Grammar Gazette - Edition 1, 2023

Grammar Gazette Issue 25

On the Cover: Artwork by Narelle Urquhart, First Nations Cultural Engagement Coordinator, for the Lindisfarne Reconciliation Action Plan (RAP). Story on page 4.

Lindisfarne Anglican Grammar School

Phone: +617 5590 5099

Email: reception@lindisfarne.nsw.edu.au

Website: www.lindisfarne.nsw.edu.au

This paper is Pacesetter Laser Recycled made from elemental chlorine-free bleached pulp from sustainably managed sources. It is manufactured by an ISO 14001 certified mill and printed using 100% recycled soya-based ink.

3 Principal’s Note

Principal Stuart Marquardt’s welcome address.

4 Chaplaincy

The Reverend Constantine Osuchukwu officially launches Lindisfarne’s Reconciliation Action Plan (RAP) and honours our First Nations Peoples.

6 School Council

We profile our newest member of the Lindisfarne School Council.

8 ParentEd Program

At the beginning of 2023 we launched the ParentEd Program. We believe positive communication between school and home is crucial for successful outcomes for all students.

14 Germinate Records

A new music ensemble at Lindisfarne is inspiring our students and encouraging them to give back to the community.

16 Embracing Diversity

It is important to promote diversity and respect in our school and the wider community. That’s exactly what our students were doing as part of Harmony Week celebrations this year.

20 Junior School

We look at our Year 1 students and all they are discovering in the subject of Biological Sciences.

28 Community - Sustainablility

Meet Patrick Brabant, an alumnus from the class of 2020, who, upon graduating, was appointed as the School’s first Sustainability Assistant.

32 Round Square

Disovering the north. We hear from the students who travelled to Canada for the recent Round Square Conference.

38 Lindisfarne Netball

Lindisfarne’s netball program has long been a cornerstone of the School’s extra-curricular offerings. We dive into the new strategic plan process and see how it will improve the netball program for 2023.

40 Alumni

We look at past students that are excelling beyond the gates of Lindisfarne.

Foreword

As we look back on the first semester of 2023 at Lindisfarne Anglican Grammar School, it is with immense pride that I share the numerous accomplishments of our staff, students and community. Our unwavering commitment to striving for excellence in everything we do is evident through the various initiatives and achievements highlighted in this edition of the Grammar Gazette.

Asignificant milestone for our school is the opening of our new Early Learning Centre. The planning and development of this centre involved a comprehensive community consultation process, enabling all stakeholders, including staff and parents, to have their voices heard. This project, which began more than five years ago, is a testament to our commitment to providing the best possible educational experience for our students.

We also introduced our ParentEd Program at the beginning of this academic year. Recognising the critical role of effective communication and collaboration between home and school, this program aims to strengthen connections as we work in partnership with parents to address the individual and collective needs of each student.

Our exceptional staff members continue to make a significant impact at Lindisfarne. Lia Mason, our Food Services Manager, brings her passion for hospitality to create memorable events and dining experiences. Kane Bradford, a dedicated teacher, empowers each student to reach their full potential, and Patrick Brabant, with his passion for sustainability, is leaving a lasting impression on our school community.

The outstanding achievements of our students are also showcased in this report. The new music ensemble for Germinate Records, a collaboration between Lindisfarne music students, university-aged musicians, and experienced professionals, aims to create something truly special while giving back to the community. Furthermore, our Visual Arts Department has experienced increased elective numbers and exceptional results in the Higher School Certificate, highlighting our students’ expertise across various media.

Our Foundation Day Services, held in May, were momentous occasions, during which we introduced Lindisfarne’s Reconciliation Action Plan (RAP) and opened and blessed the Reconciliation Outdoor Chapel. The RAP, which was developed through a 12-month collaborative process involving students, staff, parents and local First Nations community members, aims to foster a culturally safe and inclusive environment for all members of the Lindisfarne community.

We also celebrated Harmony Week, which provided a valuable opportunity to teach our students about various customs, traditions and cultures while promoting community and belonging. By embracing diversity, we contribute to building a more tolerant and harmonious society.

Finally, we are thrilled to share the experiences of our students who attended the Round Square conference hosted by Ashbury College in Ottawa. Focused on the theme ‘Living the North,’ the conference provided the students with an opportunity to engage in service learning workshops and discussions on Arctic climate change from an Indigenous perspective, as well as experience Canadian culture and lifestyle.

As you read about these remarkable achievements and developments, I am confident you will see the commitment to excellence, innovation, and community engagement that embodies the spirit of Lindisfarne Anglican Grammar School.

Mr Stuart Marquardt Principal

Nations Peoples Honouring RAP

DURING OUR FOUNDATION DAY SERVICES IN MAY 2023, WE LAUNCHED OUR RECONCILIATION ACTION PLAN (RAP) AS WELL AS OPENED AND BLESSED THE RECONCILIATION OUTDOOR CHAPEL AS A PLACE OF STORY TELLING, CONNECTION, PRAYER AND ENCOUNTER.

The RAP Document was developed over a period of 12 months by the Working Group, comprising of students, staff, parents and local First Nations community members. Our RAP vision statement is; “Lindisfarne Anglican Grammar School strives to nurture a community that fosters culturally safe and inclusive relationships for Indigenous and Non-Indigenous students, staff and families. Through open, honest teachings and truth tellings, we aim to respect and learn deeply from the enduring connection First Nations people have to Country.”

Lindisfarne Anglican Grammar School acknowledges the Ngandowal and Minjungbal people of the Bundjalung Country, in particular the Goodjinburra, Tulgi-gin and Moorung-moobah clans, as being the Traditional Owners and Custodians of the land and water we sit upon, learn, play, live, pray and work.

As our school community reaches north of the Tweed Coast into southeast Queensland, we also acknowledge the Yugambeh language group of peoples.

Our family of parents, teachers, friends and students past, present and future is committed to developing our relationship with the wider Aboriginal and Torres Strait Islander community through our RAP.

We also acknowledge the invaluable contribution Aboriginal and Torres Strait Islander students, staff and parents make to our community.

At Lindisfarne, we intentionally teach and live the values of compassion, wisdom, and respect. In the spirit of reconciliation, our RAP aims to ensure the presence of First Nations peoples in all that we do.

Our philosophy of educating the whole child, which takes place both inside and outside the classroom, will now have at its heart a series of embedded strategic goals focussed on shaping a worldview of who we are, a world that will always include our First peoples.

In the Uluru Statement from the Heart, our First Australians said, “we leave base camp and start our trek across this vast country. We invite you to walk with us in a movement of the Australian people for a better future”.

With our RAP Document and the actions that will be implemented as a result of it, we take up this invitation from our First Nations peoples, and commit to creating a better future for all Australians, and an ongoing appreciation and understanding of Indigenous culture, art, history and lores.

The Reverend Constantine Osuchukwu, Mrs Judy McCue and Members of the RAP Working Group

Peoples First

Sandra

HAWKEN

Sandra Hawken, a retired education professional and lifelong resident of Tweed Valley, was appointed to Lindisfarne’s School Council in 2022.

Sandra has had a strong connection with the School for several decades, as her children attended Lindisfarne and she was a former staff member, serving as a teacher and later Head of Junior School at the Sunshine Avenue campus. Her passion for education and her qualifications in educational leadership and business make her a valuable asset to the School Council and her knowledge complements the expertise of the other Council members.

Agriculture and education have always been Sandra’s passions, and she has been fortunate enough to pursue both throughout her career. She began her professional journey as a teacher and worked her way up to leadership positions in various schools, including serving as the Principal of an Anglican boarding school. After retiring from education, she has continued to give back to her community in different capacities.

“Lindisfarne is a beacon of excellence in the field of education, with its outstanding programs and positive culture garnering recognition nationally and internationally”, Sandra said. The School Council, in close collaboration with Principal Stuart Marquardt and the leadership team, play a vital role in the School’s success by ensuring good governance in areas such as strategy, finance and risk management. The Council’s sound decision-making has been instrumental in the School’s growth and success and Sandra is honored to be a part of this visionary group.

Having grown up in the area and operated an agricultural property that has been in her family for over a century, Sandra has developed a deep connection to the local community and environment. She also has one of her grandchildren currently enrolled in the Preschool program at Lindisfarne.

“Lindisfarne Anglican Grammar School offers outstanding programs and promotes a positive culture”, she says. Sandra sees many opportunities for the School’s future growth and development, and she is excited to be a part of the team that will help make those possibilities a reality.

“Future opportunities for the School are many and varied but to me it will always be a beacon for others to follow. ‘Luceat Lux, Vestra’ - let your light shine. I remember the discussions that were had around the selection of this school motto and believe it was a fitting choice. Lindisfarne is a shining light in the world of education and encourages every student, staff member and family member to shine their light and make a difference in their own sphere of influence”.

BUILDING BRIDGES ParentEd

At the start of our 2023 school year we were excited to launch our ParentEd Program. We believe that effective communication and collaboration between home and school are crucial for the success of our students. With the ParentEd Program, we hope to strengthen these connections and work together to respond to the individual and collective needs of each student.

We are dedicated to creating a supportive and inclusive environment that allows everyone to grow and reach their full potential. We strongly believe that a holistic approach is essential to ensuring the wellbeing of our students, staff and the entire school community. As a result, we strive to create a safe, happy, connected, and cohesive learning environment for all.

Our shared goal of helping every child reach their highest potential can be achieved, through the collective efforts of staff, parents and students. We encourage parents to take an active role in their child’s educational journey and welcome feedback from them.

It has been great to see parents and carers embrace the ParentEd program so far and attend the workshops that have been offered like: 1-2-3 Magic and Emotion Coaching Parenting Workshops and An Evening with Dr Kaylene Henderson - Tackling Anxiety and Building Resilience. Through these workshops

and others we are confident that by working together, we can create a better future for our students.

Through our Wellbeing Framework we offer a ‘Positive Education’ approach, This program is designed to equip our students with the necessary skills to succeed in all aspects of their lives, not just academically. Our aim is to empower our students to lead happy and fulfilling lives by fostering strong relationships, emotional intelligence, and resilience.

With our holistic approach to education, we instill in our students an appreciation of the importance of physical health, mindfulness, and healthy lifestyle habits. By creating a positive learning environment and teaching skills that promote well-being, we believe that our students can be empowered to reach their goals and become motivated, competent, and successful individuals. We understand that these skills are essential for

creating a foundation in which students can thrive and reach their full potential.

We are proud of the success of our ParentEd Program to date and the positive impact it has had on our students, staff and school community. As we look to the future, we remain dedicated to fostering strong relationships between home and school, and empowering our students with the skills and knowledge they need to thrive.

We encourage all parents to support the ParentEd program and work with us to continue to create a supportive and enriching learning environment for our young people. Together, we can help our students achieve their full potential and empower them with the skills and knowledge they need to be successful, happy, and well-rounded individuals.

Charlotte Lush Deputy Principal

Kane Bradford

HEAD

PROFESSIONAL PRACTICE INNOVATION AND PARTNERSHIP

Discover

What inspired you to become a teacher?

Growing up, I was incredibly passionate about sport. I played football (AFL) and basketball at a fairly high level as a junior, but I soon realised that my true passion was in coaching. I have coached basketball at a very high level, working with teams in state and national competitions and coaching across the UQ Men’s program for a number of years. For me, sport is not just about winning or losing; it builds character. Coaching allowed me to help individuals and teams reach their full potential. It felt like a natural transition for me to move from coaching basketball to teaching. Teaching is all about helping people find their best, in all aspects of life.

What is your role within the school?

My role is basically about all things

Teaching and Learning. Officially, it’s ‘Head - Professional Practice, Innovation and Partnerships’. This gives me scope to work across our internal approaches for classroom practice and staff growth and development, but also to build and extend our external partnerships to the benefit of staff, students and the community. I’m really fortunate in that I get to work closely with our Directors

of Faculty, Stage Coordinators and other Middle Leaders to help drive a whole school academic approach.

In addition to this role, I maintain a teaching load. This is really important to me. I have always taught English, but in 2023 I’ve moved into teaching commerce and business studies. I’m missing the iterative and expressive processes involved in English (and Shakespeare a little) but am loving the connectedness of the business curriculum area and the real world applications for our students.

What are your qualifications?

I have a Bachelor of Arts (BA) (Majors in History and English), Bachelor of Education (BEd), a Masters of Business Administration (MBA) and am a Graduate of the Australian Institute of Company Directors (GAICD). I’m currently completing my PhD (very slowly), with a focus on the impacts of education policy on the work and lives of teachers and their practice. I may finish this sometime this decade.

What is your teaching philophosy?

To put it as succinctly as possible, I’ll borrow a tagline of my former school; “success for every student”. For me, teaching is about helping every individual find their best; to build character, to instil flexility and adaptability, to foster resilience and to surface and grow expertise. This means helping students to find what that will look like for each of them as individuals; no two paths are ever the same.

In your positon what do you find most rewarding?

There really is so much. Nothing compares to student feedback. Students are good at telling you if you’re doing a good job or not (often with non-verbal signals). I think what I missed most when not in schools was that consistency of feedback and the very tangible sense that you were helping and hopefully making a difference. When you work with students, you are acutely aware of the importance of the job and the impact you can have. I really do enjoy learning, innovating and trying new things. In this sense, teaching is the perfect job as no two days are ever the same and every student brings a unique perspective.

what motivates Kane Bradford to empower each student to succeed and unleash their full potential and gain inisghts into his teaching and mentoring philosophy.

Teaching is the perfect job as no two days are ever the same and every student brings a unique perspective.

Lia

Mason

FOOD SERVICES MANAGER

Lia Mason joined the Lindisfarne team at the start of 2022, displaying a passion for hospitality and creating memorable dining experiences. Lia’s love of food and attention to detail are evident in the exceptional meals and events she creates. Lia shares her insights on the art of hospitality and creating memorable dining experiences.

What is your role at Lindisfarne?

I am currently employed as the Food Services Manager for both the Junior and Senior Campuses. My responsibilities include overseeing a team of 13 individuals who manage the canteens that serve an average of 500 students each day. Additionally, I work closely with students and teachers in the Trades Skills Centre where I maintain the state-of-the-art commercial kitchen facilities, provide guidance to aspiring chefs, and coordinate daily classes. Lastly, I am in charge of all types of catering for the School, ranging from large-scale offsite events to intimate garden luncheons for students who have contributed to our composting efforts.

Tell us about your background prior to working at Lindisfarne?

While working as a waitress, I stumbled upon my passion for cooking by chance. One hectic shift, the Head Chef abruptly left, and without hesitation, I jumped in and started cooking. From that moment, I knew that cooking was my calling and decided to pursue it as a career instead of traveling or attending university. I figured I could always explore those options later if I lost interest in the culinary world, but 20 years later, I’m still here, loving every moment of it.

After working in the industry for five years, I partnered with two others and founded

the PLB group. We successfully launched and managed nine restaurants and three wedding venues, using our expertise to create unique and memorable dining experiences for our patrons.

What inspired you to become a chef and what inspires you now?

My passion for cooking and hospitality was inspired by the women in my family, including my mother, maternal grandmother and paternal grandmother. They instilled in me a love for gardening, cooking and creating a warm and welcoming atmosphere for anyone who entered our home. Even though we didn’t have much growing up, these women always offered a meal and a safe space to everyone, which sparked my love for hospitality.

Throughout my career as a cook, I have had the privilege of working alongside some of the industry’s most talented individuals, who taught me the importance of attention to detail, hard work and creative expression in the kitchen.

What I love most about cooking is the way it brings people together. Mealtime is a necessity, so why not make it an enjoyable experience? I find joy in creating dishes that make people feel happy and content and I see food as a way to connect, reflect and share with others. For me, cooking is my love

language and I am constantly inspired to create dishes that nourish both the body and the soul.

What advice would you give to students wanting to pursue a career in the hospitality industry?

Work hard and smart, stay curious, do your research and let yourself be inspired daily.

What are some of the highlights of working at Lindisfarne?

The best thing about Lindisfarne is the people! In my short time here, I have met some incredible colleagues and friends whom I know will be lifelong connections. It’s a privilege to work alongside such talented professionals who are at the top of their game in their respective fields.

Working with the students is also a joy. It’s amazing to see how they develop into confident, capable and responsible individuals over time. Watching them grow is the most rewarding part of my job.

The school’s sense of community, generosity and values align with my own and it’s a pleasure to give back to the community through my work here.

Lastly, having an active role in my children’s education journey is an added bonus and something I truly value.

Work hard and smart, stay curious do your research and let yourself be inspired daily.

THE POWER OF Music...

Music has the power to bring people together, to inspire, to heal, and to create joy. That is precisely what a new music ensemble at Lindisfarne is aiming for. This is no ordinary ensemble - it is a collaboration between senior Lindisfarne music students, university-aged musicians, and experienced professional musicians. The goal? To create something truly special that inspires those involved while giving back to the community.

The concept of the yet-to-be-named ensemble is simple, yet clever. Musicians of differing levels of experience working together to develop a repertoire of new music that is written and performed by ensemble members. This is an opportunity

for students to take their musical talents to a new level and grow as creative musicians. The musical standard is high, and with the help of university-aged and professional musicians, students are challenged to the limits of their abilities.

The idea of this ensemble is that students are expected to contribute creative ideas. These can be musical ideas, lyric ideas, or conceptual/production-based ideas. This provides an opportunity for students to explore their creativity and let their imaginations run wild. With the guidance of experienced professionals, the possibilities are endless.

During weekly rehearsals held in Term 1, students were presented with songs

and musical ideas that challenged their capabilities. The group not only met the challenge head-on, but shared their own songs and ideas to help create over twenty-five minutes of brand new music. The students performed this new music at the Germinate Records Live gig held at The Citadel in Murwillumbah. This debut gig provided valuable experience for our students while raising money for Tweed Palliative Support and Wedgetail Retreat.

The long-term goal of the ensemble is ambitious yet exciting. The plan is to establish a high-quality, professional ensemble that is based at Lindisfarne. The ensemble will travel both nationally and internationally, performing, recording, and offering workshops to those who do not

have access to the resources and expertise that we experience at Lindisfarne on a daily basis. This is an opportunity for students to use their gifts for the good of others, something that is very much in line with the core focus of the school recording studio.

The students are very fortunate to have some fantastic musicians on board to help guide them for this project, including:

Nicki Parrott - Double bass/Vocals

Recently returned from living in New York City, Nicki Parrott has worked at the highest level with some of the very best in the business including a long-running stint as the bassist in the Les Paul trio. Nicki is also a recording artist who is well-known around the world.

Dave Sanders - Drums/Percussion

Dave is an extremely accomplished musician who has worked in a variety of contexts with a wide range of artists including; Olivia Newton-John, Pete Murray, Margaret Urlich, Leonardo’s Bride, and Petula Clarke. Dave is also one of Australia’s leading drum educators.

Sam Sanders - Guitar/Multi-instrumentalist. Sam is an exceptional young musician who has very much hit the ground running after recently completing his HSC. His band Loose Content has built a strong local following and a growing national reputation.

Brett Canning - Bass/Production/Director

Brett Canning is an Australian musician, producer and APRA-Award nominated

songwriter. He has had the good fortune to perform and/or record with some of Australia’s most successful artists including Missy Higgins, The Audreys, Ross Wilson and Ian Moss.

This collaboration between students, university-aged musicians, and experienced professional musicians will create something truly special, and the longterm goal of establishing a high-quality, professional ensemble is exciting. This project is an opportunity for students to grow as creative musicians, explore their creativity, and use their talents for the good of others!

Brett Canning Recording Studio Producer/Manager

EMBRACING DIVERSITY

It is important to promote diversity, respect and inclusiveness in Australia. Harmoney Week is a time when people from different cultures come together to appreciate and celebrate each other’s differences. This event offers us an excellent opportunity to educate our students about different customs, traditions and cultures, promoting a sense of community and belonging for everyone.

This year students and staff immersed themselves in events, that included a multicultural food festival, a cultural performance, and art activities. Activities like these helps children gain a deeper understanding and appreciation of the diverse communities that make up Australia. We can engage our children in discussions about multiculturalism, encouraging them to ask questions and learn more about different cultures.

The Byron Taiko Drummers’ workshops at both campuses was an excellent way to promote and celebrate diversity and culture. Taiko is the Japanese word for ‘drum’, but it is also the art of Japanese drumming combining rhythm, movement, and spirit. The sound of the Taiko could be heard as part of everyday Japanese life for hundreds, perhaps thousands, of years. We thank Hiro and Mayu Akiba for attending our school and sharing their passion of Japanese culture and promoting cultural diversity. The students thoroughly enjoyed the lively beats, and the message behind the activity was simple yet powerful: “Taiko drums come in all different shapes and sizes, and make all different sounds, but when they play together, they make a beautiful harmony”.

The theme for Harmony Week 2023 was “everyone belongs,” highlighting the importance of inclusivity and acceptance for all. It is essential to recognise that while Harmony Week is a celebratory event, it also serves as a campaign against discrimination. Australia has a rich history of multiculturalism and Harmony Week is an opportunity to celebrate and promote acceptance and inclusivity.

By promoting a more harmonious and inclusive society, we can help children grow up with a greater appreciation for the richness and diversity of Australia’s cultural landscape.

The birth of the new Early Learning Centre was no accident; it was a product of planning and execution that started over half a decade ago. The planning involved a community consultation process that gave every stakeholder a voice, from the staff to the Parents and Friends Association.

Together with the architects, these stakeholders brainstormed ideas, debated concepts, and explored options that would ultimately shape the future of the new Early Learning Centre. From these intense sessions, the initial concept plans were born. The architects and the stakeholders had one goal in mind - to create a space that would provide a safe and stimulating learning environment for young children. And boy did they deliver!

The new building is not just any building; it is an embodiment of the hopes and dreams of an entire community. A place where young minds can grow and thrive, and where their potential is nurtured and celebrated. Every corner of the building is designed to facilitate learning through play, exploration,

and discovery. Age-appropriate materials and resources have been meticulously selected and provided to support children’s learning and development.

As you walk through the building, you can’t help but feel the warmth and love that has gone into every detail. From the colors of the walls to the arrangement of the furniture, everything has been carefully crafted to create a space that children would love and cherish.

The technological advancements in the building are breathtaking. The latest software, hardware, and multimedia resources are available to support children’s learning and engagement. The classrooms are equipped with interactive displays,

laptops, tablets, and other digital resources that enhance children’s learning experiences.

The new building has also had a tremendous impact on teacher morale and job satisfaction. The clean, safe, and well-equipped workplace has provided teachers with dedicated spaces for planning, preparation, and professional development. This has improved the quality of instruction and the effectiveness of teaching, creating a more collaborative and supportive environment.

It is more than just a building; it is a testament to the power of vision, innovation, and collaboration. This facility has created an environment that supports high-quality teaching and learning, improves teacher morale, and fosters community engagement

A VISION Realised

and support. Let us all celebrate this new beginning and the bright future that it promises.

Jo Hetherington Director of Early Learning

The Wonder of

SMALL THINGS

There’s something truly magical about the curiosity of children. It’s a special quality that fills them with a desire to explore, discover and investigate everything in the world around them. Their minds are full of boundless ideas and endless questions, and they are highly motivated to interact with and understand the environment they live in.

As students of Biological Sciences, our Year 1 students during Term 1 had the privilege of studying the incredible behaviour and exquisite appearance of creatures in the insect world. But it wasn’t just a matter of reading books or watching videos - they were able to experience this wondrous world firsthand.

Through carefully planned experiences, they held and observed living insects and witnessed the different stages of a butterfly’s life cycle. It was an opportunity to explore the fascinating world of insects and to welcome into their classrooms special individuals - an entomologist and a butterfly expert - who inspired and stimulated their curiosity. They answered their questions scientifically and encouraged that spark of wonder within them all.

In their presence, they could see the mystery, beauty and wonder of the insect world as they passionately shared their

knowledge and encouraged us to have a sense of pure awe at the world. They learned to think scientifically, to reason logically and solve problems, and to understand our role in caring for the world around them.

But it wasn’t just about learning scientific concepts. The Year 1 students also learned about respect - appreciating that even the smallest creatures of our world are complex and have an important role in the world’s ecosystems. They witnessed the passion of the presenters and the love and care they showed towards the insect world, even keeping them as pets.

As a special treat, they were entrusted with a mealworm to look after through its life stages into a beetle. It was an incredible responsibility, and it taught them about the importance of caring for other living beings and the wonder of witnessing the transformation of life.

Through our study of insects, they gained valuable knowledge on the incredible diversity of life and the importance of preserving it. They learned that every creature, no matter how small, has a vital role to play in the world’s natural systems.

Overall, the study of insects was an emotional and enlightening experience for the Year 1 students, one that left them with a deep appreciation for the incredible diversity of life on our planet. They are grateful for the opportunity to have learned about the critical role of insects and to have gained a deeper understanding of their place in the world.

Linda Terry Year 1 Teacher

DiscoverEd Program ReWilding

The foundation of our Middle School environment is rooted in the Anglican ethos and a deep sense of care and connection between teachers and students. Our academic program is designed to be engaging, rigorous, and diverse, preparing our students to become competent and selfreliant problem-solvers in the 21st century.

Our DiscoverEd program is a holistic initiative that aims to develop character, competencies, and life skills in our students. Through a project-based learning approach, our students are encouraged to engage in an extended inquiry process that tackles complex questions, problems, or challenges facing our community. The program is aligned with the six Round Square ideals and emphasises a service-based approach that allows our students to use their gifts for the benefit of others in the wider community.

As a Round Square member school, we have the opportunity to collaborate with like minded schools in 50 countries worldwide, allowing our students to make an impact on the local, national, and global community.

Through the DiscoverEd program, our students have the opportunity to explore their personal interests and strengths while aligning with the Round Square ideals of Internationalism, Democracy, Environmentalism, Adventure, Leadership, and Service.

We are proud to offer a wide range of projects as part of our DiscoverEd program, designed to develop character, life skills and competencies in our Middle School students.

Some of our projects include: Project Be Kind, Walk in Your Shoes, Bee Friend Your Garden - Designing a Better World for the Pollinators, ReWilding (pictured), Robotics TV Training, Project Empathy, Arts of the World, and No Waste Meal Project. Each project is designed to encourage our students to explore, create and take action in a meaningful way, making a positive impact on their community and the wider world.

Catherine Cox Head of Middle School

At Lindisfarne, we are dedicated to creating a Middle School environment that fosters the growth of responsible and compassionate citizens, equipped to thrive in an increasingly interconnected world. Our Middle School students are not simply passive learners; rather, they are empowered to explore, create, and make decisions, taking accountability for their own growth and learning.

Creativity AT IT’S FINEST

Visual Arts Work by Year 12 Student Annie Hammond

The Visual Arts Department at Lindisfarne has seen much growth in its elective numbers and success in the Higher School Certificate throughout 2022 and into 2023. The HSC class of 2022 achieved exceptional results across all components of the Visual Arts course. Students demonstrated their expertise in a variety of different media including; painting, drawing, ceramics, sculpture, digital, and mixed media. The class of 12 students was led by highly experienced HSC teacher, Belinda Hope.

Popular themes featured in the 2022 cohort for the Body of Work included; personal health stories, imaginative recollections of childhood, psychological conditions, studies into great western movies, exploration of site and personal interest topics. The completed artworks incorporated multiple artistic media, each of which was refined and resolved to a professional standard. Many of our students submitted under the expressive form Collection of Works, these artworks incorporated significant painting, sculptural, 3D printing and digital components, working together to form resolved Bodies of Work, some of which comprised more than 20 pieces of art.

The Major Works Showcase held in November received excellent attendance from the school community and many parents and visitors commented on the extraordinary work and effort our students had put into creating their Bodies of Work. It was an exciting time for the students to celebrate their hard work, some spending more than 300 hours on producing their artworks.

Some other notable achievements included four of our 2022 HSC students were nominated for ARTEXPRESS. Olivia Carroll was formally selected for ARTEXPRESS and her work was exhibited at the Hazelhurst Gallery in Sydney with other outstanding HSC Visual Arts students from 2022. Cate Roberts, Chloe Guye and Elise Noakes are also to be commended on their impressive results and ARTEXPRESS nominations.

The art rooms are always a hive of activity at lunchtimes and we often see students from all year levels working in conjunction with each other in the classrooms and creating artwork together. We welcome anyone who is interested in dabbling in Visual Arts to come down and speak to one of our friendly staff to learn more about what we offer in Visual Arts.

Jane Brennan Director of Visual Arts

Explorin

Year 12 Visual Arts Student Tiana Thomas and Visual Arts Teacher Ms Belinda Hope

Exploring

Year 12 HSC Visual Arts Work by Chloe Guye

Year 12 HSC Visual Arts Work by Elise Noakes

Student Tiana Thomas

Pictured above (L-R): Patrick in Hawaii with members of Sea Cleaners, cleaning up the beaches as part of the competition he won.

Sustainability LEADING

Meet Patrick Brabant, an ex-Lindisfarne student who started at the School in 2017 as a Year 9 student. During Year 12 he was appointed as the School’s first Sustainability Prefect. Just before he graduated Principal Stuart Marquardt offered him a position at Lindisfarne as the School’s part time Sustainability Assistant, which he eagerly accepted.

With a passion for sustainability, his role involves implementing and managing various projects that help the School become more sustainable. This includes working closely with key staff members, as well as educating and engaging students in sustainable practices. Join us as we learn more about Patrick’s journey and the impact he is making at Lindisfarne.

Patrick has helped to implement several sustainability projects aimed at reducing waste, conserving resources, and protecting the environment. These projects have not only helped to make the School more sustainable but have also served as an educational tool to teach students about environmental stewardship.

One of the school’s most significant achievements that Patrick has been a part of is the recycling hub, which has recycled over 75,000 items. The recycling hub is a central location for students and staff to drop off recyclable materials such as paper, plastic, and glass. The materials are then collected by a local recycling company, processed, and turned into new products. By recycling, the school is reducing the amount of waste sent to landfill, conserving resources, and reducing greenhouse gas emissions.

Another successful project is the composting initiative, which has composted over 7.6 tonnes of food waste with the use of Subpods. Patrick explains “Subpods are an innovative composting system that uses

worms to break down food waste into nutrient-rich soil. By composting food waste, the School is diverting it from landfill and using it to enrich the soil in the School’s garden beds. This not only reduces waste but also provides an opportunity for students to learn about the benefits of composting and how it contributes to a more sustainable environment”.

The return and earn recycling work is another project that Patrick has helped to reduce waste and raise funds for the School. Thousands of bottles, cans, and drink cartons are collected and returned to recycling centres, generating funds that are used to support school programs.

Finally the bush regeneration work in the Mahers Lane rainforest is another example of the School’s commitment to sustainability. “Invasive weeds are removed, and native trees are planted to restore the ecosystem and protect native plants and animals. 210 species have been identified at the Mahers Lane rainforest. Students have the opportunity to participate in the bush regeneration work through the DiscoverEd program, which teaches them about environmental stewardship and practical ways to help the local environment”. says Patrick

In 2022 Patrick won a trip to Hawaii by entering a competition with Hawaii Tourism and Sea Cleaners. Sea Cleaners is an organisation in New Zealand who do a lot

of ocean clean up work and education in schools around the issues with plastic pollution. Patrick had to submit an idea that would help to regenerate the ocean. There were only two winners across Australia and New Zealand, so winning was a huge accomplishment for Patrick.

He travelled to the Hawaiian Island of O’ahu for one week, where the goal was to leave the island better than when he came. On the trip the group conducted multiple beach clean ups, went to local schools to talk about the work they were doing and how they could help make a difference. This was certainly a once in a lifetime opportunity for Patrick and one he is very grateful for.

The work Patrick undertakes at Lindisfarne and his commitment to the sustainability projects is nothing short of commendable. These initiatives have not only made the school more sustainable but have also provided educational opportunities for students to learn about environmental stewardship. By implementing these projects, the school is creating a better future for its students and the planet.

A LOCAL

Hero

In an incident that occurred during the Christmas of 2020, Tate Dee and his dad Grant, displayed exceptional bravery and life-saving skills. tate was recognised earlier this year for his bravery.

The duo were swimming at a friend’s pool when they noticed a little boy lying unconscious in the water. Without wasting a second, Tate sprang into action, pulled the boy out of the water and called for help. “It felt like years from when I saw him to when I reacted. Everything slowed down, and a million thoughts flooded my mind”, recalls Tate. His dad arrived and together they performed CPR on the boy until the ambulance arrived. Thanks to their quick action and CPR skills, the little boy survived.

Tate’s actions during the incident were truly heroic and it’s no surprise that he was invited to The Government House to receive his award of commendation from Royal Lifesaving, presented by Her Excellency

Margaret Beazley, the Governor of New South Wales. “I was a little nervous meeting someone of such high power, but I kept my cool and received my award. I was proud of myself, and in awe of how beautiful Government house was”, he says. To be recognised by an organisation as prestigious as Royal Lifesaving is a great honour and a testament to Tate’s bravery and quick thinking in a crisis situation.

It is a clear indication of the level of recognition and admiration that Tate has garnered for his actions. It’s an achievement that should be celebrated not just by Tate and his family, but by the entire community as well.

Whilst at Government House, he also had an amazing opportunity to perform a piece on the vintage piano in front of Her Excellency, Margaret Beazley. He played ‘The Way It Is’ by Bruce Hornsby and received high praise for his performance from Her Excellency. Tate was also the youngest person to be given an award on that day, making him stand out among all other adult recipients. “It was a really cool experience and interesting to hear all the other recipients’ stories”, Tate recalls. It was certainly a thrilling moment for him and one he will never forget.

The incident shows how important it is to know CPR and how it can save lives in emergency situations. Tate Dee’s quick action and CPR skills proved to be life-saving for the little boy at the Christmas party. Tate’s advise to others in a similar situation, “Stay calm and assess the situation. Don’t let panic fuel your actions. Communicate effectively with those around you and react quickly”. It’s important for everyone to learn CPR, as it can mean the difference between life and death. CPR classes are available at various community centres and hospitals.

We hope that Tate’s actions will inspire others and to be prepared to act in emergency situations. It’s important to remember that anyone can be a hero and that sometimes the smallest actions can make the biggest difference. Tate’s bravery and quick thinking undoubtedly saved a life and he should be proud of his achievement and the positive impact he has had on his community.

Cathy Myers Head of Stehpen House

Pictured: Tate Dee receiving his award of commendation from Her Exellency, Margaret Beazley at The Government House.

Community Round Square

DISCOVERING THE NORTH

Eight senior students recently had an exciting experience at the Round Square conference hosted by Ashbury College, Ottawa. The conference’s theme was ‘Living the North,’ and the students immersed themselves in service learning workshops and discussion groups focusing on climate change in the Arctic from an Indigenous perspective. They also had the privilege of listening to various speakers talking about what ‘Living the North’ meant to them. The conference provided the students with an opportunity to stay with Canadian families and experience the country’s culture and lifestyle. Keep reading to hear from the students themselves on the trip of a lifetime!

Ava

- Homestay

During the Round Square conference, I had the honour of being hosted by the Duthie family, who graciously welcomed me to Canada. During my stay, I had the pleasure of getting to know Nerisa and her family. Nerisa and her mother showed me the ropes of living in Canada and all the exciting things to do in Ottawa, like understanding the intricacies of Ice Hockey and the famous players.

I gained two unique perspectives on Canadian life, one from Ottawa and the other from Montreal, which gave me a deeper understanding of the country and the lifestyles of the locals. I even attended my first live sporting event in Canada! I visited the National Gallery of Canada, where I saw some amazing pieces of artwork, and had many interesting conversations about our passions during car rides.

It felt like a four-day sleepover with some of the best people I have ever met. As the trip was coming to an end, I felt that I had bonded with them on a personal level. Before leaving for Australia, I intentionally left a coat behind so that I could one day return and visit the friends I had made during my time in Canada.

Ilyana

- Activities

Ashbury College organised a winter carnival on its campus, which gave delegates the chance to engage in various games and activities, such as sledding, ball games, and enjoying maple-flavored lollipops. One of the most notable activities was dog sledding, which allowed delegates to experience the traditional way of traveling across the harsh Canadian winter, which has been used by the Inuit people for thousands of years.

This event not only allowed us to immerse ourselves in the snowy environment and experience the way of living in the North, but it also provided us with the chance to try traditional Canadian food and drinks that are not easily available in Australia, such as poutine, fries and cheese curds smothered in a savory brown gravy, and Canada Dry.

Participating in the winter carnival was a fun and memorable experience, but it also allowed delegates to build new friendships and strengthen existing ones.

Hannah

and Alex - Activities

We had the privilege of visiting the Fairmont Le Château Montebello, which is the largest log cabin in the world. This beautiful Château is situated halfway between Montreal and

Ottawa, and it provided us with an authentic Canadian experience. Our baraza leaders had planned a number of group activities for us, and one of them was skits that were created by each group. Each group’s performance included songs, dances, and short scenes.

We were able to interact and bond with delegates from other schools and baraza groups. It was one of the most beneficial parts of the entire experience. We explored the grounds and even engaged in intense snowball fights with the delegates from Geralton, WA! During our stay at the Château, we also had the opportunity to hear from an Indigenous speaker who shared with us his stories and those of his ancestors. He shared with us his interpretations of animal sounds and encouraged us to give them a try. Afterward, we gathered around a massive bonfire, toasted marshmallows, and mingled with our fellow delegates under the lit-up archway.

Overall, this experience provided us with great insight into the Canadian lifestyle, the climate in the north, and further knowledge of Canada’s Indigenous peoples.

Addison - Service Learning

We participated in service activities during an afternoon dedicated to the Round Square ideals of Service and Leadership. These activities provided opportunities for international students at the conference to give back to the community. The activities offered were varied, including beading, dream catcher creation, candle making, making meals for the homeless, riverkeeping, and working with the community food bank. Personally, I chose to work at the community food bank.

Our task was to make recycled paper that would be sold at local farmers markets to raise funds for the program. This unique paper was made from recycled shredded paper, seeds, and natural dyes, such as beetroot juice. While working together, we shared laughs, bonded with each other, and learned about the different ways the food bank volunteers raised funds and awareness for their program.

Witnessing the volunteers’ creativity and kindness towards their community was truly inspiring. This service afternoon allowed all of us delegates to learn more about Ottawa’s community and inspired us to bring these acts of service back home to Australia.

Zia - Speakers and Workshops

At Ashbury, we were also fortunate enough to engage with some incredible speakers, all sharing their perspectives on the Arctic and Indigenous perspectives regarding climate change. The first speaker was a Nobel Peace Prize nominee, focused on spreading the word of the environment, economy, foreign policy and other issues being not separate concerns, but parts of a deeply interconnected whole. Embedded into her presentation were Indigenous practices, such as their acknowledgement to country, which involves burning seal blubber, and traditional dances and throat singing performed by their local Indigenous youth group. Seeing the distinction between our two Indigenous cultures, as well as their inherent similarities was a mind opening experience I think every one of us will not forget.

We also had a panel discussion about the urgency of taking action against climate change, highlighting the issues that the Arctic regions are currently facing, which will affect countries worldwide in the future. The panel consisted of diverse people such as President Natan Obed, the national spokesperson for Inuit in Canada, and Kaya Hipfner, a Year 9 student from Ashbury who comes from the Arctic. Canadian explorer

The conference provided us with a deeper understanding of the country, the lifestyles and how the locals live.

Adam Shoalts, who goes on solo wilderness expeditions in the Arctic, also spoke to us.

The final speaker was Waneek Horn-Miller, an Indigenous Olympian, who shared her deep insights into the challenges faced by young Indigenous people and Indigenous Olympians. As Australian representatives, we were surprised to learn about the similarities between the treatment of their Indigenous populations and our own, despite being on opposite sides of the world. These perspectives left a lasting impact on all the delegates and inspired us to work towards positive change.

Talia - Wrap Up

The Round Square Conference hosted by Ashbury College in Ottawa, Canada was an unforgettable and thrilling experience for all of us. We got to experience ‘Living the North,’ stay with Canadian families, participate in winter carnival activities, and engage with incredible speakers. The conference provided us with a deeper understanding of the country, the lifestyles and how the locals live. It was an opportunity to leave our comfort zones and learn about new cultures, which is essential in today’s globalised world.

EXCHANGE PROGRAM Life at Cobham

On14 February 2023, my exchange program began, marking the first time I had to leave my parents for an extended period. I won’t deny that I was in tears as I took the yellow departure escalator at Brisbane International Airport, feeling overwhelmed with excitement and nervousness. I flew to Singapore with a layover at an inconvenient hour of the night before continuing to London’s Heathrow Airport.

Luckily, my uncle picked me up from the airport and allowed me to adjust to London time while staying with him, my aunt, and my two cousins. On Sunday, my aunt drove me to the beautiful countryside of South East London near Kent, where I arrived at Cobham Hall around 5.00pm on 31 February. The dorm mistress greeted me and gave me a tour of the dorm facilities. I was introduced to boarding routines and assigned a room, along with a recently dry-cleaned and pressed uniform to start school the next day.

Cobham Hall is a beautiful and historic school that reminded me of Hogwarts, as the original Ashes game was played there, and the ashes were made by the original owner’s wife in the library. The School is steeped in

history, making my stay there incredible. The interiors rivalled those of a palace, and it was amazing to attend school in such a piece of history.

Meeting new people, being introduced to a new culture and a new way of schooling, was enriching. With just 30 students per year and an average of seven students per class, I was able to get to know all my peers in a short amount of time. I made some incredible friends from all over the world, with lasting friendships from Germany, Ukraine, China, and Thailand.

The access to teachers was fantastic, with individual help available at any moment of the day. I built strong relationships with all my teachers, something I valued greatly. With such small classes, it was easy to get to know them well. Many teachers even lived onsite in some of the historical accommodations.

My day started at 7.00am when my door was knocked on by the house mistress. Breakfast was at 7.45am, with waffles, pancakes, toast, and cereal on offer. I then headed to my classes, followed by lunch and then final classes. Dinner was at 5.45am, and then I had to head to the common room to study

and do homework from 6.30 to 8.00pm. The curriculum was full, with Physics, Biology, and Chemistry all introduced in the same term.

Although my days were long, the experience was worth it. I met and engaged with people and groups I never thought I would have the opportunity to.

On weekends, I had the chance to go to the Blue Water shopping center and go on trips out of the school, including a beautiful day trip to Canterbury. One weekend, my boarding house held a bake-off, and on another, we went to see & Juliet in central London, experiencing live theatre at its finest. Boarding at Cobham was never boring.

This exchange was truly life-changing, and I would go back to Cobham tomorrow if I had the chance. I encourage any student to take advantage of this international opportunity as the world is not as big as it seems, and being based in Australia can create a sense of distance from the rest of the world. I am better for this incredibly life-changing experience.

Mia Scott Year 10 Student

Community

Lindisfarne Netball Program

EMBRACING CHANGE AND AIMING HIGH

Lindisfarne Anglican Grammar School’s netball program has long been a cornerstone of the school’s extracurricular offerings. With opportunities spanning recreational, school and inter-school competitions, the program is designed to cater to various forms of participation, from high-performance athletes to students who enjoy the sport on a more social level.

Recently, the school conducted a strategic review of the netball program with the intention to refine and improve it for 2023. Spearheaded by Ms Danielle Watters, Strategic Director of Netball, Ms Suzanne Evans, Head Coach and external consultant Mr Mike McLaughlin (McLaughlin Sports Consultancy), the review involved gathering feedback from all participants and the wider school community, initially through an anonymous survey. The survey aimed to identify the elements of the program to ‘Stop, Start or Keep’ in order to create a more effective and rewarding experience for our

Following the survey, Mr McLaughlin led a strategic planning day at the Boathouse at Casuarina with key members of our school community. The passion for this sport and its continued growth was evident in the room as

The review led to significant changes in the program’s operations and the development of the new ‘Netball at Lindisfarne Strategic Plan’. Ms Watters now leads the program’s future, while Mrs Evans, who has been a dedicated Head Coach in the former Centre of Excellence structure, has seen her role expanded in 2023 to allow for more time to enhance students’ netball skills and provide

The outcomes of the strategic review, including a renewed Vision and Mission and a draft Strategic Intent, were shared with the community at the Netball Support Group AGM held in January. The Strategic Intent provides a blueprint for how all elements of the school’s netball community can work together as one team to drive an enhanced culture, capability, relevance and sustained success of the program. This ambitious plan aims to make Lindisfarne’s netball program the program of choice for student netballers across the Southern Gold Coast, Tweed and

program’s future. The priorities include increasing participation across all levels, raising the program’s profile and enhancing performance. The enablers, such as strategic alignment, operational systems, communication, partnerships, and people and culture, will help the program achieve its purpose and align with the school’s values of compassion, wisdom and respect.

As Lindisfarne Netball entered 2023, the strategic review has set the stage for a stronger and more cohesive program that caters to all forms of participation. The community’s dedication to continually improving and ensuring the best possible experience for students, staff and volunteers is commendable. With a clear vision and commitment to excellence, Lindisfarne Netball is poised to become a leading program in the region and nation.

Kane Bradford Head - Professional Practice, Innovation and Partnerships

The ‘Netball at Lindisfarne Strategic Plan’ has identified three strategic priority areas and several enablers to guide the

THE SECRET TO

Academic Success

Meet Alumnus Josh Mammen, class of 2020, who now calls Columbus, Ohio, USA his home. Josh is a young and energetic individual who has lived a diverse life so far. Originally from India, he migrated to Australia at the tender age of five and has since been exposed to different cultures and lifestyles.

Education has always been an essential aspect of his life, and he has studied in many schools. He graduated from Lindisfarne in the year 2020. “Lindisfarne’s staff was very dedicated to ensuring students had the best opportunity to learn, and the teachers were hardworking and always willing to help students. I am grateful for my year 12 teachers, especially Mrs Noelene Wright, Mr Richard Gazal, Mrs Allison Sands and Mrs Kylie Rossington, who were relentless in their efforts to help me achieve academic success”. he says.

Josh achieved the remarkable feat of earning the highest ATAR score in the entire Lindisfarne cohort of 2020 with an impressive score of 96.25. His educational background is in actuarial science, mathematics and economics, reflecting his passion for problem-solving and analytical thinking.

When explaining what it takes to focus and be at the top of your game he says, “I studied with a strong focus on study techniques, such as working hard, keeping up to date with all subjects on a weekly basis, using resources like Atomi and Edrolo for notes, doing lots of past exams timed and studying during semester/term breaks. These techniques have helped me strive for academic success while at Lindisfarne and Bond”.

Currently, Josh is in Columbus, Ohio, representing Otterbein University on the tennis team while completing his MBA. He is a determined athlete and a hard-working student who values academic and athletic excellence equally. Despite being away from home, he has adapted to his new surroundings and has made Columbus his home away from home.

In addition to his academic pursuits, tennis has been a significant part of his life. He began learning to play tennis at the age of 10 and started playing competitively at the age of 12. Some of his biggest achievements in tennis include making the NSW State Finals four times, representing North East NSW at QLD State Teams and winning several local tournaments. He was also named Player of the Week in the Ohio Athletic Conference (OAC) twice, helping Otterbein University register win against rivals such as the College of Wooster and Ohio Northern University.

“Despite my love for tennis, my academic priorities have taken precedence in the past three years. However, my experience of playing tennis for Otterbein has been the most enjoyable one yet. I have made great friends with my team mates and the support we get from one another is incredible. Living in the US has also been a great experience that has taught me independence and other life skills”.

His current career aspirations involve pursuing an Actuarial Science Honours degree back in Australia at Bond University, becoming a certified actuary and ultimately, a fellow of the Actuaries Institute of Australia.

When asked what motivates him to achieve success he states, “My motivation to achieve success comes from enjoying what I do, both academically and with tennis. I am no longer focused on quantitative measures like tennis rating/ranking or exam marks, but rather, I measure success by enjoying what I do and working hard towards my goals. Since I am doing things which I enjoy, it motivates me to work hard which is the pillar of my success”.

Josh’s story is a testament to the power of hard work and dedication. By setting goals and pursuing them with passion and perseverance, Josh has achieved success both academically and on the tennis court. His achievements demonstrate that with the right mindset, it is possible to balance one’s passions and academic pursuits and achieve success in both. His story reminds us that it is important to work hard and strive for excellence in whatever we do, while also enjoying the journey and doing what we love.

Pictured: Josh Mammen and Professor Terry O’Neill - the Executive Dean of Bond Business School. Joshua receiving a sponsored subject award for Survival Analysis.

Pictured: Josh playing in a tennis competition in Columbus, Ohio, USA.

KEANE FLETCHER

Keane Fletcher, an accomplished performer who has entertained audiences all over the world, recently spoke with us about his career.

As a member of the class of 2003 at Lindisfarne, Keane credits Lindisfarne’s performing arts program with helping him get his start. “My main draw to the School was the performing arts program. There were some great teachers doing some great work,” Keane shared.

When asked about influential teachers, Keane mentioned Ms Tracey Kriz, who directed all of the school’s musicals. “She really helped me get a good start,” Keane said. He went on to talk about his early experiences performing in school musicals, including his role as the lead character’s son in The King and I. “For me, that was my first musical, which gave me a little taste for that. And then we did Oklahoma, I played Will Parker, we did Carousel, and I played the lead in that,” Keane recounted. He also mentioned that prior to these musicals, he had mainly participated in speech and drama and in the debating team.

Keane’s passion for performing led him to pursue extracurricular activities outside of school, including some pro-am work on the Gold Coast. He also auditioned for the Queensland Conservatorium and the Western Australian Academy of Performing Arts (WAAPA), where he eventually studied for three years. “It was full-on training, and then as soon as you graduate, you kind of launched into the industry, so it was kind of good to get that concentrated education for three years before anything really started,” Keane shared.

After graduating from WAAPA, Keane landed a role in a touring musical, which served as a “baptism by fire” into the industry. He spent the next two years working in musicals before auditioning for The Ten Tenors in 2009. Keane toured with The Ten Tenors for ten years, performing all over the world. “My first actual performance was in Norway. And then we spent the bulk of our touring life either in Europe, mostly Germany and Scandinavia, or we did a lot in the United States,” Keane said.

Despite the success he experienced with The Ten Tenors, Keane decided to take a break from touring when the COVID-19 pandemic hit. “That kind of intensity of touring, I needed to have a little break from that,” Keane explained. He also mentioned that the pandemic greatly impacted his industry, which relies heavily on travel and large audiences.

Reflecting on his career so far, Keane cited the camaraderie he experienced with his fellow performers and the fantastic audiences he encountered as highlights. “It was the travelling all over the world, combined with the camaraderie of your fellow performers and the fantastic audiences that really stick out as the highlights,” Keane said.

Overall, Keane’s career serves as an inspiration to young performers who dream of making it big. By taking advantage of the opportunities available to him, both in and outside of school, Keane was able to build a successful career doing what he loves. He hopes others will follow him.

“I know the culture around performing arts in schools has changed a lot since I was in high school. It was a bit niche thing when I was doing it. There was only a small group of us. I encourage everyone to try it out, to see if you like it. A school is a safe environment to test the waters for performance, it will allow you to explore and see if it is for you. It will help you to be certain if this is a possible career for you beyond school.”

We will continue to follow Keane’s career with great interest and look forward to having him visit the next group of performers who take to the stage at Lindisfarne when he is next in our part of the world.

As we head towards the second half of the year, we look forward to hosting some great events including; showcases, transition services and sporting events as well as celebrating our graduating class of Year 12 students.