Comet The
An FCAC Magazine
Issue 1, 2022
FCAC College Captains Emmily Lingard and Aaron Shanmugam at the 2022 Leaders Induction Assembly.
Contents 1
Defining the Future: FCAC’s new values
6
Congratulations to the Class of 2021
7
Meet the Chair of the FCAC Council: Kirsti Kee (Pictured top right)
9
Connecting Vertically
12
Where are they now? Alumni Profie Lucy Mudge
13
A family and beyond
15
Meet Mr Dart
16
Dancing through life
17
Fair is not the same!
19
All are welcome
21
Teamwork
23
Foundation Day 2022 Alumni Speaker: Callum Trace
Defining the future By Joe Wright Principal
A school’s Mission and Values statement is the foundation from which you build a community upon. It is there to guide your decisions. It says to the world who you are and why you exist. Changing an institution’s Mission and Values statement is a once in a generation opportunity so you feel the weight of the responsibility to craft a message that speaks to all of our stakeholders – present and future. Our new Mission and Values statement has been a collaborative effort involving staff, students, parents, the Anglican Schools Commission and the Diocese. We have spent a great deal of time consulting, reflecting and refining our statement to make sure we capture the core message that we want to present to the community. There have been multiple drafts and even some partial rewrites but we are confident our final product is a message that will carry us through this next era of the College’s history. We decided on four values, one that can be represented in each House story and a theme for each of the four terms of the school year. Each value describes key practices which are the actions we want to see from our students. You will hear us using this language in assemblies, class and tutor groups. Our programs will be designed to encourage these behaviours in students. Our final aim is that they will become people who are committed to personal growth, courageous in life, community minded, and in control of their destiny. And this ties into the Mission and Vision statements – education is a gift, and it is a gift we want our students to use not just to better themselves, but to better their community. We want our students to ultimately have a positive influence in the world.
Below: Thinking about the future - students from the class of 2034 Right: The FCAC Mission, Vision and Values
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Empowering our community for the building of a better world.
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The News
Lara Christ (Year 12) won the club final for the Lions Youth of the Year competition. The competition requires students to submit a resume, complete an interview, respond to impromptu questions and deliver a prepared speech. Lara now moves on to the regional competition being held in Bundaberg.
Congratulations to Ryan Cunningham who competed recently at the 2022 National Track & Field Championships in Sydney. Ryan competed in the U15 800m and placed 10th, then 2 hours later ran the 2k Steeplechase and placed 6th. Both results are a personal best for Ryan.
Congratulations to Xavier Metcalfe (Capella) who smashed the 200m individual medley record by 7.5 seconds. This record had been held by Luke Goodluck (Andromeda) previously since 2017.
Liam (Year 7) and Lachlan (Year 6) are both members of the Fraser Coast representative Cricket team and competed in the Wide Bay U12 Cricket Grand Final against Bundaberg .
Well done to the strong FCAC contingent competing at the Aquathon / Triathlon State Championships. Special congratulations to Dylan Smith (pictured on the right) for achieving 3rd place in the Triathlon Teams Event. Dylan will now represent Queensland at the Nationals later this year.
Fraser Coast Rep 11 for 179 defeated Bundaberg Rep 11 for 167 in a fierce game played more than 50 overs per side in agonising heat and humidity. It was a match played in the true spirit of the game by both teams and the result was only secured in the last few overs of the day.
Congratulations to Hugh (Year 5) and Pyper (Year 6) on qualifying for the Queensland State Surf Lifesaving Championships. Both students were able to compete in one event before the championships were sadly washed out. We are super proud of their skills and resilience over the weekend.
Mrs O’Brien has been busy getting the new Senior Art Space ready for Term 1. This space is next to the existing art classroom and allows senior arts students a dedicated space for them to work.
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Campus Updates
Fraser Coast Anglican College continues to update its campus and facilities. Continuing with the theme of natural materials and working in collaboration with custom playground designers, Everything Outside, FCAC opened its new Prep playground in early 2022. You can see the playground in action by clicking on the QR Code. Another project that was finalised in late 2021, was the murals in our four new state of the art science laboratories. These spaces are now truly eye popping as well as engaging learning facilities.
Congratulation to the class of 2021
As you may have seen on our Facebook feed, our Year 12 class of 2021 achieved some excellent results under the new QCE system. This is the second year of the ATAR in Queensland and the first where students have submitted all three pieces of internal assessment (in 2020, one piece of assessment was removed due to Covid disruptions). Students’ results in the external exams were particularly pleasing with 46 A grades being awarded for individual subjects, which equates to 23% of the total grades awarded. The new QCE system recognises Certificate III and Certificate IV courses in the ATAR calculation, so these courses are becoming more attractive to students on both academic and vocational pathways. Of the 44 Year 12 students, 12 completed one or more certificate courses and three completed a school-based apprenticeship or traineeship. FCAC offers 8 certificate courses as part of the Secondary School curriculum. The majority of students were offered a place in one of their chosen courses at Queensland universities, with the most popular study area being Health. The most popular universities that students applied to were The University of Queensland and our local university, The University of the Sunshine Coast. UQ
USC
QUT
CQU
TAFE
JCU Griffith 4% 4% TAFE 8%
Griffith
JCU
Health
Science
Humanities
Education
Architecture
Engineering
4%
UQ 29%
CQU 9%
9%
Creative Arts
5% 27%
9%
QUT 17% USC 29%
23%
23%
Source: QTAC for schools, 28 January 2022 I would like to take this opportunity to congratulate the class of 2021 on their achievements and wish them every success for the future. By Roz Nicholls Director of Teaching and Learning 7-12 Page 6
Meet the Chair of the FCAC Council: Kirsti Kee
By Ross Strong The role of the Chair and indeed the whole council is not immediately apparent to parents and students. Council members bring their vast experience to advise the Principal and Executive Leadership Team. In our conversation, Kirsti Kee (Chair of the FCAC Council) says that she sees the Council’s role as operating in the background, providing advice and oversight when needed. The previous week I had reached out to some FCAC students, asking them what I should ask the Chair of Council. There was only one thing they all wanted to know. What is it like to be Mr Wright’s boss? Kirsti laughs when I put this question to her. “It is more of a partnership. Joe and I have learnt to work together over the last few years in particular”. Kirsti recounts meeting Mr Wright at Council meetings and building a working relationship over time as he stepped into the Principal’s role. Kirsti joined the FCAC Council with a long history in teaching and administrative roles and various board and volunteer appointments. I asked about where she chooses to dedicate her energies. “It’s how you use your skills and where to support your community”, she replies. “I can cook a sausage if needs be, but it isn’t my skill set,” she says laughing, “I am more at home dealing with governance and management, and that is where I like to volunteer”. I knew of Kristi’s background as a teacher, but I wanted to learn more, so I asked her when she decided to be a teacher. “From secondary school, I went to Teachers College (now QUT Kelvin Grove) and majored in infant education, and when I graduated, I taught years one, two and three”. Kirsti’s parents saw teaching as a safe profession, and indeed many of her friends chose to study education as well. In 1975, Kirsti and her husband moved to Malaysia, and she was appointed as a teacher at the Malacca International School. “There were many different nationalities whose parents worked in the free trade zone”. For many children in her class, their time in Malaysia was about a cultural experience. “I was fortunate that this happened early in my career as it taught me to be flexible and adapt to whoever was in your class”. After three years, Kirsti and her family returned to Australia, and their next move was to the Northern Territory.
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It was a chance meeting in a post office that would lead Kirsti to the classroom again. “I was in the line in the post office, and a woman stopped me to ask if I was the new lady, married to the pathologist from the hospital. When I said I was, she said that the local school principal would like to meet me as he had heard that I was a teacher”. Due to a desperate need of supply teachers, Kirsti (now seven months pregnant with her second child) agreed to help. The next few years were busy and got even busier as the family welcomed twins and Kirsti returned to teaching Year 4. It was an eight-year stay in the Territory before it was time to move to Brisbane. Looking back on that time, Kirsti recognises that “the Territory was a wonderful place to raise kids; we would have stayed had it not been that our eldest child was about to start high school”. Arriving back in Brisbane in the summer of 1987, jobs were scarce. Kirsti secured a position as a foundation teacher at Canterbury College in Waterford. “It was a really amazing experience. I taught a composite Year 6/7”, Kirsti remembers teaching while the School was under construction. The early days of Canterbury College were hectic times, and Kirsti oversaw much of the Primary School’s development. After a few years, Kirsti realised that she was ready for her next challenge, this time, away from the classroom. Kirsti, who also had a background in hospitality, opened a deli and hospitality business that ran for eight years. This experience allowed her to segue into the TAFE sector, moving back into the classroom working with students again. Kirsti worked in the TAFE sector for several years before moving to the Department of Education as Head of the Brisbane North and eventually as Head of the Wide Bay region. In 2009, an opportunity to travel for six months and see her son get married presented itself. The time away gave Kirsti some perspective and she decided that she wanted to focus on her volunteer work. In Kirsti’s mind, volunteering is very much about giving back. “I was so lucky. I grew up in a time of free University education. I think to myself, my community gave that to me, and so at the end of my career, it is important to me to give back to my community, wherever I am.” Currently, Kirsti works with the Hervey Bay Neighbourhood Centre as the Vice-President of the Management Committee alongside her role as Chair of the FCAC Council. She also volunteers with Rotary and has worked with Wide Bay Sexual Assault Services and as part of Regional Development Australia. Another chance encounter led to her role on the FCAC Council. Gerard O’Connell (former Business Manager) approached Kirsti about joining the Council. It was an excellent opportunity to combine Kirsti’s experience in education with her passion for volunteering. Kirsti served on Council for a few years before becoming Chair. I asked about the role of the Council and how she sees it. “We have such wide variety of experience from education, governance, finance and marketing. It is about feeding our skills into the Executive Leadership Team”. I asked Kirsti about what makes a school great. Without hesitation, she says, “Community; Schools thrive on how they interact with their community”. She tells me about the importance of an active community at FCAC and how essential it was to the early days of Canterbury College. “It is important that the school grows with the community,” she says. Hervey Bay has grown significantly and evolved over the years. At each stage, FCAC has been an integral part of the community. “FCAC has always been reflective of the community’s needs; it tailors its programs towards those shifting community dynamics and will continue to evolve”. Page 8
Connecting Vertically
Sir Ken Robinson identified that the ‘core purpose of At the heart of vertical tutor groups is an inclusive education is to help [students] build up the mental, community working together to enrich the lives of emotional, social and strategic resources to enjoy one another. challenges and cope well with uncertainty and anxiety.’ Teenagers are complex human beings and as a school we need to be prepared to support, guide, educate and discuss the issues that matter to them. Pastoral care ensures that our students are equipped with the skills and experiences to positively approach social and emotional growth; to face adversities with a growth mindset and thrive as part of a connected community. Connecting vertically is a strategic direction for the College in response to a review of our pastoral care programs and structures. Vertical tutor groups were created to enrich the connections students have with one another across different year levels and foster opportunities to deal with uncertainties and challenges in a supportive environment. Students are connected by House groups and peers who range in age groups from Year 7 – Year 12. Students will have access to two adults, their tutor (a secondary teacher) and a co-tutor (another adult from within the school community) who will get to know them as a learner and an individual as they journey through the secondary school together. This holistic approach ensures that authentic and meaningful relationships are created between the student, family and staff member; opening the door for rich conversations and collaborative partnerships. The tutor and co-tutor become active advocates and informal mentors to the students in their care. Dr Shelja Sen, an adolescent mental health specialist, identified that ‘Our children are active change-makers who can help us grow and become a more conscious, aware and mindful society.’ Within vertical tutor groups students are empowered to take on leadership roles and act as mentors, problem solving with their peers. They will have an active voice in the way pastoral sessions are run, guided by the four College values: community, empowerment, courage and excellence. Each value is linked to a particular House. The pastoral program embeds each of these values as a theme per term to empower students, as part of a values led learning culture, to make a difference within the school and wider community.
‘Educating the mind without educating the heart is no education at all’ - Aristottle
By Juliane Hallam Head of Secondary School
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Where are they now>
The answer to that question for Lucy Mudge (nee Cheney, Centauri 2006) is back at Fraser Coast Anglican College! Mrs Mudge joined her Alma Mata as a secondary science teacher in January 2022. The Comet caught up with Mrs Mudge teaching in the very labs where her love for science first started. What inspired you to become a teacher? Becoming a teacher wasn’t initially in my ‘life plan’. In Senior School, Mr Lynch inspired me to become a Marine Scientist, and despite the public perception that there are few Marine Science jobs, I worked for four years in Western Australia. I quickly became a strong believer that you can become and achieve anything you put your mind to. So, when our son was very young, I studied teaching during his day naps because (not only do I love Science) school is one pathway to becoming what you want, and I wanted to be a part of that for students. What do you love about science? I love that science can explain the world around us. I also love that one of the great skills taught and learnt is to come to informed decisions. What did you love about FCAC as a student? The culture and the community – 110%! I loved the house spirit, the school spirit, the belief the staff had in every one of us, the healthy competition. One of the reasons we moved back to Queensland was so our son could come here – and he loves it too. Tell us about a fond memory from your schooling days. I have so many wonderful memories. My girlfriends from school and I (and our growing families!) go on an annual family holiday, and we’re sure all our families ever hear when we go is ‘Remember when … Remember when. Remember when …” Goodness, we have some laughs nowadays. We do talk a lot about camp. Camps were the highlight of the year. We were always put totally out of our comfort zone and really challenged – bike riding through the sand on Fraser Island, canoeing all day long, walking with our backpacks through the night. But, if we’re talking and laughing about them now, that means they were the best times, right? We appreciate those times so much now. How do you feel about coming back to FCAC as a staff member? It’s a really comforting feeling to be back, and it has been easy to slide into the teaching side – thank you to all the staff members and students for making me feel so welcome. The College has grown so much since 2006. But, what I have noticed in my short time being back, is that the community feel is still so rich – I loved it then, and I love it now. I feel really excited to still be in Centauri too. We lost everything in the 2000’s – I heard we’re even better now?
Left: Mrs Mudge in Mrs Nicholls’ Chemistry Class in 2006 Above: Click on the QR code to hear more about Mrs Mudge’s story as an alumni and a second generation parent of FCAC. Page 12
A family and beyond “All I need is change, all I need is a chance” (Encanto, 2021) A big welcome to the new and returning families of the Primary School for 2022. I hope you had a wonderful and relaxing holiday break. In this issue of the Comet, I want to explore the importance of community in the Primary School to foster change in our students. Over the Christmas break, I spent many hours with my three daughters watching the new Disney movie Encanto. I now know every word to every song. The movie has a deeper meaning; in summary, the story follows a young girl named Mirabel whose family has magical gifts such as strength, healing, and shapeshifting. Unfortunately, she does not possess any of these powers, which alienates her from her family and community. The movie then follows Mirabel’s journey of discovering her gifts, which come in the form of kindness, motivation and spirit to influence her community to become better. Mirabel’s gifts turn out to be the most valuable of all within her community and family. The movie Encanto reflects students in a primary school. At FCAC we have students who have many talents and strengths. At times, students see talents and strengths as only academic or on the sporting field; however, at FCAC, we endeavour to identify and develop every student’s individual and unique gifts to form a wonderful community. In today’s educational setting, it is important to adapt teaching programs, wellbeing frameworks, and school environments so students can highlight their strengths and talents. At FCAC, we focus on ‘Body, Mind and Spirit”. Over the past few years, teachers have been developing the opportunities to build ‘Spirit’ within the Primary School by fostering an inclusive community through opportunities to enhance students’ acceptance of each other. This shift in mindset for staff and students is seen through the range of opportunities such as numerous extracurricular activities (Drama club, JAM groups, Mindfulness groups and public speaking groups), meaningful classroom experiences, and the importance of building a community at school which puts others first.
These are the qualities we want Primary students at FCAC to display by serving others and their community. Year 3-6 teachers this year are looking at how they will give students the opportunity to serve their school and the wider community to shape the student’s identity. Primary staff at FCAC endeavour to inspire students to not be the best in the world but the best for the world. With this in mind, students need to value the importance of their own strengths and how they can impact their community. This is an important step in their learning journey to make fundamental changes to their outlook towards each other and the world.
By David Brown Acting Head of Primary School
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Meet Mr Dart Tell us about your own experience being at school when you were younger. I was a student who flew under the radar. I got my work done but was never motivated or engaged, with the exception of PE. There are the obvious times that school was enjoyable such as being able to hang out with your mates every day; however, I mostly didn’t enjoy school. My greatest memories of school are all on the basketball court. What inspired you to become a teacher? This experience in my own schooling is what inspired me to become a teacher. I thought that if I could help students have a more positive experience than my own and help them enjoy their time in the classroom, they would want to be present, they will become engaged, motivated and grow to love learning. Tell us about your basketball background. When I was 12 years old, I began playing basketball, filling in for my older brothers’ U17 team when they didn’t have enough players. I grew to love the game of basketball and have played Rep since U16. Basketball became my life; I was training morning and evening to achieve big goals of being in the NBA. From U18 to D-League and SBL, I always finished the season in the top 5 scorers in the state. I was lucky enough to be recruited by Missouri Valley College on scholarship in the USA, playing NAIA Division I basketball. We played in front of crowds larger than I ever had before. I remember being so excited when I found out that a few of our games were streamed onto ESPN. I came back to Australia as I could no longer perform my best with some gruelling knee injuries, including a knee reconstruction at 18 years old. When I came back to Australia, I had an option to play for the Bundy Bulls or continue my studies, which is when I began to study Primary Education. What do you love about teaching Primary School? I love it when you know you have the students engaged. I am really enthusiastic in my lessons (especially after my morning coffee), and I think that enthusiasm is contagious. I love to have fun in the classroom. I love to learn through games and being active. I love running my classroom like a team, where we are caring and kind towards one another and always have each other’s backs.
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Dancing through life
FCAC student Maya Middlebrook is making the most of her opportunities to persue her passion for dance. When did you become interested in dance? I started dancing when I was three, but it has really grown into a passion over the last five years. At the moment, I am working towards being a part-time dancer. A part-time dancer is someone who dances over 16 hours a week and is doing a Certificate qualification in dance. What type of dance do you enjoy most? While I enjoy all styles of dance like Ballet, Jazz, Contemporary, Lyrical etc., my passion lies with Tap Dance. I love the sounds that the shoes make - the different speeds my feet must go to get those different sounds out of my shoes. How does FCAC help with your interest in dance? I am part of the secondary dance group and help teach the primary dance group. I am working towards my Certificate IV in Dance Teaching and Management as part of my schooling. I still have a regular timetable, but I have swapped out one subject on the timetable to do the course. I use my spare periods and supervised study lessons to work on all the theory content in my course. Every Friday afternoon, I leave the College campus and go to the League Academy at my dance studio to work on more theory and do the dance component of my course. Why did you choose a Cert IV in dance? I chose to do the Cert IV as I because it gives me the qualifications to be a dance teacher; I love dancing and helping and teaching others to dance. There is nothing more satisfying than helping someone who is having trouble achieving a particular move or step; to be able to help them achieve that is the BEST feeling! During my studies, I need to complete over 100 hours of assistant dance teaching, and it also allows me to learn more about the human body, its muscles, how they all work and how the body moves during dance. How does this certificate help with your future career? Once I leave school, I hope to become a professional tap dancer and or go to QUT in Brisbane and get my degree in Fine Arts Dance; I hope to study education alongside that degree. The certificate will help me get into the Fine Arts Program, and this will enable me to perform in dance companies and further my dance teaching qualifications.
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Fair is not the same!
“Fair is not everybody getting the same thing… fair is everybody getting what they need to be successful! - Kathleen Kryza In 2020 the staff at the College were very fortunate to participate in a Professional Development workshop run by renowned international presenter Kathleen Kryza. Kathleen came to the College to work with teachers in developing their awareness of classroom differentiation practices and to enhance their understanding of their own pedagogical pathways. One phrase that she presented has stuck with many of us since that time. “Fair is not the same”. Throughout the year teachers spend time getting to know their students as a whole person, their personalities, their emotional and social skills, their academic skills as well as what each student needs to be the best learner they can be. It’s important also for students themselves to know their strengths as well as the areas they need to develop to be the best learners they can be. When students have an understanding of themselves as learners and the strategies and tools they need to implement in order to be successful, they are empowered to want to succeed. There are many ‘tools for learning’ that students can access to support themselves throughout their learning journey. These tools are very indivualised, what may work for one student may disadvantage another. For example, if a student has difficulty focusing on what the teacher writes on the whiteboard, they may wear glasses to assist with this. If a student who doesn’t require glasses wears them then this will affect the way they see clearly. There are some students who may require movement to allow them to attend during instructional times and will prefer to sit on a wobble chair when learning. For other students who don’t require movement to learn they will be distracted by the wobbling and usually end up on the floor. When walking into a classroom, be it in the Primary or Secondary School it is wonderful to see students using the tools they need in order to be the best they can be. Standing desks, wobble stools, bean bags, fidgets, glasses, hearing devices, assistive technology, music, posters and worksheets, are all powerful tools in a classroom of diverse learners.
It is important for all students to have the understanding that we are all unique and we may learn differently from others. We need to let students know that teachers will not treat them all the same, but they will give them all what they need to be successful.
‘The brain learns best in a supportive, safe environment. We must create a community of learners who respect, value, and learn from the diversity around them. As a student, it’s inspiring to know that your teacher cares about you, but it’s even more powerful to know that every one in the class supports you and your learning.’ - Kathleen Kryza
By Hilary Harvey Director of Learning Enrichment
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All are welcome
It must be confusing for young people today to have to listen to the daily negativity that is our news. There’s not a day passes without the word, “controversy” dominating a report.
Controversy is an interesting word taken from the Latin “controversus”. I find it strange today hearing students talk about “versing” another team! Grammatically “Contra” is against whilst “versus” is turn towards or against. Miley Cyrus comments that “People like controversy because that’s what sells.” Martin Luther King Jr adds, “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands in times of challenge and controversy.” Our Anglican Schools in this Diocese are driven by a vision of humanity which has been shaped by the image of God. An image reflected in the life of Jesus. An image reflected in each human being. Bishop Jeremy Greaves, a close friend of our community has just written “We acknowledge and celebrate variety within both our student and staff memberships. We invite and welcome all and hospitality is given to every student, no matter their race, gender, sexuality, ideology, ability/disability, or religion. No one is excluded”.
Within the Anglican Church there is a wide spectrum of understanding about human sexuality and gender, and within a school community there may also be diversity of opinion. For some, this is a sensitive topic. However, this does not negate the absolute necessity to create an inclusive school environment that enables all people to feel safe and to flourish. Neither students nor staff in our schools will be discriminated against on the basis of their gender or sexuality. Our schools will remain safe places for all people “without exception, without exclusion”, and we welcome amongst our students and staff people of diverse backgrounds, diverse faith perspectives and those who identify as LGBTQIA+. The Anglican Church in its long history has come to value diversity as a positive good and our schools know the gifts that diversity brings to any community. The only pre-condition for membership in our schools is respect, respect for our ethos and the gospel at its heart. Bishop Jeremy Greaves recently said “We as Anglicans know where we stand. We value good and honest debate. We treasure our differences.” You can read an ABC article by Bishop Jeremy Greaves about the inclusive role of Anglican Schools by scanning the QR code.
By Father Jeff Jarvis - College Chaplain
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Teamwork
By Adrian Elmes (Acting Director fo Sport) and Ross Strong (Director of Communications) At some point, every person has been part of a team. It could be a sports team or a team at work. In each instance, we find ourselves interacting and relying on other people. This is a valuable life skill as being in a team can be highly rewarding. It can also be one of the most challenging experiences an individual can face. Why is it that some teams are more successful than others? Several factors come into play, such as team values, resources, tactics and much more. An individual does have the ability to show moments of brilliance that can change an outcome, but for long term success, a unified team will perform well. A French footballer, Eric Cantona, was once asked if eleven Eric Cantona’s would make a good team? He replied that this would be a recipe for disaster. Different attributes are required to have a wellrounded team. As the Manchester United fans liked to call him affectionately, King Eric had an aura about him, a physical presence and a short fuse. When his teammates could see that Eric was getting rattled, they would have to intervene to keep him focused. A 9-month disciplinary ban marred Eric’s career. Was the team more important than Eric? At FCAC, we run several team sports, including Rugby, Netball, Volleyball, Hockey and Basketball. FCAC also offers limitless opportunities for our students to be in teams. Our House system builds community, collegiality and a sense of belonging while on the sporting field. In the classroom, our students often collaborate in small teams, focusing on their collective goal, whatever that may be. Our music students understand the need for rehearsal and how their roles and responsibilities contribute to their performances. Every student must be focused, prepared, and willing to trust their teammates in each instance. Teamwork teaches students that pursuing a goal relies on preparation, trust and a willingness to consider the team above their own self-interest.
After being recently substituted in a league game in front of a packed stadium and a worldwide TV audience, Cristiano Ronaldo threw his jacket to the floor. The substitute that came on, Marcus Rashford, scored 6 minutes later. Some saw Ronaldo’s actions as passion, but I shared the view of the Interim Manager, who said his actions didn’t help himself or the team. Both Eric and Cristiano are exceptional players but they will not go down in the history books as great teammates. In contrast, the substitute, Rashford, at just 24 years of age, has received a Member of the Order of the British Empire (MBE) in recognition of his campaign to support children and food poverty and has played over 190 games for his club, 46 games for his country. When asked about his role off the soccer pitch as someone who uses his platform to raise the profile of social issues, Rashford said, “Just look at what we can do when we work together”. So what does Teamwork teach our students? It is part of a much larger holistic view of FCAC students. Teamwork shows the synergy of what individuals can achieve when they work together. It teaches our students how to manage conflict as well as celebrate success. Teams help individuals build character and develop an understanding of how to support others. We should encourage our students to be more like Marcus Rashford, a young man who clearly understands that teams can be impactful and do a lot of good both on the field and off.
“The strength of the team is each individual member. The strength of each member is the team”. Phil Jackson – Coach Chicago Bulls (1989 – 1998) and LA Lakers (1999 – 2011).
Learn about all of FCAC’s extra curricular activities by scanning the QR code. Page 21
Foundation Day 2022 Callum Trace
(College Captain 2014 Centauri) Callum Trace was the guest speaker at the 2022 Foundation Day Assembly. In his introduction to Callum, Mr Wright identified a moment in Year 8 when a steely determination was evident to his teachers that had not been there before. “I remember a conversation with Callum about that time. He had decided to join Air Force when he finished School. He needed good grades. He had a goal and a plan”. For the next few years, Callum was very focused, and in 2014, he was announced as College Captain. One of Callum’s passions at school was hockey. “Hockey taught me about teamwork and friendship,” he says. Mr Wright, who shared the hockey field with Callum, said, “you learn a lot about a person’s character on the sporting field. Callum showed a level of maturity and a level of character beyond his years.” The vision to join the Air Force had started long before Grade 8. Callum had aspirations of being a fighter pilot. Sadly this wasn’t too be, with a shoulder injury ruling him out. So instead, Callum was steered towards the Navy. As a Junior Officer, Callum enjoyed travelling all over the world.
What becomes apparent when you talk to Callum is he has a focused determination to achieve whatever he sets his mind to. This is matched by a dedicated work ethic. It is an enviable combination that allows him to achieve his goals and something instilled in him as a student at FCAC. Despite being driven to acheive, when asked what advice he would give his younger self he says, “slow down, take it easy, don’t worry so much. Trust that things work out”.
As part of his post-deployment training at ADFA, Callum took part in a course that took him to Kosciusko National Park. There, he discovered a love for the environment while studying land rehabilitation. He enrolled in an Environmental Science Degree at USC shortly after this trip. His new field of work was highly competitive, so to set himself apart, Callum volunteered to be part of research projects and applied for work placements. The hard work paid off, and soon Callum was working in Environmental Science.
To see Callum’s Foundation Day Speech scan the QR code. Page 23
Callum Trace was the guest speaker on Foundation Day 2022
