while they are here,’ Mike said.
Churchie’s annual conference dedicated to sharing the science of learning, A Matter of Translation, was held at the School on Friday 30 August 2024. This provided teachers from across Australia and New Zealand with the opportunity to share and explore the science of learning in practice.
Hosted by the Churchie Research Centre’s A Learner’s Toolkit programme, the conference featured keynotes by CEO of the YMCA WA Dr Tim McDonald, Australian language and literacy expert Emina McLean, Director of Education at Steplab Peps Mccrea and Scientia Professor Andrew Martin (UNSW).
Workshop streams included classroom management and routines, implementing and evaluating the science of learning and science of reading in the classroom, and motivation and self-regulation interventions and programmes.
The overall goal of the conference was to assist teachers in connecting key advancements in current learning and behaviour research with their daily classroom practices, with attendee feedback highlighting that the event was both thought-provoking and insightful.
The conference was organised by Director of Teaching, Learning and Research Dr Terry Byers (pictured far left) and Director of Staff Development and Research Dr Vicky Leighton (pictured far right), who were also recently awarded the Pivotal People Leadership Award for 2024 by the Australian Council for Educational Leaders (Queensland).
As co-directors of the Churchie Research Centre, Dr Byers and Dr Leighton were nominated for their work designing and implementing A Learner’s Toolkit, a Churchie science of learning programme that has global reach. Visit churchie.com.au/acel-award to read more about the award.
A top-performing Churchie student has earned a prestigious scholarship at the Australian National University (ANU) following a highly competitive selection process.
Bill McCart, a recently graduated third-generation Churchie student, was awarded a 2025 Tuckwell Scholarship, offered to only 25 high-performing school leavers based on their intellect, character, leadership and commitment to Australia. The scholarship will provide Bill with financial support for his undergraduate study at ANU and a wealth of personal enrichment and development opportunities.
Bill was selected from a field of over 1,000 applicants following a rigorous process that evaluated his academic ability, leadership potential, commitment to giving back and strength of character.
Having recently completed the IB Diploma Programme, Bill is well prepared for the balance of a rigorous academic curriculum with cocurricular activities, which he demonstrated during the application process.
As a prefect and role model to his peers, Bill made the most of the many opportunities available to him at Churchie. He participated in a variety of cocurricular activities including debating, theatresports, football, music and peer tutoring.
Bill is planning to study a double degree in law and actuarial studies at ANU, which he believes will give him ‘a broad array of useful skills’, and he looks forward to the strong community aspect of the scholarship programme.
Churchie wishes Bill all the best in his studies and looks forward to seeing where the Tuckwell Scholarship will take him in the future.
During Term 2, 50 Year 9 students attended the inaugural Vision Valley Residential Programme, spending four weeks living alongside 70 Pymble Ladies’ College students at their Outdoor Education campus in the Hawkesbury. Students Harrison Chandler and Jack McGuire reflect on their time in the programme.
(pictured above)
Our cosy and well-heated cabins became our home away from home, something that is important when you are in the Hawkesbury. Living together and taking care of ourselves was a great experience.
On valley days, we were based at the campus and did a range of activities including high ropes, canoeing, abseiling, rock climbing, mountain biking, team challenges and archery tag.
A real highlight was the Dulumi, or service project, in which each of the kin groups took part. These ranged from making nesting boxes for sugar gliders, hives for native bees or composting bays, all of which were focused on improving the campus. These rewarding projects made us bond as a team and feel that we were positively impacting our new community and its environment.
Overall, the experience was very rewarding. It is an incredible opportunity and one I will never forget.
During our time at Vision Valley, there were two main aspects to our experience. A good deal of time was spent on campus, or ‘valley days’ as they became known, contrasted by days off campus completing two expeditions and a solo adventure.
Our first expedition was a challenging three-day hike along the coastline near Sydney in Bouddi National Park. A highlight for me was when we reached the beach and played beach cricket after a long day of hiking. Enjoying the sense of achievement with our newfound friends is a memory I will treasure.
The 24-hour solo experience was the culmination of the programme and was compared to a coming-of-age ceremony. It certainly wasn’t easy, particularly when I discovered my tent didn’t have poles, but I was able to solve that challenge. I reflected on the amazing time I had at the camp and the lessons I learned on my valley journey.
I had a lot of fun over the four weeks and built lifelong connections with new friends.
Parent volunteers play an invaluable role in shaping the fabric of our school community, sharing in their sons’ school experiences and embodying Churchie’s tenet of service. From informal roles to office-bearing positions, parents contribute their time and expertise in various ways across the School, enhancing the community for all through their generous gifts of time and dedication.
One place you are certain to find a parent volunteer any day of the school week is the Senior School tuckshop, the Viking Café. A recent visit to the Viking Café provided an opportunity to meet some parents and learn why they enjoy volunteering. Brendan Pollock, whose son Hayden is in Year 10, finds that giving back to the School provides a meaningful way to stay engaged in his son’s daily life. ‘Volunteering gives me a chance to see Hayden and his friends throughout the day,’ Brendan said. Parent volunteers assist with food preparation, serving and maintaining the tuckshop’s welcoming atmosphere—roles that allow them to observe and support students firsthand. For Brendan, volunteering also fosters connections with other parents and staff, reinforcing Churchie’s spirit of community.
Similarly, Juanita Wrigley and Kirsten Hanly find that their involvement at Churchie has not only kept them close to their children’s experiences but has also led to new friendships. Juanita, whose sons are Connor and Churchie Old Boy Blake (2017), notes that volunteering has strengthened her connections with other parents and her sense of belonging. ‘It’s a wonderful way to meet people whose children are in the same year as mine,’ she said. The Viking Café encourages volunteers to come in with friends to add a social element to tuckshop shifts.
Their contributions, whether at school events or in the Viking Café, create lasting memories and foster an environment where every parent, student and staff member feels valued.
Kirsten, whose sons Caleb, Rory and Fraser attend Churchie, values the flexibility that volunteering offers, allowing her to balance her personal commitments while still making a meaningful contribution to the School. ‘It’s only a few hours at a time—from morning tea to lunch once a month,’ she explains.
Through their involvement, parent volunteers like Brendan, Juanita and Kirsten bring the spirit of community to life. Their contributions, whether at school events or in the Viking Café, create lasting memories and foster an environment where every parent, student and staff member feels valued. These acts of service build a more connected school community, reflecting Churchie’s commitment to care and mutual support.
We encourage all parents to consider becoming involved; even a few hours a month can make a difference, supporting both students and the broader community and enriching the Churchie experience.
Ensuring students are equipped to engage and use AI tools effectively in their learning and future work is a challenge facing educators everywhere. Fortunately, Churchie’s students are benefiting from the work of Senior School Teacher
Librarian Fiona Philip. Supported by the 2024 Harrop Family Churchie Teaching Fellowship, Fiona has pursued research into AI in education. She is using the findings to integrate AI into teaching and learning at Churchie to produce AI-literate learners. Fiona provided this article for Eagles’ Wings.
The rise of artificial intelligence (AI) in education has sparked both excitement and concern. As AI tools become more sophisticated, there’s growing anxiety about how they could be misused—whether it’s students generating essays, solving complex problems or imitating human writing styles all with a simple click of a button. These concerns are legitimate. AI has the power to upend traditional assessment methods, and even the most experienced educators struggle to detect AI-generated content. Existing detection tools are often inadequate, fuelling fears that AI will lead to a wave of cheating and undermine the value of education.
Yet, at the same time, there is growing evidence that AI is rapidly transforming the
workplace in tasks traditionally performed by humans, such as data analysis, report writing and strategic decision-making—the result being workers becoming supplemented or replaced by AI. According to a recent report by McKinsey Global Institute, AI is expected to automate tasks that account for up to 45 per cent of the activities currently performed by humans, affecting nearly 400 million jobs by 2030. The Microsoft Work Trend Index report indicated the growing influence of AI in the workplace, with 71 per cent of executives claiming they would rather hire applicants with AI expertise over those with actual experience. These trends are also highlighted in the rate of adoption of AI in the workplace, with the Work Relationship Index indicating
AI will play a major role in the labour market, with greater value placed on AI – both as a skillset and aptitude among job seekers.
Lucy Debono, Modern Work Business Director, Microsoft A/NZ, Work Trend Index 2024
that, in 2024, 69 per cent of office-based workers in Australia engaged with AI, a stark rise from 32 per cent in the previous year.
These trends raise critical questions about how schools should prepare students for the future. As AI takes on more workplace functions, the skillsets needed to thrive in these roles are changing. Workers who are proficient in AI will have a significant advantage, while those without AI skills risk falling behind. This shift is not just about technology; it is about how AI is becoming a tool to augment human potential. AI-literate employees are not only able to use AI tools to enhance their work, but they also understand the implications of AI on society and decision-making. One of the key challenges
we face, therefore, is the need to develop AI skills while maintaining academic integrity. This means developing AI literacy—a skillset that allows students to use AI effectively and ethically, not as a shortcut to bypass learning, but as a tool to enhance it. If we embrace AI as part of the learning process, we can shift the focus from merely assessing the final product to evaluating the critical thinking and decision-making that underpin it.
One example of how we can negotiate the tension between AI literacy and academic integrity is the integration of AI tools into our Year 10 Philosophy and Critical Thinking programme. In Term 4 students are permitted to use generative AI to research and prepare their presentation on a contemporary issue. However, a significant portion of their grade comes from evaluating AI outputs and critically reflecting on their use of these tools. Here, the switch in focus moves from assessing the product of their learning to the process of their learning. This exercise not only helps students understand the capabilities and limitations of AI, but also fosters a deeper appreciation for critical thinking and ethical considerations. If we embrace AI as part of the learning process, we can shift the focus from merely assessing the final product to evaluating the critical thinking and decision-making that underpin it.
Integrating AI literacy into education is not a one-time task—it’s a journey. AI is a rapidly evolving field, and, as technology continues to advance, so too must our approach to teaching it. As we move forward, this journey will require ongoing adaptation and reflection. Our aim is to guide students toward responsible AI use, ensuring that
their work reflects their own understanding and critical thinking. By encouraging ethical AI use, we aim to prepare students for a future where they can effectively leverage AI while maintaining the integrity of their contributions. By embedding AI literacy into the curriculum and promoting its ethical use, we are not only preparing students for success in an AI-driven world but also helping them develop into responsible, critical thinkers.
Iconic Australian jazz musician James Morrison AM and vocalist Darren Percival, backed by the Queensland Youth Orchestra Big Band, led an outstanding Jazz Under the Stars in August in front of a 1,000-strong audience.
Prep and Senior School students revelled in the opportunity to perform with these established stars of the music world and share their love of performing before their friends and families.
In the two days leading up to the event, Darren Percival and James Morrison were generous with their time, workshopping with each of the three Viking Vocal ensembles and all five Big Bands, resulting in outstanding performances by all musicians.
Highlights from the night included Big Band 1’s performance of James Morrison’s composition ‘Ease On In’, Big Band 2’s performance of ‘Lindy Hopper’s Delight’ and an outstanding version of ‘Sh-Boom!’ by Viking Vocals 1 featuring Darren Percival.
Thank you to the many staff, students and parents who made the night a success.
Year 11 student Eric Zhang has authored and published a maths textbook, An Introductory Guide to Differential Calculus, to help other students on their calculus journeys.
The textbook targets Years 11 and 12 studying Mathematical Methods and Specialist Mathematics (or the IB equivalent).
Eric began writing the book inspired by his curiosity about the subject, and, as the chapters flowed, he realised its potential as an aid for others studying calculus.
‘I learned calculus in my spare time during the first half of 2023 in Mr (Peter) Coyne’s classroom before I departed on the inaugural 2023 Cambridge Tour,’ Eric said.
‘Mr Coyne taught me many of the conceptual and foundational topics of differentiation in his classroom, and I am indebted to him for igniting my passion. My instructor at the University of Cambridge, Dr Kristian Saull, helped me continue this love for mathematics during the programme.’
Eric’s favourite subjects at Churchie are Specialist Mathematics and Physics, and he hopes to eventually pursue medicine as a career. His tip for students studying maths is to grasp core concepts to the best of their ability.
‘Mathematics revolves around certain elements which are central to an integral understanding of the subject,’ Eric said. ‘Identify and familiarise yourself with these notions, and the approach to complex questions becomes simpler.’
Copies of the textbook are available to purchase from Eric or by contacting Mr Grant Smith via Grant.Smith@churchie.com.au.
Churchie’s team of wellbeing ambassadors work to promote and enhance wellbeing among the student body. The initiative was introduced in 2023 by Housemaster Mitch Rosenlund as part of his Harrop Teaching Fellowship.
Each house has a Year 12 wellbeing ambassador whose role is to look out for the interests of students by representing the voice of the boys in their houses and the wider student community.
The ambassadors meet each fortnight to discuss issues raised by students and ideas for improving wellbeing around the School.
Ambassador Alastair McDonald said this year there was a big emphasis on the school environment.
‘One initiative we were able to implement in reflection of the student body’s desires was the re-installation of bubblers,’ Alastair said. ‘It may seem like a minor thing, however, it was highly important for students as, for many, it impacted their comfort in their educational environment.’
Another initiative was the Containers for Change collection, where ambassadors walked around at lunchtime collecting containers while increasing the visibility of wellbeing and having conversations with students.
One of last year’s ambassadors, Old Boy James Morris (2023), attends each meeting to provide input from his experience in the role.
‘Having an Old Boy involved is an important part of the wellbeing ambassadors,’ Mitch said. ‘It means we don’t lose knowledge from year to year—it is a critical role.’
Current ambassador Tom Patterson looks forward to taking on the mentorship role in 2025.
The 2024 Queensland Debating Union’s Secondary School Grand Final, held on 21 August, saw Churchie maintain its eminence within the debating community and extend upon a powerful story in Queensland’s debating history.
With our Senior A and Year 8 boys reaching the top two teams in their competitions, we were thrilled to see the Year 8 team of Jonathan Vickery, Deric Zou, Aiden Jamieson, Bruce Allen and Ewan Keogh (pictured above left to right) win the Ben Prior Memorial Trophy. While winning their division out of over 160 teams entered, the prize itself has an enduring connection to Churchie, and especially to this team of boys.
Ben Prior was a Churchie Old Boy of 1992, a formidable debater in the Churchie Senior A team and a member of the prestigious Queensland State Debating Team. Ben tragically died from cancer shortly after graduation, but his impact on debating in Queensland was such that each year the QDU commemorates his life at the grand final evening.
While having a Churchie team win the Ben Prior Trophy in 2024 is itself a special connection, team member Jonathan Vickery has a family connection to Ben through his Old Boy dad Phil Vickery, who was a close friend to Ben and a fellow Senior A debater.
It was thus fitting and moving for Phil to see his son cross the stage and receive the prize named for his friend at this year’s competition. Phil said, ‘Ben was one of my very closest friends and my debating soul mate—he wouldn’t be able to stop grinning about this one up there somewhere though!’
‘the churchie’ finalists
From a pool of over 500 entrants, 16 emerging artists have been selected to exhibit at Metro Arts and be considered for prizes totalling over $40,000 in the country’s most diverse art prize for emerging contemporary artists, the churchie emerging art prize (‘the churchie’). Each artist was selected based on the diversity, innovation and uniqueness applied to their creation to showcase Australian contemporary art in practice.
Congratulations to Marion Abraham, Josie Alexandra, Joel Arthur, Nick Breedon, Chun Yin Rainbow Chan, Samantha Dennis, Claire Ellis, Ming Liew, Edwina McLennan, Shannon O’Hara, Sid Pattni, Josina Pumani, Chrystal Rimmer, Nicholas Smith, Melissa Stannard and Prita Tina Yeganeh.
Finalists will be considered for a $30,000 major prize thanks to BSPN Architecture, a $5,000 Special Commendation award by Fardoulys Constructions, two Commendations valued at $1,500 each sponsored by A1 Frames and a People’s Choice Prize valued at $3,000. Now in its 37th year, ‘the churchie’ is Australia’s longest-running prize for emerging artists and provides an exceptional platform for career opportunities, education and direct engagement with the broader arts community.
‘the churchie’ is possible thanks to the support of generous sponsors. In addition to those above are Principal Sponsors: Chartwells, VAULT Magazine, ConocoPhillips; Major Sponsors: Thynne + Macartney, Churchie Old Boys’ Association, Robert Whiteley, Tierra Group, Jenny and Bill Chatterton, Halcyon Group, Brisbane City Council, JAD Graphics, Spot Productions; Co-Sponsors: Jeremy Ferrier Landscape Architect, Look Education, OneSolomons, Eckersley’s Art and Craft.
Image: Edwina McLennan, Urban Garden, 2024
This year has been remarkable for our sports and activities programmes, with Churchie securing four GPS premierships in basketball, chess, football and volleyball and one Junior GPS Cross Country Premiership.
Congratulations to the boys in each of the firsts teams, whose dedication and commitment to their team and their individual development over many years culminated in securing the premier result in a highly competitive arena. We also acknowledge that a GPS premiership is made possible thanks to a whole community effort, from coaches and parents to the ever-present blue and grey army of supporters.
Churchie Basketball secured an undefeated GPS Premiership for the first time since 2020, which is reflective of the exceptional teamwork and dedication of our players. Director of Basketball Aaron Harding believes this team will be remembered among the greatest that have ever represented Churchie.
‘The play of the returning seniors was evident in every game, however, the depth of the team was a sight to behold. Boys from Years 9 to 12 all contributed at different times to secure the eight wins in the season,’ Aaron said.
Churchie Basketball continues to cement its position as one of Queensland’s premier basketball programmes, with 28 of our 40 GPS teams securing first-place finishes.
Our Premier Chess team secured their fifth consecutive GPS Premiership this year, rounding out an undefeated season. This team then went on to win the senior division of the Queensland Schools Teams Chess Championship in Term 4, securing Churchie’s position as Queensland’s representative in the senior division of the Australian Schools Teams Chess Championships, which will be held in Perth on 7 and 8 December. Churchie will also represent Queensland in the junior division at these championships.
‘Churchie’s triumph is a testament to the exceptional chess programme and the unwavering dedication of its students, coaches and staff,’ Director of Chess Max Condon said. ‘Their commitment and hard work have brought glory to the School and inspired the entire chess community. Our players are truly a blessing to their families and a gift to the world.’
The First XI team secured an undefeated GPS Premiership in a very tough premiership race. In a vigorously contested, high-quality competition, these students won our second-ever football premiership since the competition’s introduction in 1991.
Director of Football Alex Rados said several of the Year 12 boys have been involved in the First XI for three years, consistently displaying the Churchie Football values of integrity, discipline and determination.
‘We could not be any prouder of them,’ Alex said. ‘Their growth on and off the field has been phenomenal.’
Churchie Volleyball’s First VI defended their 2023 GPS Premiership with another undefeated season in 2024. In addition, Churchie successfully defended our title as the best overall GPS programme for the second year in a row.
‘Throughout this season, we experienced countless moments that shaped us as individuals, as teams and as a programme,’ Director of Volleyball Carrie Mill said. ‘Each moment held its own unique value, and it is only now, as we stand at the end, that we truly understand their significance.’
Fifty Prep School boys brought Churchie across the finish line to victory at the 2024 Junior Cross Country Championships at Limestone Park, Ipswich.
Each participant displayed remarkable determination, pushing through the challenging course and wet weather with grit and tenacity. All three age groups won their overall groupings, showcasing the depth of the Churchie teams.
‘The event highlighted the spirit of sportsmanship and the incredible dedication of these young athletes, who endured gruelling early morning training sessions to achieve this fantastic accomplishment,’ Prep Sportsmaster Adam Fry said.
Churchie’s Teacher Librarian Alene Morley has provided for Eagles’ Wings a summary of the research on the benefits of reading for leisure.
We all know the pleasure gained from settling down and reading a good book. It expands our knowledge and boosts health and wellbeing. These are all great benefits that we, as parents and educators, want to see children and teens experience. Reading remains the paramount skill for learning, so the best way to learn how to process and use information effectively is through being the best readers we can be. Reading for leisure achieves this, and more.
The benefits of reading for leisure (RFL) on our academic, social and health outcomes have been thoroughly researched and categorically proven for decades. Fundamentally, humans have evolved to communicate and learn through sharing stories.1 We are more likely to pay attention (and remember details) when somebody is telling a story rather than delivering a lecture. So, reading stories, whether they be fictional or true narratives, makes reading more accessible and enjoyable.
The academic benefits of RFL are significant. Self-directed readers (people
who choose to read for leisure) have better academic success in terms of reading speed, accuracy and comprehension, a greater general knowledge, better verbal and written abilities, and overall higher school achievement.2-3 Consequently, healthy reading habits are four times more influential on intellectual progress in teens than having a parent with a degree.4
The social benefits of RFL are equally impressive. People who regularly read for leisure have been found to be happier, more likely to believe that life is rewarding and have an increased understanding of human nature.5 RFL allows us to vicariously experience complicated situations and emotions (especially empathy) because reading actively involves both our thoughts and our feelings.6 Reading for just 30 minutes a week means we are 57 per cent more likely to have a greater awareness of other cultures, too.4
RFL also has some interesting health benefits. Reading is one of the most effective ways to de-stress because it
requires our concentration on other ‘worlds’, forcing a disconnect from the stresses of our real lives.7 Reading in bed (with our feet level with our heart) is particularly relaxing because it slows our heart rate, too. Reading at bedtime, therefore, helps induce sleep, and 43 per cent of readers surveyed said reading helps them get a better night’s sleep.4 A 20 per cent reduction in mortality was even observed for those who read books (30 mins a day), compared to those who did not read books.4
So, how do we encourage young people to read for leisure? This question has also been the subject of significant research recommendations, which are achievable if we understand the essential elements of true RFL. We need to provide students with autonomy, opportunity and access. That is, the autonomy of choice, since 89 per cent of Australians aged 6 to 17 years agree their favourite book was self-chosen;4 we also need to provide students with the opportunity to read (at home and school) and easy access to reading materials.8-9 This is something our
✔ BETTER ACADEMIC SUCCESS ✔ HAPPIER AND MORE REWARDING LIFE
✔ GREATER AWARENESS OF OTHER CULTURES
✔ EFFECTIVE WAY TO DE-STRESS ✔ BETTER SLEEP AT NIGHT
Churchie libraries seek to achieve by carefully curating our extensive collection of print books, ebooks and audiobooks catered to the interests of Churchie students.
However, there are also barriers to RFL as identified by adolescents. They express a common difficulty in finding a ‘good book’ and finding the time to read.4 Reading books is perceived as requiring more effort and commitment than scrolling or viewing. Unfortunately, digital reading of snippets of information (texts, chats, blogs, online forums, etc.) has been found to reduce the ability to read extended and complex texts.10
Researchers have also identified a range of other barriers to RFL. Most significantly, adolescents need to develop an identity as a reader.11 The barriers to this are a perception that it is not ‘cool’ to be a reader; the fear of negative judgement of their reading choices by their peers, teachers or family; less encouragement from adults and peers to RFL after primary school; and, critically, the increased access to digital devices as they age, which encroaches on RFL time.12
So, what can we do to overcome these barriers and help young people read for leisure more? To assist a young person to identify as a reader we need to model it for them. Parents can share with their children good reading experiences and habits. Discuss how you fit reading into your daily life, what you love about reading or what you are looking forward to reading in the future.
Book discussions also create a social reading environment that invites engagement, especially if they are reader-led, informal and about texts that tempt. Critical group discussion of books has been associated with more significant higher-level learning
✔ SHARE READING GOALS AND EXPERIENCES
✔ HAVE BOOK DISCUSSIONS ✔ READ ALOUD (WITH ENTHUSIASM!)
✔ ENCOURAGE AUTONOMY OF CHOICE
life. Listening to an audiobook while simultaneously reading the text enhances reading speed and accuracy, too.
RFL also needs to be woven into daily life by making opportunities in terms of time and space. At home, a bedside lamp is essential to develop a bedtime reading habit. The need to get out of bed to turn off the light is a guaranteed RFL deterrent! Time away from digital devices is also necessary for most young people so they can learn to focus for more extended reading periods.
than more traditional teacher-centred approaches.13 Churchie’s literature circles units are highly recommended! A rule of thumb to encourage book discussion is to avoid judgement about another’s reading choices and to truly listen to what they tell us about their reading. Excellent literacy skills really are developed through reading comics, too, especially manga.
Reading aloud (with enthusiasm) has been found to increase RFL.9 Rest assured that the time parents spend reading to their kids is well spent, with 86 per cent of Australian children surveyed (aged 6 to 17) claiming to have loved (or really liked) the special time of being read aloud to by their parents.4 An audiobook on a long commute or drive is a fantastic way to fit another story into daily life. Audiobooks provide many of the benefits of reading text in terms of exposure to the language choices of the author and disconnecting from daily
OF CHILDREN SAID THEIR FAVOURITE BOOK WAS SELF CHOSEN.
OF CHILDREN LOVED OR REALLY LIKED BEING READ ALOUD TO BY PARENTS.
OF READERS ARE MORE LIKELY TO HAVE A GREATER AWARENESS OF OTHER CULTURES.
OF AUSTRALIANS ARE MOTIVATED TO READ BECAUSE IT MAKES THEM HAPPY AND/OR HEALTHY.
OF READERS SAID READING HELPS THEM SLEEP BETTER.
RFL is a habit that we all need to include in everyday life. Its benefits are extensive, but engendering the habit in reluctant, busy, distracted teens requires a village to help them identify as readers by modelling and discussing RFL as well as respecting their reading choices and opinions.
1 Haven K. Story proof: The science behind the startling power of story. Greenwood Publishing Group. 2007.
2 Djikic M, Oatley K, Moldoveanu M. Opening the closed mind: The effect of exposure to literature on the need for closure. Creativity Research Journal. 2013 Apr; 25(2), 149–54.
3 Manuel J, Carter D. Current and historical perspectives on teenagers’ reading practices and preferences. The Australian Journal of Language and Literacy. 2015 Jun; 38(2), 115–28.
4 Australia Reads. Research Review: Snapshot August, 2023 [Internet]. 2023. Available from: https://australiareads.org.au/ wp-content/uploads/2023/08/Australia-Reads-Research-Review-Snapshot-August-2023.pdf
5 Billington J. Can reading for pleasure improve your life? University of Liverpool News [Internet]. 2016 Feb 4. Available from: https://news.liverpool.ac.uk/2016/02/04/research-showshow-reading-for-pleasure-can-improve-your-life/
6 Bal PM, Veltkamp M. How does fiction reading influence empathy? An experimental investigation on the role of emotional transportation. PLoS ONE [Internet]. 2013 Jan 30; 8(1). Available from: https://doi.org/10.1371/journal. pone.0055341
7 University of Minnesota. Reading for stress relief | Taking charge of your wellbeing [Internet]. 2009. Available from: https://www.takingcharge.csh.umn.edu/reading-stress-relief
8 Fisher D, Frey N. Raise reading volume through access, choice, discussion and book talks. The Reading Teacher. 2018 1 Haven K. Story proof: The science behind the startling power of story. Greenwood Publishing Group. 2007. Feb 6; 72(3), 89–97.
9 Merga MK. How do librarians in schools support struggling readers? English in Education [Internet]. 2019 Jan 14; 53(2), 145–60. Available from: https://www.tandfonline.com/doi/full/10. 1080/04250494.2018.1558030
10 Torppa M, Niemi P, Vasalampi K, Lerkkanen M, Tolvanen A, Poikkeus A. Leisure reading (but not any kind) and reading comprehension support each other—A longitudinal study across Grades 1 and 9. Child Development. 2019 Mar 30; 91(3), 876–900.
11 Cremin T. Reading for pleasure: Challenges and opportunities. In: Davison J, Daly C (editors). Debates in English Teaching Routledge. 2020. pp. 92–102.
12 Wilkinson K, Andries V, Howarth D, Bonsall J, Sabeti S, McGeown S. Reading during adolescence: Why adolescents choose (or do not choose) books. Journal of Adolescent & Adult Literacy [Internet]. 2020 Jul 22; 64(2), 157–66. Available from: https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1065
13 Merga MK, McRae M, Rutherford L. Adolescents’ attitudes toward talking about books: Implications for educators. English in Education. 2018 Jan 2; 52(1), 36–53.
Earlier this year, a group of Year 12 students, accompanied by three staff members, embarked on the School’s inaugural service tour to Timor-Leste.
This opportunity allowed students to engage with a different culture while contributing to the local community through service. The tour was led by Director of Service Clayton Kelly, Casey Housemaster Ben Hugheston-Roberts and School Marshal Craig Howe and provided a valuable learning experience for all involved.
During their time in Timor-Leste, the group visited cultural landmarks such as the Cristo Rei of Dili and the Resistance Museum. These visits offered the students insights into the country’s history and the resilience of its people. The students also had the chance to engage with the local culture, gaining an understanding of Timorese traditions and language.
A key aspect of the tour was the service work carried out at AHHA Education in Alieu. The students assisted in classrooms, helping to teach English and participating in activities that benefited both the school and the local community. In return, they were introduced to local customs and educational practices, enriching their
experience and allowing them to navigate the challenges of language differences and unfamiliar surroundings.
A highlight of the tour was a cultural event hosted by the local school, where traditional songs, dances and meals were shared. This event fostered meaningful
connections between the students and the Timorese community.
The Timor-Leste service tour was a significant and rewarding experience, offering students the opportunity to learn, grow and reflect on their role as global citizens.
I have recently been appointed Chairman of the Churchie Foundation and would like to thank and commend Craig Spencer for the excellent job he did as Chairman over the past two years. I also thank, on Craig’s and my behalf, the other volunteer members of the Foundation Board, Anna McCartney, Dr Bill Glasson AO, Chris Blue and Dr Steven Ting, who graciously give their time to make Churchie a better place to educate our young men.
The Churchie Foundation is charged with raising funds to enable the School to continue to improve its ability to deliver on its promise of the making of men. The most visible activity of the Foundation is fundraising when the School is building new infrastructure, such as a new building. However, it is also the unseen work, such as raising money to provide financial support to families to send their boys to Churchie. This is one of the most rewarding
activities we do and one of which everyone associated with the School can be proud.
Churchie is an amazing school, one that has a heart and spirit to guide its direction. While we believe in being the quiet achiever, on behalf of the School, I take this opportunity to publicly thank Old Boys and other families that send their boys to Churchie, as well as our extremely generous benefactors who provide financial support to some of those families. Churchie is one of the few schools that has an Old Boy and family network that endures through time and distance. No matter where you go, you are never more than a couple of introductions from meeting a fellow Old Boy or family of one. When you do, it is obvious to see their affection for Churchie and appreciation of the privilege of having attended the School.
Churchie is currently undertaking the next review of the master plan to see what new buildings are required to support the future of the School. It is also facing significant financial pressures in the future as government funding is gradually reduced. In light of these challenges, the Foundation isn’t waiting for a building to raise money. We are staying very focused on continuing to raise funds to further every aspect of the School. While we will always rely on and look for generous donations, we will also be looking for additional avenues of income
Churchie is one of the few schools that has an Old Boy and family network that endures through time and distance.
to build an ongoing stream of funds for the School. Some of these the Foundation may do on its own, for others we may partner with members of our Old Boys network where there is a common ground and purpose. I hope to be able to share some of these partnerships in the future.
For those of you who are in a position to support the Foundation in its goals, please consider doing so, so that we may continue to make the very best men we can.
Soon after finishing Year 12, Old Boy Sam Hughes (2020), better known as The Travelling Jackaroo, embarked on the trip of a lifetime around Australia, driving his fully restored 1957 Chamberlain 9G tractor affectionately named Slim (after Slim Dusty). With this unconventional and quirky way of earning a quid as a jackaroo, Sam also raised funds for rural charities, including the Royal Flying Doctor Service (RFDS). To symbolise this, he mounted a Beechcraft plane, painted in RFDS colours, atop a custom seven-metre trailer that housed his backup vehicle, a Suzuki Sierra named Joy (after Slim Dusty’s wife). The trailer was also equipped with a sleeping area, a generator, fridges and even a kitchen sink. To stand out even further, he added a tinnie on Slim’s roof and a 49cc bike on the trailer’s front.
On 21 March 2021, Sam departed from Maleny with plans for a year-long journey. Instead, he returned on 11 August 2024 after travelling 27,000 kilometres and raising over $250,000 for RFDS, Dolly’s Dream and Farm Angels, while also raising awareness of mental health issues. Reflecting on his experiences, Sam expressed gratitude to the supporters and sponsors who helped make his dream a reality. Along the way, he learned about the diverse people who contribute to Australia’s fabric, from truckies to drovers and from firefighters to publicans. While Slim takes a well-deserved rest, Sam is already planning his next big adventure, a mobile museum showcasing bush history.
To honour the legacy of Old Boy Cliff Ashdown (1950), the inaugural Cliffy’s Boys Lunch was recently held for those fellow Old Boys who have benefited from his generosity. Cliff’s significant financial contribution towards the education of students at Churchie continues today. He will be long remembered for his guidance and humour, which has positively impacted so many lives and continues to do so.
It has been another remarkable year for the Churchie Old Boys’ Association (OBA), filled with initiatives and events that have strengthened our community and upheld the tradition of excellence at Churchie.
Grant Menzies (1988) President of the Old Boys’ Association
A highlight of the year was our annual Long Lunch which, supported by the recent Invitational Golf Day, brought generations of Old Boys together in a celebration of camaraderie, shared experiences and networking opportunities.
The Long Lunch also marked the exciting relaunch of the Churchie Business Network (CBN), a powerful initiative designed to connect Old Boys who are navigating the business world. Whether they are seasoned professionals or emerging entrepreneurs, the CBN provides a forum for sharing knowledge, opportunities and mentorship. We are confident this network
will become an invaluable resource and further strengthen professional ties within our community.
Beyond Brisbane, the OBA was again active in the Boarding on the Road programme, connecting with Old Boys and prospective students in rural and international locations. This year, we attended successful events in Rockhampton, Roma and Port Moresby, reaching out to members of our community who otherwise might not have the opportunity to regularly engage with the School. It was truly heartening to see the enduring affection for Churchie that still thrives among Old Boys across these regions.
Another major focus for the OBA has been the continued investment in the Viking Wellbeing initiative, aimed at fostering open conversations about mental health. This important programme addresses a growing societal issue and includes the introduction of the Viking Wellbeing shirt, encouraging discussions in a casual and approachable manner. We are proud to contribute positively to this essential area.
The OBA also continues to enjoy a close working relationship with Churchie, thanks to the unwavering support of our Chairman of School Council The Honourable Paul de Jersey AC CVO KC (1965), an esteemed Old Boy, and of our Patron, Headmaster Dr Alan Campbell. Their presence at our meetings provides valuable insights and helps ensure that the OBA aligns with the
One of the most exciting highlights of the year was Old Boys’ Day, coinciding with the last home game for both basketball and rugby.
broader goals of the School. This collaboration has been crucial to the continued success of our events and initiatives, and we are grateful for their dedication and input.
One of the most exciting highlights of the year was Old Boys’ Day, coinciding with the last home game for both basketball and rugby. The event saw a fantastic turnout of Old Boys returning to cheer on the teams and reconnect with old friends, underscoring the vibrant Churchie spirit that thrives within our alumni.
This year also marked the OBA’s involvement in Churchie’s Showcase Day, aimed at new families. This provided a great opportunity to connect with Old Boys who are now Churchie dads and returning to the School for the first time in years.
In fact, one in five dads currently at the School are Old Boys. We look forward to deepening these connections in the years ahead. Our participation in Grandparent’s Day was similarly successful. This focus on reconnecting with Old Boys who are now grandfathers reinforces the multigenerational ties that define our alumni network.
Reunions remain a cornerstone of the OBA’s social calendar, with attendance continuing to grow each year. I can personally attest to how special these evenings are, bringing together Old Boys from different eras to reminisce and reconnect. Filled with stories and nostalgia, they foster a shared pride in being part of the Churchie community.
In conclusion, these initiatives and events would not be possible without the tireless efforts of the OBA Committee and the dedicated staff of the OBA office. Their hard work ensures we continue to provide meaningful experiences for Old Boys, regardless of where they are in their life journeys. I look forward to another year of growth and connection, confident that the OBA will continue to play a vital role in fostering the unique bonds that define the Churchie Old Boys community.
We proudly acknowledge the Churchie Old Boys who have been recognised with honours and representative positions this year.
Nick Malouf (2010) captained the Australian Men’s Rugby 7s team.
Zac Stubblety-Cook OAM (2017) won silver in the Men’s 200m Breaststroke and bronze in the Mixed 4 x 100m Medley Relay.
Kai Taylor (2021) won silver in the Men’s 4 x 100m Freestyle Relay and bronze in the Men’s 4 x 200m Freestyle Relay.
Tim Walsh (1996) coached the Australian Women’s Rugby 7s team.
Nick Bloomfield (2021) and Frankie Goldsbrough (2023) were selected for the Australian U20s team for the World Rugby U20 Championship in Cape Town, South Africa.
Frankie Goldsbrough (2023) played for the Australian U18s rugby team that secured the Trans-Tasman Trophy with their win over New Zealand on 6 October in Hamilton, New Zealand.
Sam Hughes (2020), better known as The Travelling Jackaroo, travelled 27,000 kilometres around Australia in his Chamberlain tractor over three and a half years, raising over $250,000 for the Royal Flying Doctor Service, Farm Angels and Dolly’s Dream.
Gus John (2019) won gold competing with the U23 Men’s VIII for Great Britain at the World Rowing Championships in Canada.
Dre Pakeho (2022) debuted for the Queensland Reds in their match against Wales in Brisbane on Friday 19 July.
Ed Ross (2010), co-founder and director of TradeMutt, has been recognised as one of Queensland’s young leaders at the 40 Under 40 Awards. Ed was awarded The Weekend Edition Game Changer Award, which recognises a person who has rewritten the rules of business to challenge, inspire and spark significant change.
Isaac Tarabay (2016) and Dre Pakeho (2022) played for Brothers in their grand final win over Wests in the 2024 Queensland Premier Rugby competition.
Jacob Verstegen (2021) captained the Australian Under 22 Indoor Cricket team in the Tri-Nations Series against New Zealand and South Africa.
Liam Wright (2014) returned to the Wallabies starting XV as the 89th Captain of the Wallabies for their series opener against Wales on Saturday 6 July. Liam made his Wallabies debut against the All Blacks in 2019.
Ray Deed was born in Kingaroy on Anzac Day, 25 April 1927. In 1946, as an 18-year-old, he enlisted in the Army and was posted to Japan where he acted in a supervisory role to a large Japanese labour force.
During his 292 days of service in Korea (28 September 1950 to 16 July 1951), Ray attained the rank of Sergeant. For his service as a Sergeant Platoon Commander during the Battle of Kapyong, he was awarded a BEM (British Empire Medal). In 1952 he married Michiko and together they had six children. In 1970 and 1971, Ray served in Vietnam as an advisor in South Vietnam’s combat units, where he was Mentioned in Despatches.
Having completed a most distinguished military career, Ray retired from the regular army in 1977, and in July of that year took up duties as School Marshal at Churchie, a role he held until 1992. He quickly became one of the most highly revered members of the
school community. He developed his role as one who exercised control and discipline with compassion and respect for every individual boy through the supervision and management of their movements and activities. In his earlier years, he was involved with the Karate Club and later he devoted much time and attention to Morris Hall and the Stage Crew’s work.
Going beyond his daily duties, he was also responsible over the years for the preparation of the Anzac Day ceremonies by the School’s three cadet units. He developed high standards in their drill, with precision and discipline shown by the complex manoeuvres undertaken by the cadets. For many years into retirement, Ray returned to Churchie for this service.
Many Old Boys still speak about Ray with great fondness and tremendous respect, which is testament to his firm but fair approach to discipline.
In the months before his passing as his health deteriorated, Ray continued to cross paths with Churchie Old Boys which gave him great comfort. Ray passed away on Thursday 19 September 2024. Rest in peace, Sir.
We respectfully acknowledge the passing of the following Old Boys.
To help ensure Old Boys are recognised appropriately, please send notifications to oba@churchie.com.au.
Name
Theo Andre Albrecht (1958)
Years at Churchie
1955 – 1955
Murray Alfred Alexander (1986) 1979 – 1980
James Frederick Babon (1960) 1957 – 1960
Garry Joseph Baulch (1959) 1956
Barry (Barrie) Douglas Blakeway (1951) 1946 – 1951
Harvey Desmond Crampton Blue (1955) 1950 – 1955
Brian Arthur Bond (1953) 1950 – 1951
Robert George Bourne (1949) 1946 – 1949
David Charles Bowly (1950) 1946 – 1948
Ian Robert Brown (1955) 1954 – 1955
Anthony Baynes Court (1957) 1951 – 1957
Rodney Bob Cowlishaw (1951) 1948 – 1949
Arthur Jefferies Dagg (1946) 1943 – 1945
Brian Norman Ellemor (1956) 1953 – 1956
Ken Waller was a dedicated educator and visionary leader, and his lifelong passion for service began at a young age in the Preparatory School. An accomplished athlete, he excelled in swimming, athletics, boxing, lifesaving and rugby. He served as Senior Day Boy, Prefect, Nansen House Captain and Army Cadet Lieutenant in his final year.
Ken earned a half scholarship to The University of Queensland in 1953, where he achieved honours in History, majoring in English Literature and Economics. He played rugby at top levels, representing the University First XV and the Queensland team, and toured New Zealand and Japan with Australian university teams. In 1957, he received a Shell scholarship to the University of Oxford, earning a Diploma in Economics and Politics while continuing to play rugby and water polo.
Inspired by Churchie’s founding headmaster Canon Morris and his successor Dr Harry Roberts, Ken decided early on to pursue teaching. He returned to Churchie as a history teacher in 1962,
beginning a 17-year tenure that included coaching cricket and rugby, serving as a Senior Officer in the Naval cadets, and founding Strong House in 1971. He was supported by his wife Janet, whom he married in 1963. The Waller family lived on Oaklands Parade and became integral to the school community under Headmaster William Hayward.
From 1976 to 1977, Ken served as Headmaster of St Andrews Anglican School in Nuku’alofa, Tonga. In 1980, he took the helm at Moreton Bay College, leading it for 19 years and significantly enhancing its reputation among Queensland’s top private schools. His contributions to education earned him an Order of Australia Medal (OAM).
After retiring in 1998, Ken enjoyed more time with family, friends and pets, along with travelling and exploring different cultures.
Ken passed away peacefully on 3 September 2024, surrounded by family. He is survived by his wife Janet, children Catherine, Jane, Richard (1986), Douglas (1992), and their spouses Andrew (1976), Angharad, Stuart and Victoria, along with his cherished grandchildren Josephine, Digger (2013), James (2015), Eugénie, Archie (Year 9) and Theo (Year 7).
Name Years at Churchie Name Years at Churchie
Brian Gregory Foster (1951)
Andrew James Francis (1981)
Robin Tremlett Francis (1946)
Adrian Leonard Furniss (1950)
Barry Ernest Hall (1956)
John Walter Hartland (1956)
Bryan Murray Hughes (1955)
Herbert Bruce Hunter (1956)
Graham Robert Jackson (1949)
Ronald Graeme Jenyns (1954)
Neil Robertson Kentish (1955)
James Alexander MacDonald (1952)
Kevin Richard McCormac (1960)
Christopher Creighton Normoyle (1974)
1948 – 1951
1977 – 1981
1943 – 1946
1947 – 1950
1952 – 1956
1953 – 1956
1952 – 1955
1948 – 1956
1946 – 1947
1949 – 1953
1950 – 1951
1949 – 1951
1956 – 1958
1969 – 1972
Caleb Ryan Plasto-Chalk (2023)
David Albert Rainey (1957)
Frederick Hugh Seaborn (1952)
Athol John Smith (1958)
Geoffrey Francis Sparks (1964)
Terence Robert Stayte (1958)
Rowland Bruce Steer (1952)
George Morton Taylor (1953)
Gregory Ian Tomkins (1973)
Kenelm George Trevithick Waller (1952)
Graham John Gilmore Wilson (1947)
Lewis George Wobcke (1949)
Harrison Andrew Woodward (2012)
Peter Ian Wornham (1950)
2016 – 2023
1954 – 1957
1949 – 1951
1955 – 1958
1961 – 1964
1955 – 1958
1949 – 1950
1949 – 1951
1968 – 1973
1942 – 1952
1944 – 1947
1946 – 1947
20 07 – 2012
1941 – 1950
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