Grammarian 2015 Semester 1

WINTER

2015

i l a u t i r i p

our o si ty

Socia I n tellig l

rn i n g

Humi lit y e

P erspect iv Re g

Self

ul a

t i on

Pr u

Kind

Lea

G r d ership a t itud e J u dgmen

Hope

t

e nc

e Love o f Lea

L

sty

C

Hum i Cur

r k o w m a Te reativity

o d o n W de r n en c v e ess e

ty

S

s

Fo

rgivenes

H o ne

Faiervnereass nce Pers Bravery Z e st

Editor Welcome to the Winter Grammarian for 2015.

This year, we are bringing to you stories of the myriad ways in which the 24 Character Strengths defined within positive psychology are being introduced and celebrated within our School. The Character Strengths in some tales are simple to spot, but we challenge you to find others which are harder!

Perseverance might obviously be associated with running our Cross Country, but would you consider Forgiveness having a place within a Year 10 creative writing class? Would you be surprised by Gratitude in Girls Football and Social Intelligence in Geography?

How about Hope in Music Camp and Bravery by one of our Old Grammarians?

See if you can spot the interesting and exciting ways that our students, staff and wider community are embracing these Character Strengths and making them their own.

Ashley Kershaw, Editor

Contents Around the School

Camps and Trips

From the Head of School 2 Character Strengths 4 From the Board 6 From the Chaplain 7 Before & After School Care 8 School Play 10 Curriculum 12 Indigenous Scholarships 13 Technical Graphics 14 Year 2 16 School Ball 18 Boarding 20 Year 10 English 22 VET 24 Geography 25 Challenge and Extension 26 Girls’ Football 27 Junior Round Square 28 Year 1 29 Music Camp 30 Library 31 Primary 32 Year 6 34 Technology & Enterprise 36 Art Camp 38

Outward Bound 40 Year 4 Camp 42 Round Square 43 Service Trip 44 Exchanges 46

Sport Rottnest Swim 48 Netball 49 Secondary Swimming 50 Primary Swimming 52 Cross Country 54 Volleyball 56

Staff Foundation Fellowship 57 Babies 57

, Old Grammarians Association Grand Grammarians OGA News Reunion Dates

Photography Staff, students, Ashley Kershaw, Francesca Arnott, Mark Stapleton and Margaret Paterson Proofing Ashley Kershaw, Francesca Arnott, Margaret Paterson and Cassandra Budge Design Bronwyn Rogers Design Studio | www.bronwynrogers.com

58 60 65

Honesty

I grew up in the midwest town of Geraldton and my daily routine, when I was going to primary school, involved a long walk, about 3km, home from school.

When I tell this story to my children I am sure they think I am channelling a Monty Python skit, but the point I will make is not about hardship, but about honesty.

I would walk home in a little group of friends with my sisters and it was usually pleasant, if not a little boring.

There was certainly no hardship involved and the ordinariness associated with each stage of our journey became comfortable as we settled into the routine.

Stage one of our walk home involved walking through the suburbs to the drive-in movie theatre. I knew every house based on the character of the interactions that occurred as I walked past.

This was a very pleasant stage as they seemed empty and the dogs were very friendly. We walked on a footpath that led straight to the fish and chip shop opposite the drive-in movie theatre. The shop stocked lollies we could purchase on the

rare occasions that we had five cents to spare. The next section of our journey was along the edge of the main highway, there was no footpath and large wheat or lupin transport trucks often came past on the busy road. This stage often proved hazardous as prickles pushed through our shoes or large trucks caused us to jump as they thundered past.

Then it was a homeward stretch, still on the highway but walking on the luxurious lawns that fronted the fancy houses along that section. One lawn was so soft and bouncy that it felt like expensive carpet, and we would lie out flat knowing that we were nearly home and we could enjoy the rest. On one occasion we were scared into fleeing from our favourite lawn by an angry man who must have thought we were up to some mischief. From that time to finishing primary school we did not rest on that lawn and often chose an alternative route to avoid the house altogether.

This route home that I would take in those days forms a part of the Geraldton bypass road and I drive this road at least once a year.

As I drive along my old walking path I experience the very same feelings of pleasant anticipation while on the first section towards - 3-

the fish and chip shop followed by apprehension on the hazardous section and finally staring with distaste at the now ruined house with its forlorn lawn where we were once shouted at.

After all this time I have strong feelings based on a section of road that was traversed many years ago. I can only imagine the many stories that everyone has in their past that could involve aspects of race, sexuality, religion or some other human aspect that has led to the development of strong feelings.

We all have biases that are based on experiences, good and bad, but often they are not helpful and worse can become the basis of stereotypes. The honest person takes responsibility for their feelings and actions and examines them genuinely.

To be aware of our biases and to be honest with ourselves when we stereotype does not mean that we will cease this behaviour, but it can be a first step. We are encouraged to walk boldly towards our biases and see if they still hold real meaning or if it is just the vapour of long past emotions that are getting up our noses.

Mr Michael Giles :: Head of School

charActer Strengths

How do we help our students to reach their full potential and flourish in life?

The field of Positive Psychology tells us that at the heart of any attempt to promote wellbeing is a focus on strengths. “We get more of what we focus on.” As a result of the research, Bunbury Cathedral Grammar School has made a commitment to promote and encourage the awareness and use of Character Strengths within our School and wider community.

Character Strengths are ways of thinking, feeling and behaving that come naturally and easily to a person and that enable high functioning and performing.

Professors Chris Peterson and Martin Seligman led a large team of scientists and professors to identify a common set of Character Strengths that are valued across cultures and religions throughout history.

The result is the VIA Classification of Character Strengths – 24 character strengths that appear to be universal. Whilst all 24 character strengths exist in each individual, we naturally have strengths that we employ more often and find easier

to use. We call these ‘signature strengths’ and research has shown that these are relatively stable over time but can also develop through changing life circumstances, opportunities and intentional effort.

Research has gone on to ascertain that whilst it is beneficial to your wellbeing to be aware of your character strengths, those who are conscious of using their signature strengths in novel ways in their work and school life are much more likely to be happy and engaged.

The School’s journey with Character Strengths began in 2014 at our whole of staff conference.

Staff completed a survey to identify their signature strengths. Working together with Mr Justin Robinson, Head of Positivity Institute at Geelong Grammar School, we explored our strengths and how we could best use them in our workplace both with other staff and students. As a group we found that our collective signature strengths were Honesty, Kindness, Humour, Fairness, Perseverance and Love.

Character Strengths are tangible and applicable to all year levels and activities both within and beyond our School. Students and staff are challenged and prompted to think about their strengths

during class time, to ponder these strengths and develop them further. In a Year 7 class focusing on Character Strengths, students were given the task of ‘strength spotting’. They were asked to identify the five signature strengths of each of their Year 7 teachers.

Towards the end of the session, each of the teachers came forward to reveal their identified strengths and the students marked off how many they were able to guess correctly. In the midst of the activity, the teachers began to talk to the students about how they thought their strengths had developed and how they use them in their lives. I’ve rarely seen a group of students more captivated. We learnt about the influence that Mr Murray’s sisters had on his character strengths of Love, how boarding school shaped Mrs Orchard’s Bravery and Perseverance and how Mr Potter’s strengths had changed since he became a father. The students were, perhaps, able to see their teachers in a different way, through the lens of Character Strengths.

Now knowing our own strengths, we are working with teaching the language of these strengths to our students and embedding them in everyday school life. In the Primary

- 5-

School students focus on one character strength every fortnight.

During Assemblies and School activities one chosen strength is highlighted and discussed, encouraging students to think about how they can work on using that strength during the week.

Our Year 7 students have further explored their own strengths in detail by identifying their five signature strengths which are then celebrated with staff and parents.

This year our Year 8 students will explore Character Strengths as part of their English curriculum to further enhance their “strength literacy.” As we move forward it is hoped that Learning Areas, classes, Houses, and sports teams will also be able to identify the common strengths of their groups in order to promote wellbeing and flourishing within teams.

This Grammarian highlights many of the different ways that strengths are celebrated across our School.

It may lead you to be interested in your own Character Strengths.

If so, why not take the survey at www.viasurvey.org? I would be interested to hear how you get on.

Mr Andrew Lincoln :: School Counsellor

Prudence

At its Annual General Meeting, the Board of Governors fare-welled three departing Board members and welcomed a new member. The retiring Board members were, The Very Rev’d Dr Stewart MacPherson (who has also recently retired as Dean of the Anglican Cathedral in the Diocese of Bunbury), The Rev’d Canon Carol Morgan and Mrs Sonja Mitchell. Stewart, Carol and Sonja have given most valuable service to the School for many years. I thank them sincerely and wish them well in their future endeavours.

Mrs Mitchell was appointed to the Board of Governors on the nomination of the P&F Association and I am pleased to inform the School community that the new P&F representative on the Board of Governors is Mrs Lisa Forsberg.

This issue of the Grammarian focuses on Character Strengths. Many, if not all, are relevant to good governance of our School. Obvious character strengths for good governance include Leadership, Teamwork, Judgment, Respect and Prudence.

‘Prudent’ is an excellent description of the Strategic Plan for the School to 2019, and indeed the actions of the Board of Governors. In pursuit of our mission to provide an excellent all-round education, the Board of Governors and leadership team have approved objectives that are marked by wisdom and judiciousness, aimed at improving student learning and wellbeing, fostering a deeper understanding of our Christian identity, strengthening ties with our community, developing our people and building for the future.

- 6-

An area of particular focus is co-curricular; extending students’ experiences through a myriad of opportunities in Sport, the Arts, Service and our Camps Programme in order to better develop each student as a whole. A long term area of focus is to pursue pathways to increase Music and Drama opportunities and to cultivate community involvement in our School programmes.

Prudence has a directive power as it lights the way and informs the operation of other virtues that are equally important to the governance of the School, namely Hope, Honesty and Perseverance. The goals and plans set by the Board of Governors are based strongly on these three Character Strengths. Planning must be driven by the hope and honest intention to achieve desirable outcomes, acting always in the best interests of the School. The Board and the School must persevere to implement and achieve the plans and goals which we set for the School, just as we all have to persevere to achieve the personal goals which we set for ourselves.

The School community will be aware that Mr Andy Cowan has recently resigned from his position as Head of Secondary but will continue a teaching role at the School. Mr Cowan’s contribution to the School over 27 years as a teacher, Head of Science, Deputy Head of the School, Head of Boarding and Head of Secondary has been outstanding and on behalf of the Board of Governors, I thank him sincerely.

Mr Simon Jacobs :: Chairman of the Board

Spirituality

Easter Ear-worms I wonder if you know what an ear-worm is? An ear-worm is a song that gets stuck in your head that goes around and around and won’t go away. The only way to get rid of an ear-worm is to start singing a new song. The thing is, this new song might just become a new ear-worm!

So what’s this got to do with Easter? Well we Christians get a bit sneaky when it comes to learning about God. We sing hymns about God and Jesus and the Holy Spirit hoping they might become ear-worms. That’s why we sing “Alleluia” over and over again. Not just because we like repeating ourselves, but so that we will remember to praise God! Martin Luther, the great reformer of the church in the 16th Century, knew about this when he said: “The devil, the originator of sorrowful anxieties and restless troubles, flees before the sound of

music almost as much as before the Word of God…. Music is a gift and grace of God, not an invention of [humans]. Thus it drives out the devil and makes people cheerful.

Then one forgets all wrath, impurity, and other devices.”

Luther was a musician and he wrote a fair bit of church music including hymns. He was also a bit sneaky. He insisted that children learn to sing hymns at school, not just because singing seemed like a nice idea, but so that the children would catch an ear-worm and sing the hymns at home. He hoped that the children would then become messengers of God to their parents.

Children then, became the prophets or singing mouth-pieces of God. It might be a bit sneaky but it works.

So wouldn’t it be remarkable if all the ear-worms in our minds were songs about God? After all many of them are about love!

So what about Easter then?

Easter is not really about asking God how he raised Jesus from the dead, or what really

- 7-

happened 2,000 years ago. It’s really about the inability of evil and destruction to have the last say. It’s really about God’s love being indestructible. It’s really about the transformation of Jesus in a way that we will never understand. It’s really about God, who is love, having the last say.

It’s really about God, who is love, letting that love transcend all time. The past, the present and the future. It’s about God’s gift of love to us - true, indestructible love that never dies.

This is the ear-worm we want singing in our heads for all time.

The ear-worm that sings: “God is indestructible love.”

“Jesus is risen.”

And “That in the end all manner of things will be well.”

Alleluia, Alleluia, give thanks to the risen Lord…

Father Geoff Chadwick :: Chaplain

The students at Before and After School Care wondered ‘What would happen if we made a fairy garden?’ They were in awe of what could happen. We had lots of different theories but the only way to find out would be to make one and see.

We began using recycled tyres around the edges of the garden and we even made a hill up the back of the garden which would be made into a waterfall. We filled all the tyres with soil and built the waterfall using PVC piping. The students then glued gravel and river stones to the piping to slow the water flow down to a trickle.

The students then began working on houses for the fairies using

- 8-

old and new terracotta pots. We turned them upside down and used a hammer to smash a doorway into the pots. The students were given the inside of the tyres as their land to put their houses in and then they were free to decorate the land as they wished. Some students used grass and lots of flowers, some used trees and stones, they used their imaginations to create boats, pet houses, swings, tables and chairs for

AWE

their fairies. The conversations were full of awe and wonder about when the fairies will come, how they will get here and what they will look like. It was very exciting. The students had written letters to the fairies asking them to come and live in their houses Then one day it happened! Four students received replies from four different fairies, letting them know their names and saying that they would love to come and live in the houses. The students were filled with excitement and just couldn’t wait until the fairies arrived again, wondering how they would arrive and how they would know where to go.

wonder from other students who then began building houses and writing letters to the fairies. Each day the students wait in the garden cleaning their yards, adding new items they have made, asking the fairies new questions and wondering about the fairies’ friends, family and if they like it here.

The children have also added a main street to the fairy garden. The garden has a pet shop, Bunnings, a hospital, library and a bakery.

We currently have 21 fairies living in our garden with more soon to arrive.

Mrs Brooke Paans :: Before & After School Care

I made a fairy garden. I put leaves, stones and I made a play area and the house, which I made from a pot. I wrote a letter saying to the fairies please come and live in my house. Then I got a letter from my fairy. He said his name was Drake and that he would love to come and live in his house. Then after a few weeks Drake was there in my garden. Drake has written me four letters and he has been to the fairy pet shop and he is going to get a pet wombat. :: Toby First you have to make a house, then you need to write a letter to them. Then they write you a letter.

Then they come to live in your garden. They can go to the pet shop and get a pet. Now there are four fairies that have been fixed at the fairy hospital and now they work at the shops. :: Anna First I made a house and found somewhere in the garden for it to go, then I waited for a while. Then I wrote a letter to the fairies. I got a reply from a fairy called Blossom.

Then six days later she was there in my garden. :: Libby My fairy’s name is Azura. After she had been living in my garden for a while I wrote her a letter asking her if she had a pet. When Azura replied she said yes she had a pet ladybird and her name was Dotty. Then next time I check the garden Dotty was there on a leaf! :: Tabitha

On the next afternoon four very excited girls ran out to check on their yard and they found that the fairies that had written to them had arrived and were sitting on the houses that they had made. There was fairy dust everywhere! This then created more

- 9-

Teamwork

An actor stands on stage and utters a single sentence. “I’m putting in a transfer to another herd.� Yet this actor does not stand alone when delivering the line. They have a shared understanding that an entire team of people is supporting them to ensure that the line is as effective as possible whilst they are the focus. In a short moment, the same actor will be responsible for supporting another, as the focus shifts.

Such is the nature of theatre: an individual may be in the limelight but it is the team that helps them be the best they can be.

From the stage manager running the show to the sound technician soldering electronics half an hour before opening, every member of the production team plays an integral role in the realisation of a performance. Students are provided many varied opportunities to contribute to the School Production beside the acting role. They are responsible for operating the lighting desk, liaising between the director and musical director, running warm-ups, constructing props and often creating and refining scenes.

Ask a student, or indeed an adult who was in their School Play, about what they remember and you will rarely receive an answer about the amazing set, the great songs and music or the moment they were in the spotlight. Most will speak of the friendships made and the camaraderie formed by performing together. Some call it the production family: the people who come together, year after year, to help put on the show.

We have a strong tradition at Bunbury Grammar of former students returning to help with the production. Whether it is to

- 11 -

build the set, run workshops, develop scenes or simply to watch the show, they feel a great sense of satisfaction in contributing, even though the time of their expected commitment has long surpassed.

This year, the teamwork shown at The Jungle Book was no different. The set, consisting of polystyrene sheets, synthetic grass and artificial plants, was constructed by a team of current and former students. The musical score, arranged by Mr Shaun Molewyk, was performed primarily by students as was the lighting, sound and backstage tasks. Standout performances by Maddy Wright (as Mowgli), Holly Fandry (as Bagheera) and Willow Springate (as Baloo) were exceptional, however they were made so by the combined support of every individual within the team.

Without that team, without all the people supporting that actor, that single line could not be delivered.

Mr Jason Bancroft :: Drama Co-ordinator

Love of Learning

I was not at all surprised to find, after completing the character strengths survey last year, that my top strength was Perseverance.

However, I was initially amused to find that my next top strength was Love of Learning. Really? I reflected on this outcome to see whether it was true...

I started learning to play piano when I was seven years old. I took up pipe organ lessons at 14 and trumpet lessons at 17. Whilst at university, in addition to my Arts degree, I took two TAFE courses (car maintenance and Australian Sign Language) and St John’s Senior First Aid. As an adult I have learnt to play (with varying degrees of success) saxophone, oboe and French horn and I have started learning German. Three years ago, I learnt to knit and the next aim is learning to crochet. Perhaps I had underestimated the significance of Love of Learning in my life!

Love of Learning is one of the character strengths that constitute the universal virtue of Wisdom and Knowledge. Love of Learning was defined by Professors Chris Peterson and Martin Seligman in 2004 as: Mastering new skills, topics and bodies of knowledge,

whether on one’s own or formally; related to the strength of curiosity but goes beyond it to describe the tendency to add systematically to what one knows.

The school environment is the obvious place in which to foster a love of learning, and our School offers plenty of opportunities for students to engage in formal and informal learning activities. Our extensive academic programme incorporates the Australian Curriculum, emphasises literacy and numeracy, supports differentiation of the curriculum to deliver a range of learning styles and needs, includes the Connect Programme which puts laptops in the hands of every student, provides challenge and extension opportunities, examinations, scholarships and external competitions. These formal opportunities and students’ success in various events is well documented, but it is often the informal learning that goes on in our School that really gets to the core of what the character strength of love of learning is all about.

In the brief time I have been in my new role, it has been a pleasure to observe students embracing learning opportunities; by learning about how to manage a large scale event such as a fun run, discovering ways to use apps on the MacBook to do just about anything, how to make Uthando

dolls for children affected by AIDS in South Africa, how to manage an injury on the cross country track, ways to commemorate a major historical event like ANZAC Day and how to motivate a whole House ready for a swimming carnival. Every day I have seen students keen to learn all manner of new things, not just because they are interested in the topic being taught, but because they enjoy the process of acquiring knowledge and mastering another skill; these students are the embodiment of the character strength of love of learning.

Love of learning is a life-long endeavour and one that can be nurtured easily by trying activities like: • Reading

a non-fiction book monthly on a topic you find absorbing and engaging

•

onversing with a friend on a topic C of mutual interest

• Following

an ongoing global event through newspapers, TV or the internet

• Joining

a local book club

• Attending

seminars, workshops and conferences in your area of interest

• Travelling

to new places and blending education with leisure

I

realise now the significant role Love of Learning has played in my life and am thrilled that so many students at our School share this character strength with me.

Mrs Lynette Fahie :: Acting Deputy Head (Academic)

Hope

Celebrating Indigenous Scholarships Hope is not just the feeling of optimism towards the future but the feeling of working to achieve a better future.

Bunbury Cathedral Grammar School’s Indigenous Scholarship Programme is now in its second year and we are energised about its potential. During February this year the School brought together members of the Goomburrup Aboriginal Corporation, our Head of School, Student Executive, students from Djidi Djidi Aboriginal School and news media to promote and celebrate the programme and its recipients. Our special guest, the Minister for Education, the Hon Mr Peter Collier, spoke about the importance of providing educational opportunities to Indigenous students and was on hand to congratulate our Indigenous Scholarship recipients.

Our School recognises that one very significant area in which Indigenous people suffer disadvantage is with respect to educational opportunities.

Educational programmes can provide Indigenous people with enhanced opportunities within society, positive role models and increased circumstances in which social and cultural recognition and integration can take place.

As a School we have a strong commitment to bridging the gap between Indigenous and nonIndigenous Australians. We believe that all students have a right to an excellent education and our goals for the programme align with this vision. Increasing the number of Indigenous enrolments as reflected in the wider population remains a priority for the School.

By offering a range of scholarships, as part of an education programme for Indigenous young people, we are enhancing the opportunities for all students at the School and multiculturalism at Bunbury Grammar. We are pleased to offer a scholarship programme which will enable eligible students and families a chance to benefit from an excellent education here in the South West, without students having to move away from family and loved ones.

The School is currently affiliated with the local Goomburrup - 13 -

Aboriginal Corporation and we are working in conjunction with Goomburrup on a range of projects. This relationship enables us to meet with the local Aboriginal population in the South West and to be involved in a range of projects with shared goals aiming to achieve complementary outcomes.

Furthermore our students have enjoyed a growing relationship with their peers at Djidi Djidi School through our Year 3 partnership. Students have enjoyed playing games and sport and learning through cultural immersion opportunities between the two schools.

Congratulations to our inaugural Indigenous Scholarship recipient, Maddison Bedford, and 2015 recipients Brodie Ely and Brodie McCreanor!

Ms Francesca Arnott :: Media Co-ordinator

The Year 9 Technical Graphics class of 2014 undertook the CO2 Dragster Challenge where they designed, manufactured and raced a CO2 powered, balsa wood vehicle along a 20 metre track. Students demonstrated great perseverance throughout this task.

The project involved a lengthy design process whereby they researched factors that made this style of vehicle aerodynamic, strong and fast. They then sketched and modified their designs on paper before creating working drawings of their final design using CAD software.

This working drawing had to fit a ‘design envelope’ which specified that length, weight and wheelbase had to meet certain guidelines to create an even playing field.

Following this, students were able to manufacture their car in the workshop, then paint and accessorise them to get them race ready! Through determination on the students’ behalf, they managed to create a diverse range of outstanding, fast dragsters for race day! Below are some of their experiences throughout the task.

Mr Paul Good :: Design and Technology Teacher

Alex Crofts :: We made the CO2 Dragsters first by researching how different factors affect the speed of the car. We then designed the Dragsters on AutoCAD on three different angles, we then printed the design off and stuck it to the blank template. We then cut the template down to our design with a handsaw. This was then sanded down, lacquered and then painted.

Wheels were placed on it and then they were raced.

Emma Briney :: The first thing we had to do was design the Dragster on AutoCAD. I found this really easy as I’m pretty good at using AutoCAD. We printed off the finished designs and glued them to our balsa wood blanks. My favourite part was when we got to cut out and make our Dragsters in the workshops. We got to race our cars for a few weeks and Mr Giles came to watch and a few times my Dad came down to watch.

Connor Castledine :: The CO2 Dragsters project was really interesting and fun. My favourite part of the project was building it in the lab. The designing of the car was also fun but all the different designs and styles made the choice of designing quite difficult.

James Forster :: The Year 9 CO2 Dragster project is definitely the highlight of this year. It all began with a research task that developed our understanding of aerodynamics, friction and all other things that make cars go fast. The research task led to us coming up with some of the wackiest designs we had ever seen. After tweaking our drawings we finished our car designs in extreme detail.

With the help of AutoCAD scale models we were soon out in the workshop cutting and sanding our cars into works of art, and with a little paint we were soon ready to race. When race day arrived we all walked down to the gym full of anticipation. This was by far the best part, seeing our cars which we spent so much time on, shoot down the track in seconds.

Josh Castro :: Making CO2 Dragsters was very fun and challenging. We started designing in Term 3 before the holidays. We came back with fresh ideas. The process began by learning the software called AutoCAD. After that tiny hurdle we began the

Perseverance process of shaping the car, then painting was a breeze. My car was nicknamed the carrot because of the colour. Racing the car wasn’t the slowest but in the middle.

This process was really enjoyable and fun and I recommend this to future students at BCGS. Peter Goddard :: Last year the Year 9 graphic design students made and designed CO2 Dragsters from scratch. This was a very cool process starting with a bit of research and then moving on to designing our Dragsters on AutoCAD. We then started to make our cars. We cut out the basic shape on the handsaw then spent a fair amount of time sanding our shape out. Then we got to lacquer the car and paint them. I think racing them was the highlight for most people, we raced them down a 20 metre track and my car did it in 1.18 seconds which is about 80km/h.

The CO2 Dragster task was definitely the highlight of the year and I think everyone enjoyed it.

Jessica Pether :: In Year 9 Technical Graphics, we took on the challenge of creating CO2 Dragsters. These are little cars to be raced down a track powered by a CO2 canister. In order to make the fastest possible car we had to consider factors such as mass, drag and friction while keeping in mind the specifications, minimum and maximum dimensions of the dragster. After the final design was decided upon we made them out of balsa wood by cutting them with bandsaws, sanding and lacquering and finally spray painting. When everything was race ready, we headed off to the gym and raced and recorded times and then had a bit of fun racing everyone else’s cars.

Overall, it was probably one of

the longest but most rewarding projects we completed this year and I’m sure future Year 9 students will enjoy the challenge and set some record times.

Mac Coleman :: The thing that I found interesting about the CO2 Dragster project was that you started out with nothing and ended up with a car. The process of learning what made a car fast to drawing was an interesting way to learn those techniques. Building was great fun. Although the best part was racing the car and seeing how fast your car went after all that work you put into it. Although at times this was a testing task I’m glad I did it as overall it was great fun.

Curiosity

Scientific

Discoveries

Wow! What a day. Bunbury Grammar’s Year 2 students had a great day at SciTech. It was on Tuesday. We first went on a bus trip for two and a half hours. When we got there we all put our bags in a giant storage box called Charlie. Next all of us went to the planetarium and we saw the night sky at Perth on Tuesday. After that we had lunch. We saw a slime show on how to make slime. We had free time, yay! I was partnered up with Jordan.

I discovered that I could run a computer. I also saw a car and you have to jump off the car when you ride into the water. My favourite was the car and the balls. I liked the balls because you put them in a hole as fast as you can. I liked the car because you pedal with your feet. Then we went back to school. I liked SciTech.

Matthew Hartwig :: Year 2

- 17 -

007 DRESSED to THRILL

TEAMWORK

270 elegantly attired Year 11 and 12 students strutted down the red carpet to make their entrance at the Bunbury Italian Club for the James Bond themed Student Executive Ball.

evening of dancing and dining. Memories and beautiful outfits were captured by the photographers and the students themselves, who made good use of the photo booth and props available.

Beneath a white canopy, black, white and silver décor dominated the main hall. Music students played classical pieces as everyone found their seats, followed

by Morgan Halket performing a jazzy rendition of Skyfall to begin the proceedings.

The Ball Committee is to be congratulated on their efficient teamwork that resulted in a fun-filled, laser-lit

This year the ‘Belle and Beau’ were replaced with something more fitting with the theme and awarded to students whose presence and attitude worked towards making this year’s Ball a positive and atmospheric event. Sam Riley was voted our ‘Bond of the Ball’ with Lydia Hemson awarded the ‘Femme Fatal’ of the evening.

Mrs Tina Maree :: Ball Organiser

- 19 -

Fairness

The Boarding year started without Mr Ken Taylor, our Head of Boarding, who is on long service leave for the first semester. During his absence, there has been a changing of the guard with all Heads of House and Assistant Heads of House embracing new positions with enthusiasm and dedication.

It was a smooth start to the year as new Boarding students have settled into their new environment.

In particular, the Year 7 students had a seamless transition and most have adjusted to the boarding routines and expectations with little or no homesickness.

With Term 1 being a short term, there were many activities to occupy Boarding students and to help with the transition and readjustment back into Boarding including;

their main educational tool and with the continuance of online tutoring as a resource, students are making the most of the educational experience offered here in Boarding.

• A

day at Adventure World

• A

social

• A

trip to Fremantle Markets

• A

movie marathon

One of our strengths in Boarding is the Character Strength of Fairness. Our unit seniors and unit leaders are encouraged through expectations and leadership training to embrace the fair treatment of their unit cohort as part of taking responsibility for running a unit. As a Boarding community we value this treatment of others not only by our Boarding students but also by the staff, and work towards role modelling fairness in all that we do.

• Beach

buses before school and after school

• Gym

sessions each morning for all Boarders with a special programme for Year 7 students

This year was also a year of change with all Year 7 to 11 Boarding students receiving their new MacBook Air as part of the new Connect Programme. Students are now taking responsibility for managing their own computers as

- 21 -

Mr Peter Schulze :: Acting Head of Boarding

Forgiveness

Our Year 10 creative writing class was tasked with writing poetry tweets or twaikus (a haiku on Twitter) on the Character Strength of Forgiveness. In keeping with a Twitter post, they were limited to 140 characters. Read and enjoy the wisdom and humour that these students revealed. There are definitely a few fridge magnets here!

Mrs Tina Maree :: English Teacher

An apology is the extinguisher that puts out the fire Forgiveness is the incense that makes us forget about The smoke that is left behind Abby Russell When we cut one down It grows back again with strength Not all will flourish Nicola Cohen Do I really have to?

Don’t really want to My mother says I have to Get it over with Jack Antcliff

Quiet

Forgiveness comes in waves

Yelling and shouting Is no longer heard in here Only sweet silence

I am a boat in a raging sea of anger and hatred The gulls of contemplation sit calmly on the surface And forgiveness comes in waves Dora Codreanu

Jessica Pether BANG! SMASH! CRUNCH! The cars collided. A scream sounds the panic Forgiveness is not an option “I’m telling on you!”

“It was just a toy.”

Corinne Wareham We threw up our hands, and threw down our differences and hoped it would never happen again, 11h 11d 11m 1918 James Forster However much time goes by They say it will still be inside What happened?

I cried Forever inside Forgiveness is not an option Chanel Spokes Betrayal cuts deep The blood runs crimson and hot One day it will dry Kate Openshaw Forgiveness is a switch Buried in bitterness To reach it takes strength Once reached, it takes a flick For the mind and soul to be peaceful again

Forgiving can be very hard when we’re overwhelmed with pride but sometimes our pride must take a fall It takes a strong person to say they’re sorry But an even stronger person to forgive Isabel Dubois St Marc

Itch This irritating itch This constant twitch This tickling shame Infecting my mind You gave me this guilt From my sorry you declined.

Ally Teasdale Just like the sun on a rainy day It doesn’t come easy But understanding and acceptance Are the core of a stronger person Abby Burrows Caught without forgiveness A rose bud caught in a storm Requiring a ray of light To be released from the Constant barrage. Until then; Caught Kate Mellett

Hannah Doret - 23 -

They locked me up 2 hide the truth 20 yrs alone behind bars & freedom was the prize We suffered their cruelty but I forgave Racism isn’t a game Danya Scholtz Anger is a red hot bar If held for too long it burns Forgiveness is the soothing ice on these burns Emma Briney Your heart is broken And because of me I hate that it has come to this But I have to set you free Dee-Jay Hands

Patience The waiting games never ended for me, a silence of music in my heart Your mistakes are dismissed, just a smile that sits on the surface Bronte Greenhalgh I wish i could swallow those wrds i spat at u But they float away like helium balloons, impossible 2 catch.

I’m sorry.

I wish i could pick up our pieces, put us bck 2gether But it’s like trying to grasp a crumbling clump of sand & u slip through my fingers Everytime.

Amber Anderson

Judgment

There is more than one way to build a career.

Opportunities abound for the young people of today. Often we hear “there is so much to choose from, how do I choose?�

This could be said about Year 11 subjects, University courses and vocational courses. Many of the jobs and vocations that exist today will be obsolete by the time our current students graduate.

So how do we build careers for a changing future?

Further education has never been so important or accessible. There are so many different pathways into university and further education that it is important to realise that an ATAR score is only one component. Some students have the academic capability to cope with tertiary education, but perhaps do not yet have the maturity and drive necessary to gain an ATAR. There are still

many wonderful options available to these students.

The pathways to university from vocational training have never been more open and achievable.

Often students who succeed in a vocational pathway find their passion, and when they later enter university as a mature age student they achieve excellent results.

Lecturers in engineering often prefer students who commence university degrees after completing a trade, as these students understand processes from the ground up.

The vocational training opportunities for Bunbury Grammar students have never been better!

With the recent opening of three Bunbury Regional Trade Training Centres (of which we are a full partner) and the variety of courses available for school students at the South West Institute of Technology, our students are extremely well catered for.

Students are also able

- 24 -

to complete a selection of Certificate II and III courses and a number of pre-apprenticeship courses within School. These courses all contribute to a student’s WACE, along with giving them valuable skills and direction, making them highly competitive to enter further education.

An ATAR does not define a student.

It is not a measure of how capable, polite, engaging, creative or otherwise a young person is. At Bunbury Grammar we value our young people as individuals and give them opportunities to build their career in a way that suits their personality, interests and aptitudes.

Mrs Belinda Walker :: VET Co-Ordinator

Social Intelligence

Geography has had a huge start to the year with several fieldwork excursions across our beautiful and dynamic State.

Our Year 11 students were entertained and informed while learning about our constant risk of bushfires in the tranquil Tuart and Marri Forrests of Wellington Mills. Tiffany Smales learnt how to wash her hair in the bush and the students saw firsthand the devastating impacts a wildfire can cause on our unique ecosystem.

Our Year 12 students were challenged with brainstorming solutions to Perth’s varied and serious urban problems on their annual three day Geography Camp. It is always inspiring as an educator to observe young minds solving Perth’s historic problems with practical and simple ideas. The students travelled around Perth’s new and old developments, saw firsthand where 46% of the region’s water is supplied from at our desalination plant, observed the horrendous issue of traffic congestion, and visualised the future for Perth. Our students’ behaviour and maturity was exceptional and they are not only a credit to themselves but fantastic ambassadors for the School.

Mrs Marrissa Pirie :: Geography Teacher - 25 -

Perseverance

Perseverance relates to finishing what you started!

People who persevere do not get distracted when they work and take satisfaction in completing tasks. To show perseverance is to have the courage to overcome fear and to continue with activities, despite the presence of challenges and difficulties.

Perseverance requires both effort in approaching tasks and duration in the completion of those tasks. During Term 1 our students displayed exceptional perseverance in their attitude towards the Challenge and Extension opportunities of OzCLO and the Da Vinci Decathlons.

Mrs Jane Kirkham :: Challenge and Extension Co-ordinator, Secondary

During the Year 7 and Year 8 Da Vinci Decathlon we were faced with many academic challenges, in which we had to work as a team of eight to overcome and complete each task. The tasks covered academic areas including Maths, Science, English, Art and Poetry, Philosophy, Engineering, Cartography, General Knowledge, Code Breaking and Drama. We assigned our team members to the tasks we felt they were most suited to, to make our team as strong as possible. Each task was to be completed in a certain time frame and at some times we were racing against the clock. However, we completed all tasks and were very proud of ourselves at the end of the day. I think the Decathlon is a great way to encourage healthy competition and teamwork between the different schools and to encourage students to think outside the square and persevere with tasks that seem difficult at the beginning. It was a very

- 26 -

enjoyable day and we were very happy with our third place out of 25 schools competing! :: Lauren Mellett, Year 7 The OzCLO competition was very challenging. My team had to translate and understand many unusual languages! For two hours we persevered in an attempt to decipher heaps of different languages, most of which we had never seen before, such as Finnish, Danish and Swedish, and some which didn’t even use English characters, like Old Georgian and runes! Eventually, after working to the end of our time limit, we had managed to attempt all the questions. We then submitted the test online and got our scores back! Our perseverance paid off and we all did very well in the competition. I thought it was a very interesting and fun thing to do, and I would like to be able to do it again! :: Jamie McGregor, Year 9

Gratitude

Football Who would have guessed?

2015 marks the centenary of women’s Australian Rules Football, first played in Perth as a wartime fundraiser in 1915. Bunbury has its own surprisingly long history of female football, with the Bunbury Girls’ Football Association established here in 1921. Today women’s Australian Rules Football is played throughout Australia and across the world, and Bunbury Cathedral Grammar School can hold its head high in the role it has played in the sport’s development.

Women’s football is on the brink of exciting times with a national competition looming to sit alongside the AFL men’s competition. The road for women’s football however, has not been easy. It is interesting to look back

and think about who we have to thank for the great sport we enjoy today.

Who should we thank?

At Bunbury Cathedral Grammar School we can be grateful to a number of people for their outstanding efforts over the last 18 years since girls’ football began here. Current girls’ Football Captain, Claudia Rowell, is excited about the future of women’s football and extremely appreciative for the work of people who believe. 2014 Captain, Katelyn Lubcke, credits Mr Marshall as an inspiration to herself and so many other players.

2005 Captain, Rachel Paterson, looks back a little further. She is exceedingly grateful for the opportunity to play football at

- 27 -

Bunbury Grammar and credits not only Mr Marshall and other teachers but also 1997 student Rebecca Prosser, who continually urged the teachers to let the girls form a team and did not give up until it happened! Rebecca herself says that it was because of Mr Marshall’s support that she was able to fulfil her football dream and she is excited to see how far it has come since then.

Our School recently played a key role in the celebration of the centenary of Women’s Football with the South West BounceDown Exhibition held at Palmer Oval in late March. The Gary Johnston Memorial Cup between Bunbury Cathedral Grammar School and Presbyterian Ladies College was a particular highlight of the weekend’s events and both schools can be thankful for the outstanding work of past teacher Mr Gary Johnston. We have so much to be grateful for and so much to look forward to!

Mrs Margaret Paterson :: Archivist

Social Intelligence

w w

ell .

th

eo to m ak

how

tand ations # Unders

situ

ial

soc nt

to

re a her people # Know what t ware of the motives and feelings of ot o do to f it i n

no

:A

tk

ce

no

n

o or others, even people they d ds f

ige

dee

l People with Social Intel

oy

od

Mrs Jane Kirkham :: Junior Round Square Co-ordinator

e

nj

go

The conference title was “Tell Me Your Story” and a common theme in all of the reflections was the importance of volunteering to help people, not only to show caring for others, but also to learn more about yourself and to develop your “social intelligence” in order to be “the best that you can be.”

er

#E

g

ff di

comfort able

in

At the recent Junior Round Square Conference, held at Westminster School in Adelaide, our delegation heard from a range of individuals who overcame suffering and hardship to make a significant contribution to the lives of others. People such as the Governor of South Australia, His Excellency the Honourable Hieu Van Le AO, who escaped from war-torn Vietnam in 1977, all talked about the importance of being there for others.

feel

do

Round Square offers students the opportunity to understand and care for people locally, nationally and internationally. Through the Round Square pillars of Internationalism, Leadership and Service students learn to look beyond race, nationality and culture to understand human nature.

They appreciate that true leadership is about serving others and they discover how they can make a positive difference to those most in need.

s er

Love

, It didn t seem to matter what language was used at the recent Year 1 , Grandparent s Day as it was clear that every Nona, Grandpa, Nana, Gramps, Opa and Babcia understood the universal language of Love!

Zaylee Logie-Carruthers 1D :: I love my Grandparents because they kiss me and hug me. I like when they let me sleep over. My Grandparents make me feel excited when I’m at their home.

Hamish Clark 1G :: I love my Grandad and Nana because they take me to the museum to look at the dinosaurs and we go fishing.

Elsie Rose 1D :: I love my Grandparents because they read stories to me. My Grandparents make me feel excited when they ring the doorbell.

Amelia Waddingham 1G :: I love my Grandma because my Grandma takes me out for ice-cream. The ice-cream is cold.

I love my Grandma.

Conor Barbour 1G :: I love my Nona and Nono because they give me treats. I also love them because they take me out for dinner. I love my Nona and Nono.

Louis du Plessis 1D :: I love my Grandparents because I like to go to the park. I like when I visit them. My Grandparents make me feel great.

- 29 -

Hope Term 1 is always very busy in music, and this year was no exception.

We started the year with the Music Camp. Due to bushfires near the camp area, we all thought the camp was not going to go ahead, but thanks to the quick thinking of many it was moved to the Bunbury Grammar grounds. This proved to be successful and a lot of fun!

Have you ever had the nightmare where you’re locked in the school overnight? I have, and that became a reality as 50 girls from Years 4 to 12 slept in the Primary MultiPurpose Hall. It gave us all a chance to get to know each other better. Aside from the slightly awkward sleeping arrangements, Music Camp 2015 was a roaring success, with the Intermediate Band joining us for the first time.

It was great to see some up and coming music stars of BCGS. The number of senior strings players has flourished this year.

Mrs Brittain had the genius idea of creating a senior chamber ensemble for players who would

like to work on more advanced material, which the senior members were very grateful for.

A highlight of the camp was the music quiz night, where Strings, Band, and Choir were pitted against each other, with Band taking out first place. It was a night full of laughter and fun and as the choir proved, if ever in doubt, scream the loudest and you’ll get points for trying.

I would like to thank Mr Molewyk, Mrs Brittain, Mrs Brogan, Father

- 30 -

Geoff and a number of parent helpers who contributed towards making Music Camp 2015 a splendid success. Their work was very much appreciated.

The WA Performing Arts Eisteddfod is during Term 2 and many of our ensembles and soloists are performing. I encourage you all to try your best and you results will be reward of the hard work you have put in. Thank you to all the music staff for an awesome first term.

Morgan Halket :: Music Captain

Humour

In February, as part of our travelling workshops series, Mrs Jenny Doust from The Literature Centre, Fremantle immersed students from Years 4, 5 and 6 in the Picture Book, Jandamarra.

Our 2015 Youth Literature Days also started well this term, with students from across the South West being treated to a very humorous visit

from a visiting author whose books had our students in fits of giggles and laughter.

James Roy, an Australian writer whose books for young adults and children are published in several countries, challenged and inspired students. Selected students from Years 6 to 10 enjoyed a full-day workshop with James. Year 6 students were invited to participate in the programme this year for the first time. It is very exciting to

- 31 -

include such young talent in these memorable experiences. James engaged his very enthusiastic audience with hilarious anecdotes, all the while demonstrating good writing techniques and providing students with encouragement and guidance.

Mrs Evelyn Dowley :: Teacher-Librarian

Learning in the Eric Speed Centre with our Kindergarten and Pre-primary students is where we see exploration in its purest form. Exploration, challenge and enjoyment, experimentation, inquiry, negotiation, observation and fun are the basis of everything that happens each day.

“The important thing is not to stop questioning. Curiosity has its own reason for existing” - Einstein Kindergarten have studied the topic ‘Who am I?’ and this has raised interesting questions when discovering information about their family. Our Pre-Primary students explore the topic of Dinosaurs, and there have been plenty of

bones found in the playground by our young and enthusiastic archaeologists.

In Year 1, students have enjoyed learning about topics such as ‘Light, Sounds and Vibrations’ that provide a sense of wonder and curiosity as they discover what objects produce light and sound. The children have also been completely absorbed with their inquiry unit on Then and Now and have had an engaging time exercising their vivid imaginations discussing things from the past.

Finally, Grandparents Day provided a wonderful opportunity for our Year 1 students to share their variety of learning in an open and comfortable forum.

In Year 2, display areas in the Irene Bourne Centre promote and enhance curiosity during

Curiosity

on their camp to Mornington while deepening their understanding and appreciation of the natural world.

They have also been putting their curiosity to good use in studying Light in Science and have been incorporating numerous learning routines, such as Colour, Symbol and Image, and Think, Pair, Share to develop deeper thinking. the study of various themes, most particularly with the topic of the Solar System. The displays have allowed students to take time to observe and process the information, photos and images.

The Scitech excursion provided excellent opportunities for questioning and discovery and consolidated some deeper knowledge.

In Year 3, students have been exercising their curiosity and sense of awe and wonder in their study of the Noongar people.

Students have been enquiring about Noongar areas like Gingin which means “tracks of feet.”

The visit to Djidi Djidi School provided the impetus for a greater understanding “first hand” through a Harmony Day

event. Year 3 have also given some interesting insights to their learning through the SEE, THINK, WONDER learning routine.

In Year 4, students love the variety of open-ended learning experiences that they take part in each day. One highlight has been Mr Chris Waddingham visiting their classroom to discuss his broad experiences in living within an aboriginal community as a young boy. This promoted wider learning and curiosity when discussing the Aboriginal people’s relationship with the land and the Dreamtime.

The camp to Pemberton also provided tremendous learning opportunities in discovering the natural environment.

In Year 5, the children have been utilising all of their senses in the garden and

- 33 -

Finally, Year 6 students have been engaged in some intriguing questioning and dialogue with their unit of work on ‘Government’.

This background knowledge will be further consolidated by students with their field trip to Canberra in August. In the Learning Area of science, students have demonstrated wonderment and curiosity within their topic on Circuits, with excellent questioning and investigation when developing their circuit boards.

“The mind is not a vessel to be filled, but a fire to be kindled.”

– Plutarch Mr Martin Tait :: Head of Primary

My Power

Super

Strengths!

Our Year 6 students enjoyed a writing activity based on Super Heroes which included using the Character Strength of ‘creativity’ to make their heroes come to life.

Super Dude Ben Davie I am Super Dude – I have every power in the world like super speed and super hearing. I can see through everything, I can also fly and I can live in outer space.

If I was a super villain I could rule the universe and no-one could stop me. I am ten times stronger than the Hulk, I like to eat cheese and lots of very healthy food. I also like saving beautiful ladies and puppies. I have a very trustworthy sidekick – his name is Super Human The 99th. My average day is flying around kicking evil’s butt. There is one reason I don’t become a super villain – it was because my dad was one and he was so cruel. He ruled the universe for nine years. Then I formed the strongest league of heroes – I called them the Super Hero Savers. We beat my Father then locked him up for eternity!

Paige Stegmann You may not have heard of or seen me. I am a super hero and I am invisible. The way that I got my powers (if you were not clued in, I can make myself visible and invisible whenever I want) was when I was playing around at home and I accidentally ran into a big tree. Well to be honest I ran inside a tree. There I met an elf who said “you must be the chosen one!” What chosen one? It can’t be me! Is what I was thinking when the elf interrupted me. “The Chief Elf told me that the first human that comes into this tree trunk will be given the power of invisibility.”

He then went on about how I had to work for them and to foil plans of The Visible (they are an evil agency) and bring their plans and ideas back to them. My super hero name is Tricky. As for the secret elf agency we are Invisible.

Wave Queen Iliana Roberts Ever since she was little, she had an unknown power of controlling water. She surfs like a dolphin curving, turning, snapping - she really was the queen of the waves.

One dark gloomy day she was out surfing when all of a sudden the waves start to increase in size and then, Bam! Crash! A massive tsunami hits and she can’t control herself. She doesn’t know what’s happening - her arms are moving she’s pushing the water back and boom! It’s gone. The tsunami only reached a couple of houses. All the people were cheering - she was mortified! There she was on

- 34 -

her surfboard in the flat ocean that was once rough. Had she really done that? That night she was all over the news on every channel.

It was a buzz! Ever since she goes to save the world on her surfboard jet, do you think she’s the queen of the waves? Because I do. Some people say she was half mermaid, which is true because she met a merman and settled down at the bottom of the ocean and still came up when she was needed.

Thunder Woman Georgia McCathy The miraculous superhero Thunder Woman is the greatest super hero in the world. With her super loud thunder cracks, taekwondo skills and much more still to come. Thunder Woman’s real name is Georgia Crack. She has beautiful brown hair and big blue eyes she also wears a grey skirt with yellow leggings and a black shirt with a yellow star on it and some black shoes. She has lots of powers and these are some of her most amazing and greatest powers and achievements; she can make the loudest thunder and the largest lightning strikes to scare away enemies, she can aim her thunder and lightning accurately at the villain. Thunder woman saves the needy, helps the wealthy and solves all of the mysteries around. In her average day she will solve at least one death defying mystery and save approximately seven human beings or animals. So this is the amazing story of Thunder woman also known as Georgia Crack.

Creativity

Flight Olivia Pether Spinning around and around...

Help me... Can’t... Stop...I was walking home from school when it hit. It was cloudy and humid and it felt like something was going to happen. I looked up and BANG! There it was, a tornado coming straight for me. I wanted to run but my body refused to move. There was something about this tornado, I don’t know what, though. I blacked out and when I woke up I was spinning around and around and I couldn’t stop.

Please stop, PLEASE, I thought and then I couldn’t feel myself spinning any more. I opened my eyes and I saw the tornado swirling around me and I felt this strange weightlessness - I was flying! Move, I thought and huzzah! I moved! It was an amazing feeling and then, I fell... Falling... Falling... I woke up, back in my bed, in my house and I thought fly, nothing happened. I was normal?

The Power Nikki Chen Thwack! Rip! There was a loud tearing sound then before I knew what hit me I was flying out the window. I spread my arms and legs out to catch some drag but it was fruitless. I accepted my fate and plummeted head first into a lamp post. “Are you sure this experiment is safe?” “Of course it isn’t safe, that’s why we’re here.” I woke to see a face staring down at me.

The woman said “the experiment’s awake” then left. What did she mean experiment? I thought. I surveyed my surroundings. I was

in a room void of colour. I tried to sit up but found I was strapped fast to a hospital bed. The door flew open and three men came in. One of them was holding a syringe. I clenched my fists and threw myself forward. I felt a faint tingling. Voom! There was a wave of electricity. The men collapsed and the lights flickered out.

Caught In The Dust Torran Cowan It happened when I was on a holiday. I don’t know why I didn’t listen to the forecast but then it hit. The dust storm. I was in it!

Since then I have been different, whenever I’m happy it is a warm day... whenever I’m sad it’s a stormy day, but at least school is then cancelled. I think that I’m a SUPER HERO, but every one else thinks that when it rains in the desert it is a natural cause. It is hard getting no credit for ending WORLD HUNGER! Back when I was in hospital after it hit, the doctor said that he was picking up odd signals on the ECG. Mum and dad were worried but it has been a year and I have no visible side effects. Everyone forgot, but I didn’t. My theory is that the weather has been controlled by people like me for thousands of years.

Oblivion Alexander Hawking It was midnight. Cogs whirred, machines buzzed and something moved me. I am special robo-agent ax-2306 from star 23x5 and I work on Earth engaged in a constant battle against crime. As I pilot my

- 35 -

ship on my weekly crime patrol I look down at my hands, I stare at the hydraulic tendons, at the neurorubber muscles and the little cogs and levers encased under laser proof glass. As I take my mind off my robotic features and stare out the windscreen at the beautiful planet Earth I see something that looks a bit like an explosion, no a lot like an explosion and as I focus my optical volcanic lenses I see an explosion.

Then BANG! I see flashing red lights, flame and darkness, pure darkness. As I regain consciousness I find myself staring at a dark shadowy figure “No” I whisper and aim my laser gun...

Sky Alexandra Walkley Hi I’m Sky. I am a very gorgeous superhero. I have flowing gold hair when it’s down and when I am saving the world you will see me with two plaits going down the front of my body. I love my turquoise dress. My powers are awesome, they allow me to do flips, cartwheels and anything gymnastic like. I help other superheroes capture villains.

I am able to protect people with my force field and I can control the weather so I can suck the villains in a tornado and turn them to ashes by zapping them with lightning. I try to save citizens of the world so we can build good relationships and battle the villains together as one.

Every day I fly around the world on my turquoise cloud and I help anyone in need. Everyone knows how to contact me, it is: Turquoise (887786473) and I will be there in less than 30 seconds.

This year there has been an exciting new addition to Bunbury Cathedral Grammar School with the opening of our new Technology and Enterprise Building. With two specialised teaching areas for Food Technology, and a separate classroom each for Textiles Technology and Design Technology, this spacious facility takes cooking and textiles to the next level. Students are now able to work with professional grade cooking equipment, while textiles students enjoy large cutting areas and separate benches for sewing and study.

Located next to the existing Design and Technology Building, the completion of the Technology and Enterprise Building has established a Design, Technology and

- 36 -

Enterprise Precinct for the Campus and provides much needed additional space and facilities for students in Years 7 to 12. It has also become a very popular House area with Wilson students enjoying the new buildings.

The new facilities have been welcomed enthusiastically by all students studying food technology or textiles courses this year.

It is wonderful to see students using the new spaces to their full capacity and everyone is delighted to work in such a world class educational setting.

We asked students their thoughts on the facilities got some very positive responses!

Mrs Larissa Healey :: Home Economics Teacher

Gratitude

EquipmenT is much more high tech * ClEan, updated and spaced out work area that is not Crowded * Amazing, I am very grateful to Have this , facility at our school * seNsational * so much mOre room so we don t bump into one another * feels like you are cooking in a professionaL kitchen * the rooms have mOdernised the Technology area of the school * they are more hyGienic and safe the laYout is very well thought out

- 37 -

Creativity

The Senior Art Camp this year was held in Busselton with a two night stay at Busselton Youth and Family Camp.

The hall and adjoining accommodation was taken over by creative and talented art students who are studying Visual Arts ATAR, Visual Arts General, Certificate III in Art and Design and Stage 3 in Visual arts this year.

These young artists had the awesome opportunity to work with local Dunsborough portrait and landscape artist, Mr John Garde. Students first visited his studio in Dunsborough, where they also met his artist wife Mrs Su Berghuis-Garde. The students had time to look at John and Su’s artwork before heading back to the camp for an intensive workshop with the artist.

Mr John Garde demonstrated a wonderful technique that dates back to the Renaissance days and taught the

- 38 -

students all about tonal keys. Our students then developed a series of amazing landscape and portrait paintings using the techniques that John had shown them.

The confidence levels certainly increased throughout the day as each student discovered that they could indeed paint.

On the final day students visited several art galleries in Margaret River and Busselton. This exposed them to local artwork and gave them an opportunity to appreciate the excellent range of art in our South West.

The portrait paintings from this Art Camp have certainly received high praise from the teachers and students at our School.

All of our wonderful and talented young artists should be very proud of their artwork, and their efforts as fine artistic ambassadors for our School.

Go forth and hug a brush.

Miss Caroline Cooper :: Art Co-ordinator

I thoroughly enjoyed my opportunity to partake in the infamous Outward Bound experience. As a teacher new to the Bunbury Grammar community, this adventure enabled me to quickly establish positive relationships with students, many of whom I do not teach. It was a physically and mentally challenging ten days, but the satisfaction of completing the journey outweighed any challenges that arose during the time. The students’ capabilities to conquer the daily challenges were beyond what I felt that I could have achieved at that same age. As a teacher, it is the students’ successes through determination and resilience and the idyllic location that remains strongly embedded in my memory.

Miss Jemma Diedrichs :: Phyical Education Teacher

Perseverance

Bravery

Bravery

Love of Learning

Mr Mac climbed the Bicentennial Tree to get a photo of all of us at the bottom. It was very high up! :: Travis

I learnt about the karri and jarrah trees. The karri trees are one of the tallest trees in the world :: Georgia

AWE

Teamwork

I loved the frog hunt at night time at Big Brook Dam. I liked being outside in the bush and it was fun in the mud :: Sana

We had to work as a team when we played group games, went on a frog hunt and did photo orienteering :: Bometh

- 42 -

Perseverance

When I got up in the morning Mr Tait took all of the early risers for a walk and we got to a gravel hill. We tried to walk up and down it but we kept on slipping. Finally we got up it! :: Angus

Zest The sand dunes were HUGE! We had so much fun climbing them and rolling down them :: Emily

Leadership

In December of last year, I went to Cambodia for the Round Square service trip, and was utterly blown away by the experience.

I landed in Phomn Pehn to awaiting Round Square school delegates, and we bonded over learning about the Cambodian culture and history. We then travelled six hours away from the capital, to a small base camp where the villagers lived in wooden huts and showers consisted of a hose pipe. At this camp we were greeted by grinning children who grabbed our hands and led us to the local school. Here we spent seven days restoring a bridge,

building a fence and clearing out a walkway. We slept in wooden huts, woke up with the sunrise and ate simply. After this camp we went on a four day hike through the Cambodian jungle. We hiked on average 20 kilometres a day, and slept in Buddhist temples. At this point the group had bonded like a family. The hike was eye-opening to the daily lives of the Cambodian people, and we were able to witness some of the natural beauty such as waterfalls and bat caves.

We then travelled to a second camp and here we worked with the local community for a week.

We were assigned to teams and routinely switched to work in the medicine garden, build the community centre and pave a - 43 -

path at the school. Once our work was complete we spent the remaining time in Siem Reap, visiting the Angkor Wat temples and celebrating Christmas! The friendships formed during the trip will last a lifetime, the perspective gained has humbled me and led me to appreciate the democratic and developed country that we live in. The trip taught me how to communicate with people that speak different languages, how to be a diverse leader and that nothing feels as good as helping those less fortunate. The memories I made will be some of the best in my life and I encourage everyone to go on a service trip.

Lydia Hemson :: Year 12

Kindness

A sense of

Community The Bali Round Square service trip gives students the opportunity to experience a variety of character strengths. From kindness in wanting to serve their global community, curiosity to learn about another culture, leadership through organising group projects and working as part of a team, students were able to put their strengths into practice during this adventure.

Miss Caroline Cooper :: Round Square Co-ordinator

In January this year we were lucky to participate in the 2015 Round Square Bali Service Trip organised by Miss Cooper and Mr Schulze.

The trip was based on the six Round Square Ideals of Internationalism, Democracy, Environment, Adventure, Leadership and Service.

Adventure On the trip we took part in many activities that allowed us to come out of our safety zone. The first challenge for most of us was going on an overseas trip without our parents. We also cycled around Ubud, planting trees in the jungle, and enjoyed many boat rides between the islands.

Internationalism As soon as we arrived at the International Green Camp in the mountains of Ubud we discovered that Bali is not just about having a cheap holiday. We learnt many things about the Balinese culture such as taking chalangs (peace offerings) to temples and experiencing some of the local cuisines, most of which are extremely spicy. We developed a better understanding of the Balinese culture and environment.

Environment and Service At the Green Camp we discovered that the Camp and the School are all about working with and respecting the environment. Solar power, recycling, compost toilets, planting fruit and vegetables, composting and conservation are some of the many projects the Green School and Camp embrace.

On Nusa Penida we also learnt about sustainability and conservation such as seaweed farming and saving one of the world’s rarest birds, Bali’s emblem the Bali Starling, from the brink of extinction in the wild. We discovered there are numerous alternatives we can use in our lives that will benefit the environment.

Democracy We went on this Service trip with open minds and a willingness to experience a different side of Bali.

- 45 -

The Balinese people were friendly and were very happy to share their culture with us. We learnt that Bali is not just about beaches and buying cheap clothing. It’s a rich, diverse culture with a long history. We took part in a religious ceremony, dressed in traditional clothing and learnt how to give offerings.

Leadership At the Green Camp we participated in many team building challenges to help develop our skills in working in teams and leadership.

The instructors at the Green Camp were awesome role models as they guided us through many activities.

Each of us faced situations that challenged us and empowered us as a team and as an individual. One of those activities was traditional Balinese mud wrestling. Our martial arts teacher encouraged us and made us feel confident and proud, even though we were covered in mud.

Thank you to Mr Schulze and Mrs Devereaux for taking us on this amazing trip. It is an experience we will not forget and we encourage every student to take up the chance to be a part of the 2016 Bali Service Trip.

Taylah Hanks, Grace Townsend, Sophee Kerimofski, Luke McManus, Dora Codreanu, Max McNaught :: Year 10 students

Zest

My Arctic

Blast After 26 hours of flying and changing planes in Doha, Qatar, I finally landed in Montreal, Quebec, Canada on Sunday 17 January... wearing my boardies (bad idea) and my jumper.

I met my host family; Garrett, his sister Zoe, my Canadian mum and their dog Jelly Bean. I stepped outside and immediately was gasping for air. I thought that was it, but suddenly I was saved by my heated car seat and a huge blanket. Why did I leave 33 celsius degree weather in Bunbury? It was zero degrees celsius in Montreal and Garrett was saying this was untypical weather for January in eastern Canada.

My new home was 400 metres from Lower Canada College (LCC).

I walked to school in minus 20 celsius most days wearing a beanie, my down duvet coat, mittens and huge boots. I have never worn so many layers in my life. I decided to wear the LCC uniform to “blend in” but quickly realized that I stood out

anyway by having a weird accent.

My first lesson was advanced French ... I then fumbled my way through Spanish eventually reaching English class. If you come to Canada you get to read. I actually read two books during my stay ... my English teacher made sure of that. I also joined the senior band with my saxophone.

I was the number one hockey fan of Garrett’s LCC and Montreal Hurricanes team. My exchange student, Garrett, plays an insane amount of hockey. He actually skates every day ... sometimes twice a day. I thought he was really good until I went to see the Montreal Canadians play against the New Jersey Devils. Now Garrett looks really slow (but still better than me).

On weekends, we travelled 100km north to snow shoe, tube and alpine ski at Mont Habitant. I mastered the magic carpet in thirty minutes and made my way on to the chairlift to join my mates where we froze for the next few hours. We drank many hot chocolates that day. Funnily enough I managed to break my iPhone hot tubbing in three feet of snow. We rolled in the snow in the insane cold

and then jumped back into the hot tub. One Friday, after school, we took a bus to a subway to another bus to go to Isaute (which means ‘I jump’ in French – it is a trampolining place).

I had a good bonding session with the Canadians. We also went mini golfing, sledding, indoor and outdoor ice skating.

One weekend I travelled to Gatineau (three hours in a car in a snow storm) with 17 hockey players. Gatineau is across the bridge from the nation’s capital Ottawa. Just imagine 18 boys in a hotel room eating junk food and playing XBOX. The hockey got more exciting as Garrett took out his opponents and scored a big goal.

My favourite pit stop to survive the bitter cold is Tim Horton’s a Canadian coffee shop where I ordered an extra large French vanilla latte. This became a tradition before Garrett’s hockey games.

Each week, LCC gathered all the exchange students together, from Colombia, South Africa and France.

Every Friday we meet up with Veronica (a university student) who took us to all sorts of Canadian places, it was always lots of fun and we would decide on what we want to do.

During March break (17 days off) we escaped the bitter cold and flew four hours to Cancun, Mexico for seven nights. I was looking forward to wearing my boardies and thongs!

When we returned to Montreal, I had eight extra nights with no school to explore new adventures.

This has been an experience of a lifetime and I wished it would never end. I have made so many new friends and had so many great experiences. Even though I have been freezing all the time! I hope to return to Montreal in the near future.

Kasper Johansen :: Year 10 Attending Lower Canada College, Montreal, Quebec Canada

Self Regulation

t s e to tn r

fo g n i r epa

Pr

R

Our Rottnest adventure began over twelve months ago with a simple conversation with our daughter: “Rottnest Channel swim? What a great challenge. Yes, go for it!”

Mr Bob Marshall then took over with the training regime for the year and we didn’t think too much about it again until December and the arrival of the summer holidays. No longer under Mr Marshall’s coaching regime, we were conscious of the need to maintain swim fitness levels. We planned morning trips to the beach only to realise that our swimmer, now firmly in holiday mode, would rarely emerge from bed before lunchtime.... Schedules were re-arranged a little (afternoon workouts were more successful) and we managed to put in several pool and beach sessions per week.

support boats and crew, IRBs and crew; they had kitted out all the boats with first aid kits, food, all the gear necessary to keep the swimmers warm, energised and safe; and they had booked accommodation for over twenty swimmers and their families for the weekend. An amazing effort!

On the day of the swim, the pre-dawn start for a high-carb breakfast was followed by an orderly shipment by car of the swimmers to their support boats. Paddlers were aided down to the water with their kayaks and swimmer number one in each team huddled on the foreshore looking rather tense. What control and nerve those students displayed as they awaited the start of their wave of the race!

Having taken the easy route to the island on the ferry, families eagerly awaited the arrival of the teams, fully aware that, as time ticked away, both wind and tide were conspiring evermore strongly against the swimmers. All teams performed

It was only in the few weeks leading up to the race that we ‘first-timers’ were struck by the enormity of the logistics exercise underlying the event: while we had been worrying about the fitness of our one little swimmer, the Bunbury Grammar team of staff and ‘veteran Rottnest parents’ had organised paddlers,

- 48 -

amazingly well in testing conditions and are a credit to themselves, their coach and our School. As a past swimmer recounted to the group over the weekend, the Rottnest experience is one that will stay with these students for a lifetime.

While the swim fitness may wane in later years, the character strengths developed of bravery, teamwork, and dogged perseverance will stay with them and assist them for life.

Dr Guy Anderson and Mrs Moira Rutherfurd :: Parents Preparing for the Rottnest Swim can be really challenging and sometimes not all that enjoyable.

The dedication it takes to get out of your warm bed on a freezing winter morning, the commitment to dive into the cold pool and swim lap after lap after lap and the tiredness that follows you around for the rest of the day. But there is also the sense of achievement when you get out of bed, when you jump into the pool, when you

ZEST

crawl out of the pool after a hard session. The knowledge that you aren’t letting your team down and that when you hit the water on the day of the swim you are going to be the best that you can be is worth all the hard training.

On the day of the race, you wake up at three am. Excited, nervous and cold, you eat, climb into a car with your team and drive to the boat and climb on board, ready to go. You watch the sunrise and wait for the start, rocking back and forth with the waves. When it’s your turn you pull on your cap and goggles.

Ready? 3, 2, 1 jump! The cold washes over you, you swim out to tag your teammate, ready to go. You swim for twenty minutes; salt burns your throat, a stinger or two slips down your bathers but the swim goes fast and soon enough you are climbing out of the water back into the boat. An hour of eating, chatting and getting warm goes even faster than the twenty minutes swimming and suddenly it’s your turn to jump back into the water.

It takes repeated commitment and repeated dedication but this is what you’ve been training for.

The final stretch is the hardest yet also the most enjoyable, the team swims together up to the beach, runs up the ramp and crosses the line. All the training, all the early mornings, they all lead up to the moment you cross the line and after you finish there is only one thing on your mind. Repeat.

Hawks Step Up What an exciting start to 2015 netball season with 16 teams across two associations, playing at both Bunbury Netball Association and Leschenault Netball Association.

Hawks welcomes Mrs Myfanwy Evans-Thompson as our new Head Coach, who has been extending the Senior Representative squad for six weeks prior to grading, and Mrs Angela Repacholi Coach of our new Junior Representative Squad.

Congratulations to all new student coaches on their dedication to the sport by completing the foundation coaching course.

Teams have played and defeated visiting Quinns Baptist College in both Senior and Junior squads and a Year 7 team. This year at the Susan Fuhrman Cup, the Year 7 team achieved an outstanding second place in Pool A and third

Abbi Roth :: Year 10

- 49 -

place in their finals campaign.

Hawks has had a significant number of players successfully selected in both the BNA and LNA members teams, along with Georgia Whittaker, Areti Sholtz and Kate Duncan playing in the Under-18 Jets team.

There are exciting times ahead for all players with opportunities to represent Bunbury Cathedral Grammar School in age winter carnivals, South West High School Carnival, Perth College visit and defending our 2014 first-place trophy at Country Week. Well done to all players, coaches, managers, umpires and Hawks Netball Captain, Bronte Abbott, for your enthusiasm and love of the game!

Mrs Marrissa Pirie :: Netball Coordinator

TEAMWORK

The Interhouse Swimming Carnival was once again a day of rambunctious, highenergy fun and competition.

While the rivalry between Houses is fierce, our students displayed many character strengths throughout the carnival.

Students showed excellent examples of what it means to work as part of a team. This year the quality of racing was outstanding, but so too were the levels of participation from our students. It is fantastic to see swimmers of varying abilities all taking to the water to earn points for their Houses. There was so much House spirit and collective enthusiasm for the day from the crowd in support of their peers, friends and fellow students.

- 50 -

Students in fancy dress, displaying banners and cheering loudly could be seen from every House and every corner of the pool complex.

There were also countless displays of students celebrating not just their own wins, but the efforts of their fellow swimmers, high fiving, cheering and encouraging every last swimmer to finish!

Congratulations to Knight House who made it a hat trick of wins!

They were closely pursued by Wilson all day, but had the depth to pull away in the relays at the end. The encouraging sign for the other Houses was the results in the lower year levels, where Knight did not have it all its own way.

The final scores were:Â Knight 2407 Wilson 2243 Redding 2168 Goldsmith 2031

Bravery

gS Swimmin trengths

This year at the Primary Swimming Carnival there were many examples of character strengths on display.

Bravery/Judgment Students that participated in kickboard races showed good judgment by listening to their instructions carefully before their race, they made sure they understood what they were about to participate in and demonstrated a huge amount of trust. They all gave me the thumbs up at the end! Bravery was also shown by the Year 1 and 2 students participating in their events.

Hope Students, teachers and parents had hope in spades at the beginning of the day, before every race and just before the ice-creams arrived.

Humility The individual and team champions showed great humility when they accepted their awards by allowing their achievements to speak for themselves.

Zest

Kindness

The enthusiasm, excitement and energy displayed by all students throughout the day was amazing.

It was even written on the Goldsmith banner!

During one of the relays, a student in Knight had finished her race and started cheering for a Goldsmith swimmer who was still swimming.

Creativity Banners, the Year 6 parents and of course a double race when two races started at the same time all showed participants using their creativity.

Teamwork This was obvious during all the relays, but highlighted in the staff versus students versus parents race. Also, the staff and the job they do working together to make the day happen could only be a result of fantastic teamwork.

Humour There was so much fun evident during the Year 1 and 2 events, especially outside on the grass with the super soakers and water squirters. Again, the Year 6 parents gave everyone a lot of joy and many, many laughs.

- 53 -

Appreciation of Beauty and Excellence The excellence displayed by students invited to swim the 100m Individual Medley was wonderful to see. The beauty (who were dressed in fairy costumes), of course was displayed by the Year 6 parents.

Gratitude To everyone who participated in the day from me. Thank you, thank you, thank you.

Leadership House Captains did a tremendous job in organising all students into their races.

Congratulations to the winning House - Wilson followed by Knight, Redding and Goldsmith!

Mr Geoff Dunbar :: Primary Health and Sport Coordinator

Kindness

Ready, Steady, Run! On Wednesday 6 May the whole of school Cross Country was once again held on our beautiful bushland track. All students (and staff who ran) should be commended on their wonderful efforts and in the way they competed for their Houses over some challenging distances, especially our younger students in Pre-Primary!

Congratulations to those students who managed to gain a placing in their age groups. It was encouraging to observe the tenacity and perseverance of students completing their races, but more so there were many examples of kindness shown during the day between students of all ages and Houses. From our Year 1 and 2 students encouraging, cheering and high-fiving students on their run passed to Secondary students running hand in hand with Pre-Primary students across the finish line, it is moments like these that capture the true spirit of our School.

Well done to our House leaders for helping create a fantastic spirit and atmosphere and for superbly leading their teams with the Secondary students. Congratulations go to Knight House on being the winning House for 2015 and a big thank you to Mr Dunbar, the Secondary School Sports Department and all willing staff and volunteers for helping to organise another memorable event.

- 55 -

Medalists Year 12 Berto Muller Imogen Keall

Year 11 Bryte Townsend Kimmy Tait Year 10 Bailey Taylor Kate Mellett Year 9 Joshua Wigmore Annika Keall Year 8 Lewis Evans-Thomson Hannah Phillips-Prescott Year 7 Josh Tait Maddie Townsend-Hyde Year 6 Ross Paoliello Mikayla Blackham Year 5 Joshua Fowler Tessa Kongras Year 4 Jake Townsend-Hyde Emma Stegmann

zest The beach volleyball season attracted the usual crowd, all keen to hit the beach to soak up some summer sun. For all the students it is undoubtedly a time that is looked forward to, with the sport as much about socialising with your friends as the score line. The enjoyment was obvious with a quick glance across the beach, as almost everyone had a smile on their face, even if they were fighting to brush the sand off themselves, and with the assortment of music blaring down the sand how could it not be a time for everyone to smile about?

Everyone involved quickly learned, and adapted to cope with the challenging conditions on the beach. This included scorching sand underfoot, blustery winds that carried the ball in all manner of directions, taking quite some control to master its flight. The most difficult factor was undoubtedly the sun, with the common consensus from all players being that playing with it in your back being the best way to pencil in a win. By the end of the season it was clear how far everyone had developed their skills, and the quality of volleyball being played was of the highest order.

Ben Cavanagh :: Year 12

- 56 -

Love of Learning

Staff professional learning; to attend a course of study or to experience informed best practice in a relevant setting. The recipients of the inaugural Study Fellowship were Mrs Kathy Chiera, Deputy Head (Academic) and Mr Andrew Lincoln, School Counsellor.

Learning as its own Reward As a Character Strength, Love of Learning is distinguishable from Curiosity in that it demands the systematic acquisition of knowledge that goes beyond a mere fascination with a variety of subjects. People with the signature strength of Love of Learning are confident about their ability to learn, enjoy the process of learning, and find that the act of learning is its own intrinsic reward.

The pursuit of excellence in education and life-long learning are fundamental to the School’s Strategic Plan and as such, Love of Learning is a character strength that the School nurtures in its staff and which teachers strive to cultivate in their students. In 2014, the Board of Governors approved an annual Fellowship Grant to facilitate further

Mrs Chiera secured a lecture series by Mr Mark Church, who has a particular interest in helping teachers and school leaders think deeply about their efforts to cultivate thinking and learning opportunities for students. He is a consultant for Harvard University Project Zero’s Making Thinking Visible and Cultures of Thinking initiatives in various schools throughout the world. The ideas within Making Thinking Visible help make explicit what a thoughtful classroom culture might look like through the use of routines, paying attention to language and creating opportunities for thinking. Last year Mr Church worked with teachers and members of our wider community through a series of seminars, with learning areas embedding these strategies within curriculum materials.

Mr Lincoln recently undertook the Professional Certificate in Education (Positive Education) at the Melbourne School of Education with the aim of extending the model into the coaching of our sports teams; an aim that aligns with the School’s priorities around the implementation of Positive Education as the basis for the entire curriculum.

The recipient of the 2015 Fellowship Grant is Ms Candice Carlisle, our

- 57 -

Early Childhood Co-ordinator.

Ms Carlisle will undertake an AISWA International Early Childhood Study Tour to England and Scotland in the October school holidays. This is a unique opportunity to study under the guidance of Ms Claire Warden, an award winning lecturer with an international reputation for pioneering work in education and in particular to children’s connection to the natural world. It is Mrs Carlisle’s intention to develop a whole School approach to outdoor education that would potentially include members of our wider community.

“Education is not the filling of a pail, but the lighting of a fire.” ~ William Butler Yeats Ms Gillian Glisson :: Head of School’s Assistant

Josh and Hayley Williams welcomed the birth of their gorgeous daughter Savannah Grace Williams.

Born at 1.21pm on 24 October 2014.

BRAVERY

There is no doubting Josh’s contribution. Since graduating Year 12 at Bunbury Cathedral Grammar School in 2006 he has completed a Certificate IV in Youth Work and has commenced studies in Counselling. In 2010 he was named as the winner of the WA Youth Awards Motivate category in recognition of his outstanding achievements.

Compassion, positivity and a quiet confidence strike you when you speak with Josh Yates (06) and there is no doubting the brave soul inside this inspirational young man. Josh is a Youth Worker and Mentor for ‘at risk’ boys. Mostly he just listens and cares. “Making a worthwhile contribution to the lives of young people is my most significant achievement so far,” Josh explains.

A regular highlight in Josh’s life is participation in the World and Australian Transplant Games.

Josh competes in Track and other events but states that the true focus of the Games is to celebrate life and raise awareness of medical transplants. Josh has every reason to celebrate life. In 2004 as a Year 10 student, Josh’s life was turned upside down by a metabolic disease. He required a bone marrow transplant to survive, spent months in hospital and a whole semester away from School.

The transplant was successful but Josh’s level of vision, which was already low, worsened and he is now legally blind.

Returning to School, Josh remembers feeling grateful.

“I received amazing support from staff and students,” he recalls.

“My friends were just awesome, and the staff, there are too many to

- 58 -

list, but I will never forget Mr Maag and Dr Hogan, Mrs Schulze and Mrs White, Mrs Walker and Mrs Carvosso, plus Redding House as a whole.”

Remarkably Josh faced his new situation with courage. He entered the VET Programme and quietly excelled, taking out a State Vocational Education and Training Award. At Speech Day in 2006 he was awarded the Headmaster’s Prize and his name was added to the School’s prestigious Honour Board. Josh’s achievements over adversity, his unfailing good spirits and positivity were an inspiration to the entire School community.

Josh names his bone marrow donor as his greatest role model. “He is my friend and my inspiration. I am so very grateful for the gift he gave me, as without him I would not be alive!” Josh is excited about the future, most excitingly he is in the process of getting a Guide Dog. “A Guide Dog will improve my independence enormously and it will also be a great mate.”

I think we will be hearing more of this courageous and inspiring young man!

Mrs Margaret Paterson :: Archivist

Creativity

Creativity Shines Who would imagine that a teenager heading into Year 11 would soon be starring in a big screen blockbuster?

Like most students, Term 1 of 2012 saw Courtney Eaton (13) working to balance a variety of commitments. With school work, artistic pursuits, sport and a bit of modelling in her spare time, life was busy for this sociable young teenager. The fact that she had been named as the inaugural South West Face of Fashion in 2010 possibly gave a hint of things to come.

Things can change quickly. Before we knew it Courtney had been cast as ‘Fragile,’ the fifth wife in Mad Max: Fury Road and she was on set in remote Namibia for a gruelling six month film shoot.

Taking it in her stride, Courtney then returned to Australia and immediately moved to Sydney

to pursue her modelling career; travelling the world to work in amazing locations including Tahiti, the Maldives and Paris. Soon Courtney was on set for her second film, Gods of Egypt in a lead role alongside Gerard Butler.

With Mad Max in cinemas from 15 May 2015 and Gods of Egypt due for release in February 2016, Courtney is now living in Los Angles concentrating on upcoming auditions and press for her current films. Not surprisingly, Mad Max has been a keystone for Courtney but there is much more to this creative young woman.

“Mad Max was definitely a turning point for my career. It is something I’m very proud to be a part of.

I’ve been lucky enough to travel the world and work with some incredibly talented people in both the film and modelling industries.”

Courtney loves the art of acting and the creative freedom it provides. However, she considers

her most significant achievement so far to be leaving home and moving abroad by herself.

“Working full time and moving out of home at 16 or 17 was a big step for me,” she said.

Bunbury Grammar School’s sense of community and ‘family vibe’ were strong influences on Courtney and she loves that she made ‘friends-for-life’ right from Primary School. Courtney’s dad is also a great inspiration to her; “Dad has instilled a great work ethic in me, he taught me to be kind and treat others with respect.

He’s a great man; I don’t give him enough credit”.

For the future Courtney aims to keep doing something that she loves, whether that be acting or something completely random like becoming a pilot!

“As long as I enjoy what I do then I’ll be happy.”

Mrs Margaret Paterson :: Archivist

OGA News

- 60 -

Perspective

Tim Prosser (00) married Zoe Johnston on 27 September 2014 (pictured left) at a friend’s farm ‘Brampton Springs’ in the Ferguson Valley. The day started with a few minor hiccups; no power, freezing weather and some glorious rain. Things however proceeded as planned, with 120 guests helping celebrate Tim and Zoe’s big day. Tim and Zoe then jetted off to Mauritius for a well-deserved 10 day honeymoon.

Since then they have been busy renovating their home on the family farm at Scott River.

Carpenter and former Boarding buddy Ben Pike (03) has been assisting with the renovations.

Toni Sarsfield (nee Prater 03) and Ben Sarsfield (former Primary Staff 10) are delighted to announce the arrival of Mackenzie Jean Sarsfield, born on 30 October 2014. Toni and Ben are currently living in Broome, loving their time as new parents and relishing the warm weather.

Sophie Fretwell (nee Black 03) married her fiancé Chris on Ohope Beach in New Zealand on 30 December 2014. It was a small wedding ceremony of 25 with family in attendance. Sophie and Chris are now living back in Perth with Sophie working for a youth justice programme for DAYS – Drug and Alcohol Youth Service.

Renae Barker (nee Mabey 02) was awarded her PhD by the University of Western Australia on 18 September 2014. Her research focused on the State restriction of religion, religion in education, and funding of religion. Renae has fond memories of her time at BCGS, both of the School and “the wonderful staff.” She currently works at UWA as a lecturer in the Law school and often thinks of the wonderful teachers she had at the school when standing in front of her own classes. Renae and her husband Calvin (02) currently live in Perth with their cat and dog.

Lauren Jackson (12) is studying an undergraduate Bachelor of Science, Psychology and Law and Society at UWA with plans to specialise in Human Rights law. While at university Lauren has been involved with Uni Camp for Kids, True Blue Dreaming – where she went to Looma, a dry Aboriginal community five hours inland from Broome, Ronald Mcdonald House Make a Meal programme and Red Cross.

Lauren planned to extend her volunteering experience this year by visiting Kenya on a volunteer programme. She also applied and was accepted to study at Oxford Law over the summer.

Yaël Seth (99) is a senior school psychologist working for the Department of Education. Her current position focuses on providing professional consultation in the area of suicide prevention.

In 2014, Yaël was awarded School Psychologist of the Year by the School Psychologists’ Association of Western Australia.

She is also co-authoring a chapter in an Australian handbook for school psychologists that will be published this year. Yaël lives with her partner Chad and their two pets, Archie and Jake.

Jessica Burgar (03) sent her regrets at not being able to attend the Girls’ Football Reunion.

She couldn’t make it as she now lives in Canada! Jessica is now a registered architect, and was working for a successful medium sized practice in Perth; last July she quit her job and bought a one way ticket to Europe where she spent three months travelling.

Jessica is now in Canada where she has been working at Whistler and snowboarding at every opportunity.

Brittany Cherry (09) was recently selected as one of six students from the University of Notre Dame to compete in the prestigious twelfth Annual Willem C. Vis (East) International Commercial Arbitration Moot in Hong Kong.

The Vis Moot was created as a clinical tool for training law students in crucial aspects of legal procedure. Brittany engaged with some of the world’s best advocates and interacted with University students from around the globe; including Harvard and Yale. As a final year law student it was an incredible opportunity that will remain with Brittany throughout her legal career.

In 2014 Grace Jilley (09) graduated with a double degree in Health Science and Social Work from Monash University having also gained practical experience working for the St Kilda Salvation Army’s Needle and Syringe Programme as part of a harm minimisation framework. In February Grace began work as the Alcohol and other Drug (AOD) Prevention Services Officer in the Kimberly Mental Health and Drug Service in Derby. Grace’s role involves consulting with the local community (including the Aboriginal communities of Looma, Pandanus and Mowanjum in the West Kimberly), and liaising with relevant health professionals to develop and implement AOD

Perspective Kynan Johnston (99), Shannon Slieker (nee Johnston 95) and Ms Gale Johnston (former Staff) were recently welcomed back to the School along with their families to present the Gary Johnston Memorial Cup in honour of Gary Johnston (former Staff) who is remembered so fondly by so many at BCGS.

prevention programmes. A recent highlight has been leading the Derby Youth Indigenous Hip Hop Project (IHHP) with artists and young people in Derby and the Mowanjum Community working on an innovative programme that identifies AOD issues while highlighting a positive image of Derby.

Jonathon Kirke (12) recently caught up with his former Home Group Teacher Debra Tunnington (Staff) in Vienna where Jonathon was attending University. They enjoyed a fabulous lunch (at a French restaurant of course!) and a wander through Vienna’s famed Christmas Markets. At the end of his semester in Vienna Jonathon met up with his family to spend time in Switzerland with Julian Honegger (Year 10 Student 2015).

Lois Towart (76) has been lecturing in Property Economics at the University of Technology in Sydney for the last three years.

Lois thrives on adventurous holidays. A recent trip took her to Ethiopia, where amongst other things, she visited the Danakil Depression to see volcanic activity.

Kate Oliver (10) is currently working on her DipEd, having completed a BA(Mus) from UWA and two years of a performance degree from WAAPA.

Verity Hughes (11) was sitting in a University Library one afternoon when it dawned on her that she needed to think about what would be next after graduation. Having always been a lover of Disney films, Verity decided to literally type “Disney jobs” into a Google search engine. Next thing she knew she was in Orlando USA, on an International college programme working for one of the most renowned companies in the world!

As a part of this programme she is gaining leadership, business, and customer service knowledge from seasoned professionals. Not to mention having the most amazing experiences and meeting people from all over the world.

Richard Lee (75) dropped in to the BCGS stand at the Bull and Barrel Festival late last year. He reports that life is treating him well and that he has been working at Worsley for 28 years now. He and his wife Brenda are still living in Boyanup where he fixes horse floats in his spare time. They love visiting the USA where they have relatives.

- 63 -

Sarah Robey (92) enjoyed revisiting BCGS in March for the Gary Johnston Memorial Cup where she met up with former teacher Mr Andy Cowan, and former Boarding staff Mr John and Mrs Kerry Jeffreys and Ms Gale Johnston. Sarah is living in Perth with her husband Jason and four year old daughter Eva. She is currently dividing her time between being a mum and an artist, and working as the PLC Boarding House Deputy of Pastoral Care.

Perspective

Associate Professor Michael Osborne (98) is an information engineer; more specifically, he works in Machine Learning (a component of Artificial Intelligence). He is an Official Fellow of Exeter College and Faculty Member of the Oxford-Man Institute of Quantitative Finance, all at the University of Oxford. He co-leads the Machine Learning Research Group, a sub-group of the Robotics Research Group in the Department of Engineering Science. Professor Osborne designs intelligent systems: algorithms capable of substituting for human time and attention.

In particular, he has worked to analyse how intelligent algorithms might soon substitute for human workers, and to predict the resulting impact on employment.

Paul Mock (90), his wife Anne and four daughters Bethany 13, Rebekah 11, Elise 9 and Abigail 7 visited Bunbury Grammar School in late 2014. Paul has fond memories of boarding school and enjoyed seeing two teachers Mr Cowan and Mr Goerling who were still teaching at the school.

Paul and his family live on a farm in Kununurra. In the past he had a dairy farm, then a sugarcane farm and now they have an Indian Sandalwood plantation.

Michael Lishman (76) had a career change in February, joining Gresham Advisory Partners Limited as a Managing Director and Head of their Perth office. Gresham is an independent investment bank partly owned by Wesfarmers.

Michael’s role will be with merges and aquisitions (M&A) and corporate finance deals. He joins Gresham after a 31 year career in law doing finance and M&A transactions. Interestingly Michael’s last transaction as a lawyer was acting for US company Apache on the sale of its LNG assets to Woodside.

Since our last Grammarian we have been saddened to hear of the loss of the following members of our School community. Our thoughts and prayers are with these families.

Former student Michael Altheer (98), brother of Sarah Vitsas (95) Former student Simon Blechynden (88), brother of Lara Nadin (86), Mathew Blechynden (89), uncle of Monti Blechynden (10) and current students Georgina and Nicola Nadin Moya Dempster, mother of former student Tamara Dempster (88)

Mariana Dorkham (06) and Cameron Yap (07) completed their MBBS (Medicine) degrees at the University of Western Australia with their Dedication Ceremony held on Saturday 22 November. Mariana will be doing her internship at Sir Charles Gairdner Hospital and Cam will do his at Fiona Stanley Hospital in 2015.

Judith Dixon, mother of former students Debbie Tuckerman (83), James Dixon (84) and Daniel Dixon (89) Raymond Ellis, father of former students Jane Ellis (85) and Luke Ellis (89) Patricia Gaggin, mother of former student Kym Gaggin (00) Reece Mitchell, brother of current students Connor Burrows and Abby Burrows.

Former student Patrick Roberts (14), brother of current student Kirsten Roberts.

Former student, Nicole Sherborne (95) daughter of Bruce and Corynne (Former Staff), sister of Robert Sherborne (93)

- 64 -

Year 14 Breakfast Saturday, 1 August 2015

Class of 2005 - 10 Year Saturday, 15 August 2015

Class of 1995 - 20 Year Saturday, 29 August 2015

Class of 1985 - 30 Year Saturday, 12 September 2015

OGA 40th Anniversary Saturday, 20 February 2016

Class of 1975, 1976 and 1977 - 40 Year Sunday, 21 February 2016

Tell us

Got News?

about it!

We love to hear what former students and staff are up to! Email your updates to oga@bcgs.wa.edu.au

Moved?

Email your change of address to oga@bcgs.wa.edu.au

Going digital?

Get the Grammarian delivered straight to your in inbox!

Email oga@bcgs.wa.edu.au

For more information contact Ashley Kershaw at ashley.kershaw@bcgs.wa.edu.au

BCGS1370 WWW.BRONWYNROGERS.COM

BUNBURY CATHEDRAL GRAMMAR SCHOOL Phone (08) 9722 6000 | Facsimile (08) 9722 6190 5 Allen Rd Gelorup, WA 6230 | PO Box 1198, Bunbury WA 6231 www.bcgs.wa.edu.au | Email administration@bcgs.wa.edu.au