V I S T A
Semester One 2024
Front and inside cover and some other images courtesy of Mr Marc Bongers.
Principal's PERSPECTIVE
Mrs Julie Findlay | Acting Principal
ThevaluesofTruthandServicehavebeen integraltoourschoolsinceitsinception.Despite theireverydaypresence,it'simportantto explorethetruemeaningbehindtheseconcepts.
AccordingtotheOxfordEnglishDictionary, "truth"isdefinedas"thequalityorstateof beingtrue"or"thatwhichistrueorin accordancewithfactorreality."
Throughout the semester, we have witnessed displays of truth in various aspects of school life. Whether it's in our wellbeing and RAVE programs, daily interactions, or student engagement in academic and extracurricular pursuits, we see students demonstrating authenticity and honesty. Some students have also bravely shared their personal stories to challenge perspectives and promote understanding among their peers.
We also witness students on specific occasions being true to the school values of service, inclusivity, integrity, courage, justice, and generosity of spirit. A fine example involved Year Five student, Ava Ryan, organising and selling ANZAC cookies for the local RSL leading up to ANZAC Day. Ava’s initiative, inspired by her grandfather, led to $1,645 being raised for local service people.
During Reconciliation Week, Mikayla Bellinger, a proud Dunghutti woman and Year Twelve student, offered her perspective on reconciliation as an Aboriginal student. The theme for National Reconciliation Week for 2024 was 'Now More Than Ever,' serving as a powerful reminder that the fight for justice and the rights of Aboriginal and Torres Strait Islander people is an ongoing struggle that demands perseverance. Reconciliation is not confined to a single week in May; it signifies a continuous journey of healing, compassion, and unity across Australia.
As a school catering from Prep to Year Twelve, we have a distinctive opportunity to educate and nurture young individuals who will stay authentic to themselves and contribute positively to the community and the world.
The Year Nine Social Enterprise program and the initiatives led by our young leaders encourage students to look beyond themselves and consider how they can impact causes they are passionate about. Through the years, over $47,000 has been raised to support various organisations such as mental health services, environmental causes, cancer research and more. These student-organised small businesses aim to raise funds, merging sincerity, truth and service. These activities exemplify how education translates into action, enhancing learning and fostering community unity.
As we embark on our twenty-first year as a school, it seems timely that we review what we have achieved and develop our next Strategic Plan. This allows all stakeholders to consider and celebrate what we have become. We are able to remind ourselves of who we are and how this is relevant today. Change is always occurring and if we wish to continue to prepare our students for the future, they must be equipped with the relevant skills and attributes to thrive in a rapidly changing world.
Founders’ DAY
On March 15, we celebrated the College’s annual Founders' Day. It was a day of celebration, gratitude, reflection, and thanks. Bishop Clarence E. Bester attended our whole school assembly, and founding staff members Mrs Julie Findlay and Mrs Michelle Lloyd shared reflections and memories of the College in the early days, describing how the school has changed and evolved over the past twenty-one years. They spoke of the sense of community that has been the backbone of our school since it began in 2003, and the way that parents, students, teachers, and our community came together and created the culture that we still enjoy today.
It was the Prep students who stole the show when they participated in the presentation (with the help of their friends in Year Twelve), sharing images of the College’s buildings and progress. It was wonderful to see how far the College has come in its relatively short history.
After lunch, students worked together in different year levels, creating a bunting flag that represents what Cathedral College means to them and playing their favourite games.
Truth and Service in Action OURCOLLEGETHEME
TheCollege’sthemeforthisyear,asreflectedin thewordsonourcrest,isTruthandService.This themeisnotjustasloganbutaguidingprinciple thatweencourageourstudentstoexploreand applyinauthenticandmeaningfulways.
What is their truth? How can they live by this day to day, both at school and in other settings? Upholding truth is part of the culture that Cathedral College works hard to create.
The College’s Anglican identity underpins these values and shapes the character of our students, inspiring them to be the best version of themself.
There are various opportunities for students to engage in serving others, such as service-learning trips, involvement in the Duke of Edinburgh award, volunteering, assuming leadership roles, and participating in community service.
Our students have showcased remarkable efforts in contributing to their communities, like those who raised over $10,000 for the leukemia foundation and Year Five student Ava Ryan, who raised over $1,600 for the RSL. Through these initiatives, students not only assist others but also cultivate important skills like leadership, empathy, teamwork, and problem-solving. These skills are essential for their personal development and future pursuits.
A Vision
FOR LEARNING
Collaborative
Courageous
Inquisitive
Purposeful Inclusive
Connected
The College’s ‘Vision for Learning’, is a whole-school approach that involves our staff focusing on the skills and attributes that we want our young people to develop to ensure they will thrive in the world beyond our school gates. We want our students to be open-minded inquirers, balanced risk-takers, and reflective thinkers who aspire to achieve personal excellence, strive with confidence, and make meaningful contributions to their society.
The development of these learner attributes informs our work as we reflect on our learning programs, our pedagogy in the classroom, the opportunities and tasks we set for our students, and how we assess and report on the progress of our learners.
The Learning Brain
MRANDREWFULLER
This semester, Psychologist Andrew Fuller collaborated with staff and students, conducting workshops with Year Ten and Eleven students to help them grasp their Learning Strengths. Teachers had the opportunity to participate in a professional development session where he delved into brain functions and their potential development. Andrew, a renowned expert in areas like wellbeing, resilience, the brain, and learning, shared his insights and vast knowledge with our community. We express our gratitude to Andrew for his valuable contributions.
Alex Race Stelling
YOUNGWRITERSWORKSHOP
This year, we had the privilege of hosting the Alex Race Stelling Young Writers Day for the second time. Fourty eight students in Years Nine to Eleven from different schools in the Northeast region had the opportunity to participate in writing workshops led by Fleur Ferris.
Fleur is a published author of crime fiction for young adults and grew up in Northwest Victoria. With the support of our own published author, Dr Marg Hickey and Literature teacher, Gareth Lloyd, students had the opportunity to focus on developing and shaping their writing ideas. This day was made possible by the generous support of the Race Stelling family. Alex was an important part of the school community as a student and staff member. His love of writing is something we will all remember and his legacy will inspire young writers of the future.
Many Talents
One VCE
Introducing the VCE VM (VCE Vocational Major)
What is changing in 2025?
From2025,studentscan completetheVCEVocational Major,anew2-yearvocational, appliedlearningprogramwithin theVCE.
Students can add vocational education and training (VET) subjects to either the VCE or VCE VM pathway, giving them practical skills and knowledge for work and further study
Whether students want to pursue university, TAFE, an apprenticeship, traineeship, or head straight into the workforce when they finish school, there is a secondary pathway that will support the desired pathway.
TheCollege’sfocuswillbe ensuringstudentshavethe flexibilitytochoosetheright pathway,openinguppost-school opportunitiesandcareersinthe mostin-demandindustries.
VCE SUBJECTS @ CCW
English
Literature
LanguageOtherthanEnglish(German)
LanguageOtherthanEnglish(Indonesian)
FoundationMathematics
GeneralMathematics
MathematicalMethods
SpecialistMathematics
AgricultureandHorticulture
ArtCreativePractice
Biology
BusinessManagement
Chemistry
Drama
EnvironmentalScience
FoodStudies
Geography
HealthandHumanDevelopment
History
LegalStudies
Media
MusicPerformance
OutdoorandEnvironmentalStudies
PhysicalEducation
Physics
Psychology
VisualCommunicationandDesign
VCE/VM SUBJECTS @ CCW
VCEVMLiteracy
VCEFoundationMaths(oranyotherVCEMaths)
VCEVMWork-RelatedSkills
VCEVMPersonalDevelopmentSkills
VCE VET SUBJECTS
VCEVETSportandRecreation-CertificateIII
VCEVETAnimalCare-CertificateIIinAnimalCare
VCEVETAutomotive-CertificateII
VCEVETEngineeringStudies-CertificateIIinEngineering
VCEVETFurnishing-CertificateIIinFurnitureMaking
VCEVETEquine-CertificateIIIinEquineStudies
VCEVETInformationandCommunicationsTechnologyCertificateIII
VCEVETHairandBeauty-CertificateIIIinMake-up
VCEVETMusic(performance)-CertificateIIIinMusic
VCEVETHealth-CertificateIIIinAlliedHealthAssistance
CertificateIIIHealthServicesAssistance
VCEVETElectrotechnology- CertificateII
FOCUS ON VET
VOCATIONAL EDUCATION TRAINING VETMUSIC
TheVCEVETMusicprogramisdrawnfrom anationaltrainingpackageandoffers portablequalificationswhichare recognisedthroughoutAustralia.These qualificationsprovidestudentswitha broadrangeofskillsandknowledgeto pursueacareerorfurthertrainingwithin themusicindustry.
Incorporating VET music education into schools provides students with a rich, multifaceted learning experience that supports their overall development, both academically and personally.
Certificate II in Music Industry provides students with the foundation knowledge and skills required for entry into the music industry. Core units include developing and updating industry knowledge, participating in work, health and safety processes and working effectively with others. The elective units in the program allow students to focus on an area of their interest such as performing simple pieces, mixing sound in a broadcasting environment or repairing and maintaining audio equipment.
Music Performance Specialisation provides students with the opportunity to apply a broad range of knowledge and skills in varied work contexts in the music industry. This may include music demo, composing simple songs or musical pieces and developing ensemble skills, developing improvisation skills, preparing for performance and performing music as part of a group or as a soloist.
StudentPerspectives
“VET Music is a creatively freeing subject. I feel like I can fully be myself as soon as I walk into the classroom. The confidence this subject gives me and the enthusiasm towards learning is different to that of any other subject. My particular interest is singing. I don’t want a career in music as such, but I am hoping to continue creating music and hopefully continue on to do local gigs whilst I’m at university.” - Georgie Edwards
“VET Music is more expressive than other subjects, it gives me the opportunity to be creative with my music. I enjoy playing music in a group and collaborating together. My hope for the future is to be in a band.” - Ruben Briggs
“I like that VET Music can be tailored to the interests you are wanting to pursue. I’m passionate about performing with others and creating originals. My future plans are to keep playing and see where it takes me.” - Patrick Ferrito
“I enjoy the flexibility of VET Music compared to my other VCE subjects. I like the practical and hands-on aspect of the subject, and I enjoy developing my song writing and singing performance. I would like to be a singer/songwriter, and I am also looking at doing a Degree in Music Performance.” - Eliza Murrells
“Being able to practice independently and having autonomy with my music choices are my favourite parts of VET Music. My area of interest in the music industry is writing original music.” - Tully Frasca
“The passion I have for music makes this subject one of my favourites. VET Music is more practical and flexible than my other VCE subjects. My interest in the music industry is song writing and recreating covers to be more acoustic. After I finish Year Twelve, I plan to write music during a GAP year and possibly go to university to do a degree related to the music industry.” - Alysha Brough
FOCUS ON VISUAL ARTS
Fostering
CREATIVITY
Implementing a comprehensive visual art program at Cathedral College from Prep to Year Twelve offers range of benefits for students across different developmental stages. Exposure to different artistic disciplines can inspire students to explore careers in the arts, such as graphic design, architecture, fashion, and more. Students gain proficiency in various artistic techniques and mediums, from traditional drawing and painting to digital art and design.
Engaging in visual arts nurtures creativity and imaginative thinking, allowing students to explore new ideas and perspectives. Electives are offered from Year Seven and include Visual Communication and 3D Art. VCE subject offerings include Art Creative Practice and Visual Communication and Design.
Studies show that arts education can enhance academic achievement by developing critical thinking, problem-solving, and decision-making skills.
YearEightArt
Indie Hyland Eric Pickard
Josephine Herman Elliot Ford
YearSixArt
YearFiveArt
Jasmine Hope
Bonnie Murphy
Hamish Lloyd
Eliza Looby
Abbey Cagalj
Saffron Duff
Chelsea Sinclair
Sarah Smith
Chaska Gasser
Mattea Roso
Ruby Hanlon
YearElevenVisual CommunicationandDesign
JuniorArt
YearSevenVisual CommunicationandDesign
Harry Read
Mia Thompson
Ellie McNamara
Madeleine Van Der Zalm
Pia Solimo
Clancy Jenkins
Alysha Brough
Focus on Art
YEAR TWELVE ART CREATIVE PRACTICE
WiththeintroductionofthenewVCEArt curriculumofArtCreativePractice,students havesharedtheirjourneysincreatingfolios andtheirinspirationsbasedonthose themes.Studentsarerequiredtoexplore theideasandmeaningtheyintendto communicatethroughtheirwork.
“For my folio, I explored the concept of identity and self. It was inspired by my own life. What defines me? My parent's culture also inspired me; both parents have different cultures, which sometimes makes me feel like I’m being pulled apart. This idea will be shown in my final piece for the year.”
- Mattea Roso
“I chose to focus on the concept of identity for my folio. At first, it was just the idea of the person we show to the world and how they are perceived, but it developed to look internally at the true sense of self that we don’t necessarily show others.” - Harriet Duff
“I chose to focus my folio and artwork on the concept of people in their environments and how they can be swallowed by their environments or thrive in them. I also delved into the realm of music, which is my passion, and how passions can be proven to be relaxing.” - Ruby Hanlon
“My folio focuses on the concept of character. I enjoy creating different characters in my art and learning how they can develop. For my final artwork, I have chosen to personify mental illnesses generally seen in teenagers or young adults. These include anxiety, depression, insomnia, body dysmorphia, and the general sense of struggle that can happen.” - Noah Murray
“For my folio, I went back to my Italian and Polish heritage and explored the idea of culture and the importance of family. These ideas were inspired by my Nonna and the family dinners that we all share together. The dinner table is a significant place where we all feel safe, cherished, and loved.”
- Laura Feltrin
“The theme I have explored is human connection. The connection between humans but also the connection that we all have with the world. I also delved further into the concept of people's connection with their environment and the thought that we are all intrinsically connected. To show the connection with the environment, I have created my own mediums with different earth materials such as sandstone and clay.” - Asha Foubister
“The idea I am conveying in my folio is that of personal passions. The inspiration for this is my passion for music. Emotions and feelings are also explored through my mixed media work.” - Aysha Brough
“The theme for my folio is heritage. After travelling to Ireland recently, I was able to journey back to my familial roots and be inspired by the places I saw and the time I spent with my family. That reconnection and love that I felt are conveyed through my work.” - Sophie Bowler
How Very ENTERPRISING
When given the opportunity to drive their own learning, greater depth of understanding and student interest flourishes. Year Nine students participate in the Social Enterprise Program working closely with ACRE, the Australian Centre for Rural Entrepreneurship. During their elective program, students select one subject area in which they will develop a social enterprise and run the business for at least a semester.
The real-world learning opportunity that establishing a business involves students developing skills such as problem solving, imagination, being inquisitive, disciplined, persistent and the importance of seeing a sustained project through from conception to completion. Over the years students have raised well over $47,000 for local charities and causes the students have wished to support.
Cross Age Learning & Fun
OURUNIQUESETTING
THEBESTOFBOTHWORLDS Mittagundi Magic and Sydney the City
Camps provide opportunities for students to step out of their comfort zones and develop independence, resilience, and self-confidence. At Year Ten, the camp options are aimed at students learning a sense of responsibility and self-reliance.
Mittagundireflection
Driving through Mittagundi’s rustic farm gates, the colonialstyle setting felt like stepping into a Frederick McCubbin painting. The earthy scent of chimney smoke and eucalyptus trees reminded me of my childhood growing up on a farm. Mittagundi, nestled on a 400-acre pioneer farm near Glen Valley, by the Upper Mitta Mitta River, offers stunning mountain views and diverse flora and fauna—a perfect backdrop for self-discovery and exploration.
Welcomed by energetic Mittagundi staff, we settled into log cabins for a purposeful week of fencing, gardening, milking cows, cooking, and woodworking. Activities like river rafting, abseiling and mountain hikes added to the adventure. It was amazing to watch our students adapt. Some thrived instantly, already familiar with farm life and outdoor activities. Others took time but by mid-week, most embraced the simple, honest, and joyful atmosphere.
With no watches or schedules, they focused on community and teamwork.
At Cathedral College, we're privileged to offer the Mittagundi experience, fostering self-reliance, self-esteem, and community spirit. This shared adventure bonds our students and has a lasting impact—many return for follow-up programs, inspired by their transformative experience.
-MrsMimMurray
Students also had the option of travelling to Sydney to immerse themselves in this amazing city. Travelling by train and being located right in central Sydney gives students a very ‘adult traveller’ experience – perhaps giving them a taste for future overseas adventures.
Whilst in Sydney, students participated in a range of structured activities organised by staff, as well as some activities they researched and chose themselves, with the focus on experiences that are not available to us at home. The Bankstown food tour is a longstanding fixture and notable highlight. There were also visits to galleries, museums, world famous coastal walks and of course walking around the Opera House and over ‘The Bridge’. Boarding a Manly bound ferry is an iconically Australian experience, especially when followed up by fish and chips in Manly.
Students spend the week navigating the city and harbour with some level of independence. In the evenings, they decided which restaurant they would like to eat at and, in small groups, they navigated this experience independently. This unstructured learning is probably the most powerful part of the camp and from student feedback, the part that they most enjoy. It is particularly satisfying watching and supporting our students as they increasingly adopt the behaviours and qualities of young adults.
-MrTimGerrish,YearTenCoordinator
“I found the Sydney camp was a great experience as we learnt to be more independent. I found picking our own dinner a highlight of the trip as well as walking over the harbour bridge.” -HannahSanders
“Year Ten Sydney camp was amazing as we got to taste amazing food, do fun activities like going to Tooronga Zoo and walking over the Sydney Harbour Bridge. There was some free time to go shopping, however, the highlight of the camp was going off in the evening with some mates and buying which ever food we wanted to have.”
-GeordieMellor
Sydneyreflection
Beyond Cathedral
CCW | ST GEORGE’S EXCHANGE PROGRAM
This year Cathedral College is launched its student exchange program with St George’s Anglican Grammar School in Perth The ‘Beyond Cathedral’ experience was offered to Year Nine students late last year
At the end of Term One, Year Ten students Charlotte Bongers, Amelie Kerr and Sophia Roso made the journey west and lived with St George’s families for four weeks. At the end of Term Three, they will host their St George’s counterparts in their homes.
“What I loved the most about my time in WA was meeting my host family, who were so lovely and welcoming. Plus, I have got to experience what life was like living in the city.” - Amelie
“This exchange program not only allowed me to experience the beauty and culture of Perth but also helped me grow personally.
I met wonderful people, made lasting friendships, and gained a deeper appreciation for the diverse landscapes and lifestyles within our own country.”
- Charlotte
One of the highlights of my trip was visiting the stunning Rottnest Island The island's natural beauty was simply breathtaking, with pristine beaches, crystalclear waters, and the friendliest little creatures, the quokkas. It was a joy to explore the island, snorkel in its vibrant reefs, and cycle through the landscapes.
My time in Perth also included some fantastic shopping experiences The city's vibrant markets and unique boutiques offered a delightful mix of local crafts, fashion, and souvenirs Wandering through the bustling streets, I discovered charming shops and enjoyed the lively atmosphere that Perth is known for
This journey has enriched my life in countless ways, and I am grateful for the memories and experiences that will stay with me forever.
When the other exchange students from Perth get to come over here at the end of Term Three, I am so excited to show them everything around here including nature walks and the mountains in which our houses are named and more -CharlotteBongers
“The time we had there was very memorable and if I could I would go back in a flash! We had many great experiences such as when we went camping at Rottnest Island. We are all very excited for the other exchange girls to come here from Perth. If you get the chance to go, I would highly recommend it.” - Sophia
Focus on Year Ten
LAYINGTHEFOUNDATIONS
Year Ten, often considered a critical year in many education systems around the world, plays a pivotal role in a student's academic and personal development.
At CCW, Year Ten lays the foundation for senior secondary education and future pathways. It helps students develop essential skills like critical thinking, time management, and independence.
Important decisions regarding subject choices influence career trajectories. Year Ten also involves more significant assessments, personal growth, and increased responsibility. It lays the groundwork for the senior years of high school, setting the stage for more specialised and advanced study in Years Eleven and Twelve.
The subjects and skills learned in Year Ten form the basis for the future. Students often experience significant growth in terms of responsibility, self-awareness, and maturity. Peer relationships and social skills are further developed during this year, which is important for overall personal growth and future interactions in both educational and professional settings.
Engaging in extracurricular activities and learning life skills further enhance their development. Overall, Year Ten prepares students academically and personally, setting the stage for success in higher education and future endeavors.
WorkEducation
Work Education at Cathedral College Wangaratta involves activities like resume development, mock interview practice, job application practice, exploration of the future world of work, career readiness, pathways exploration, e-portfolios and more.
Students also complete the Morrisby Careers Test which is a comprehensive tool that supports individuals in making informed, strategic decisions about their educational and professional futures.
Workexperienceoffersnumerousbenefits, includingpracticalskillsdevelopment, enhancedemployability,andimproved understandingoftheworkplace.Itbridges thegapbetweenacademicknowledgeand real-worldapplication.Additionally,work experienceboostsconfidence, communication,andteamworkskills.It providesinsightintovariousindustries, helpingstudentsmakeinformedcareer choices.
Leading THE WAY
Congratulations to our School Leaders for 2024
CAPTAINS2024
School Captains: Ella Kidd and Jack Weir
Anglican Identity and Service Captain: Tom Wilkinson
Arts and Culture Captain: Eliza Murrells
Environment and Sustainability Captain: Asha Foubister
Student Wellbeing Captain: Indya Rossato
HOUSECAPTAINS2024
BUFFALO
Senior School: Oshani Silva and Santiago Zevallos Hidayati
Middle School: Imogen English and Hamish Kerr
Junior School: Zara Kalish and Phoebe Read
COBBLER
Senior School: Isabella Cairncross and Alexandra Tiso
Middle School: Samuel Denison and Elliot Ford
Junior School: Leo Palmer and Ava Ryan
FEATHERTOP
Senior School: Abbey Bigham-Wallis and Jessica Holland
Middle School: Greta Day and Emily Liddell
Junior School: Riley Filipenko and Grace Loveday
HOTHAM
Senior School: Chantelle Dickson and Zarah Pearson
Middle School: Jack Carmichael and Rhylee Turner
Junior School: Bronte Bisinella and Logan Riordan
STIRLING
Senior School: Harriet Duff and Eva McCaffrey
Middle School: Samson Devereux and Eden Watkins
Junior School: Wilson Muraca and Sade Williams
WARBY
Senior School: Oscar Brundell and Madeleine Cherry
Middle School: Archie Knobel and Lily Radnor
Junior School: Stella Grotegoed and Ava Mitchell
House Swimming
1st Warby
2nd Stirling
3rd Cobbler
House Cross Country
1st Hotham
2nd Cobbler
3rd Feathertop
House Senior Master Chef
1st Cobbler
2nd Warby
3rd Stirling / Hotham
LeaderBoard (SemesterOne)
ThePower OF COMMUNITY
Mothers’Day CELEBRATIONS
Welcome
Good Luck TO THE GRADUATING CLASS OF 2024
Where are they now?
NICHOLAS PATERNOTTE - CLASS OF 2023
AftergraduatingfromCathedralCollege Wangarattain2023,Icommencedmy universitystudiesthisyear.Iam currentlyenrolledatMonashUniversity (Claytoncampus)aimingtocompletea BachelorofNursing.
It has been a fluent transition to university socially as there have been a variety of avenues to meet new people, such as social events run by Monash Residential Services, Faculty related events, and University events in general. It also has been great coming down to Monash with so many individuals from the graduating class of Cathedral College 2023 with many mates such as Luke Slattery, Thomas Clayton, Will Mace, Adam Greaves, Campbell Cull, Eddie Dowsley and Zara Boynton It has been a great social balance between the past and new relationships! Seeing a whole new world and meeting so many new people has helped shape me to be a much more confident and outgoing person
My current plans are to continue my course for the full duration of three years. What happens after that I am unsure of but I am open to any and all options and am simply grateful for the chance I’ve had to enroll and progress through my course. I also wish to get back to skiing as much as I am able to throughout our winter here in Australia, fingers crossed the snowfall is favourable
The course has a duration of three years and 800 placement hours to be completed so I still have quite a while to go, but I am loving every second and every opportunity that has been presented to me! I currently reside in Briggs Hall, which finds itself part of the Monash Residential Studio apartments and am living quite literally next door to fellow CCW graduate Thomas Clayton!
Staff Spotlight MR ADAM GRAHAM
Mr Adam Graham commenced at CCW in 2018. He is an outstanding educator and has worn many 'hats' during his time at the College, including Year Nine Coordinator, Science Teaching and Learning Leader and this term, Acting Director of Studies in the place of Mrs Julie Findlay as she assumed the Acting Principal Role.
I cannot wait to see what the future holds for myself and those around me Goodluck to the students of 2024 and the staff! I hope you can continue to put a smile on students faces every day and are aware of the difference you can and have made to our lives all for the better
This year, Adam has taken a new direction at CCW and was appointed to the new role of Head of Faith and Service. Adam shares details about his new role below.
I am excited and honoured to take on this new role at Cathedral College. Faith and service are vital aspects of what it means to teach and learn in an Anglican School. I am enjoying working with the many different students and teachers across the College to develop these important values through Religious and Values Education classes, Chapel Services, Service-Learning opportunities, and the many other daily rhythms of the College.
In some respects, this new role may appear very different from my previous role as the Head of Science. However, I like to think that these roles complement one another. On one hand, the skills and knowledge gained from teaching science provide a greater understanding of the ‘reason’ or ‘how’ the world works. While the journey of faith gives us the ‘meaning’ or the ‘why’ we live the way we do.
It is my desire that our community continues to be a place where every person is valued and that together, we encourage one another in pursuit of wisdom and hope for a better tomorrow.
Our Anglican Identity
Cathedral College is intentionally an inclusive community. We believe that our school is enriched by the presence of those who practice other faiths or those who have no faith. We welcome respectful conversations and trust that we can learn from each other.
Worship, faith, reason, inclusion, character and service are the foundational principles on which we build. The cross on the roof of the Chapel of the Good Shepherd tells the world what is important to us The Chapel, as the beating heart of the school, reminds us hourly and daily where our foundations lie
Building on those foundations, we have a structure that is a blessing not only to us but to future generations of staff, students and families, which the winds of change cannot undermine.
The cross on the Chapel of the Good Shepherd tells the world what is important to us. The Chapel, as the beating heart of the school, reminds us hourly and daily where our foundations lie.
Photo courtesy of Mr Blake Nixon.
Feathertop Hike Year Nine Outdoor Education
