Gazette Grammar
Grammar Gazette Issue 26
On the Cover: Mamma Mia! The Musical. Story on page 6.
Lindisfarne Anglican Grammar School
Phone: +617 5590 5099
Email: community@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 reflects on the year to date.
We introduce our newest member, Michael Carr, and explore his recent appointment to the Lindisfarne School Council.
We explore the spiritual journey of our Chaplain, from his early years to his current role at Lindisfarne, nurturing faith and unity in challenging times.
The Senior School Stage Band on tour! We hear from one of the band members and their experiences whilst in New York.
This year, the Junior School is at the beginning of an exciting adventure as they embark on the Round Square journey and launch the brand new Heroes of Discovery Program.
16 Middle School 22 Senior School
We recognise the recent achievements of some Year 8 Ad Astra students at the HICES Sustainablilty Expo in Sydney.
Unveiling the next part of the Lindisfarne Master Plan, the new Senior Centre. Set to open its doors in 2025.
27 Community
Featuring some students from the 2023 Year 12 cohort. We celebrate their HSC results and see what life is like beyond the gates of Lindisfarne.
28 Community
Rise of the Machines. How AI is taking over the world and what our School is doing to stay ahead of the game.
32 Alumni
We chat to Alumni Jayden O’Rourke from the class of 2021 about his American football adventure and chasing his dream.
35 Upcoming Events
Your guide to all the upcoming events for Terms 3 and 4.
Foreword
The first part of this year at Lindisfarne has been nothing short of extraordinary. It has been marked by events and milestones that have enriched our school and nurtured our students’ talents and aspirations.
One of the highlights in Term 1 was the production of Mamma Mia! The Musical. Our students’ passion, dedication, and talent shone brightly on stage, captivating audiences and setting a new benchmark for our performing arts program.
At the end of last year, our Senior Stage Band students took an unforgettable journey to New York. This trip not only broadened their horizons but also immersed them in a world of artistic excellence and cultural diversity, fostering their growth as global citizens and artists.
We were honoured to welcome Rico Gear to our staff, bringing his wealth of experience to our Rugby Program. His presence underscores the value we place on having exemplary coaches and mentors at Lindisfarne, who not only guide our students in their sporting endeavours but also instill in them the virtues of teamwork, discipline, and perseverance.
The commencement of the new Senior Centre marks a significant milestone in our journey towards providing state-of-the-art facilities that cater to our students’ evolving educational needs. The introduction of the Agriculture Program, led by teacher Tracy Foyster, also reflects our commitment to innovative learning and preparing our students for a sustainable future.
Our Junior School witnessed the upgrade of the Parents and Friends Association funded outdoor kitchen and the Heroes of Discovery Program, both initiatives aimed at fostering practical learning and curiosity among our young learners. Such endeavours highlight our holistic approach to education, blending academic rigour with experiential learning.
This year, we also welcomed Michael Carr as a new member of our School Council, whose insights and contributions are a welcomed addition. Furthermore, the exploration of AI and its implications for our school has opened new avenues for integrating technology into our curriculum, preparing our students for a contemporary future.
Lastly, we celebrate our students’ achievements - from their 2023 HSC results and beyond to some remarkable sporting successes. These accomplishments are a testament to the hard work of our students, their resilience, the commitment of our staff, and the supportive environment Lindisfarne nurtures.
As we look back on these highlights, let us also look forward with anticipation to the year ahead. The stories captured in this Gazette are but chapters of a larger story of aspiration, discovery, and achievement. Together, let us continue to build on our shared success, inspired by our past and motivated by the promise of an even brighter future.
Warmest regards,
Stuart Marquardt Principal
School Council
MICHAEL CARR
The latest member of the Lindisfarne School Council has a rich background in education and a passionate commitment to student success. Michael brings fresh perspectives and innovative ideas to Lindisfarne. Join us as we delve into his journey, insights, and aspirations, and extend a warm welcome to a figure set to make an impact on our school’s future.
Asignificant addition to the School Council, we are thrilled to introduce Michael Carr, who joined the Council recently, bringing a wealth of experience and a deep commitment to the educational sector. Michael’s journey to Lindisfarne is rooted in his profound connection with the educational community through his role at the Association of Independent Schools (AIS) of New South Wales. Reflecting on his decision to join our community, Michael shares, “Principal Stuart Marquardt approached me to see if I was interested in contributing to the governance of Lindisfarne. I was honoured and excited by the opportunity.”
Despite his recent appointment, Michael is already keenly observing the School’s initiatives and programs. “It is early days in my tenure, but I can’t help but be impressed by the community’s commitment to the wellbeing and development of its students,” he remarks, highlighting his admiration for Lindisfarne’s vibrant community.
Michael’s story is one of lifelong dedication to education. He started out teaching in 1975 as a Mathematics and Religion teacher then moving to the AIS in 1999. Three years ago he moved to the Northern Rivers from Sydney. He explains, “I’ve lived all of my life in Sydney until moving to the Northern Rivers for a lifestyle change and the opportunity to work with the Association of Independent Schools of New South Wales.”
His career has spanned various pivotal roles, from teaching to administration, imbuing him with a rich perspective on education’s ever-changing environment. On the role of the School Council, Michael believes it is “integral in ensuring Lindisfarne continues to provide an environment where learning is cherished and where students are prepared for the challenges of the future.” This belief underscores his view of the Council as a critical driver of the School’s success and student achievement.
Describing Lindisfarne as an educational institution, Michael cautiously yet optimistically notes, “I don’t know Lindisfarne as intimately as I need to yet, but I’m looking forward to being part of its journey and contributing to its story.” His vision for Lindisfarne’s future is both ambitious and grounded in the School’s current successes. “It’s likely that Lindisfarne will be a school of choice for more families seeking an independent school education in the Northern Rivers,” he anticipates, emphasising the potential for growth and enhanced educational offerings.
We warmly welcome Michael Carr to the Lindisfarne School Council and eagerly anticipate the insight and leadership he will bring. His perspectives, highlighted with a passion for education and community, promise to enrich our collective efforts in nurturing an environment where every student can excel, and we continue to build on our legacy of excellence in education.
Chaplaincy
FaithGUIDING
As a School founded on the Christian and Anglican tradition, Lindisfarne Anglican Grammar School is committed to the spiritual development and faith formation of all our students, young people and staff members. Our School Chaplain, The Reverend Constantine Osuchukwu, epitomises this through his inspiring journey and teachings.
Raised in a devout Christian family,
The Reverend Constantine’s early experiences in the Roman Catholic Church deeply shaped his spiritual path. From a young age, he was drawn to the rituals of the Eucharist and prayer, aspiring to help others explore their faith profoundly. His parish priest, Fr Ferdinand Madu, who was also a family friend, further influenced him by exemplifying kindness, tenderness and gentleness, qualities that Constantine admired and sought to embody.
His Christian faith, nurtured by his family, church and other mentors, became his cornerstone, guiding him through life’s trials and joys. Despite the challenges that came with adulthood and moving from Nigeria to Australia in 2003, his resolve to become a priest never wavered. After years of discernment and study, his dream was realised when he was ordained a priest in 2008, committing himself to sharing good news of God’s love for us in Jesus Christ, and the values of compassion, humility, service, and forgiveness that Christ exemplified.
The Reverend Constantine’s move to Australia was marked by significant
hardships, including visa issues and his father’s death shortly after his arrival. During these times, his faith was a source of strength and solace. He reflects on this period with gratitude for God’s grace and providence, which sustained him through a challenging time.
He explains that the Christian faith teaches that human beings are loved boundlessly by God, and because of this love, suffering, hurts, illness, wars and injustice will not have the last word in our personal and corporate lives. The resurrection of Jesus Christ from the dead is God’s final answer to the problem of evil, sin, and even death.
Central to The Reverend Constantine’s teachings is that this unfailing and boundless love of God embraces everyone and excludes no one. This perspective shapes his interactions and efforts to foster a loving, inclusive community within the school. “In my own life, I try to live by Jesus’ example, which challenges me to transcend contemporary society’s fragmentation and division,” The Reverend Constantine said, reflecting on the personal and communal impact of his faith-oriented lifestyle.
His overarching message to the School community emphasises the profound, unconditional love of God, as articulated in John 3:16: “For God so loved the world that He gave His only Son, so that whoever believes in Him will not perish but have everlasting life.” He encourages students to always remember that “God loves them personally; that God delights in who they are now and in who they are becoming, and that God calls them to believe in Jesus Christ, and to accept His love in order to experience life’s fullness and joy.”
The Reverend Constantine’s presence at Lindisfarne has been a beacon of hope and inspiration, promoting a vibrant spiritual life that influences both individual and collective growth within the school. His life and work illustrate the powerful impact of faith in guiding and enriching the lives of our students, staff and wider community.
Mia Wilkinson and Olivia Adams Chaplaincy Prefects
THANK YOU FOR THE MUSIC Mamma Mia!
This year’s musical production of Mamma Mia! was not just a showcase of our staff and students’ talent but also testimony to the power of collaborative creative effort. The production was a blend of professional guidance and student initiative. The following accounts by two cast members, Anni Staunter, as lead Donna Sheridan and Ava Knapp, part of the Dance Ensemble, offer a glimpse into the personal experiences and growth opportunities provided by their involvement in Mamma Mia!
Anni Staunter - Arts Prefect
“The holiday workshops started two weeks before Term 1 commenced, which enabled both the leads and ensemble to have an exhilarating early start to the amazing progress of the whole rehearsal process.
We started working on the ‘finale’ straight away, getting into the excitement and joy that comes from the famous ABBA songs. These big numbers as well as the collective love shared for this music and the musical overall, drew everyone together. I saw a massive growth within the ensemble from the first holiday workshops, to the last show performed together as a family.
As one of the leads in the musical, I felt that the creative team did an amazing job at making me feel comfortable and supported
in my role. We would have multiple chats and workshops around our character development and working on refining our skills as performers. The whole process of these Mamma Mia! rehearsals, including ‘tech’ week and, of course ‘show’ week, was an extremely memorable and joyful experience to have, especially for my last school musical.
The rehearsals were every Thursday and Sunday, and the occasional Monday for leads, which then led into sitzprobes of the first and second acts. We were fortunate enough to have an incredibly talented school orchestra to accompany the ensemble, which I think added an authentic, heartwarming feeling for the audience and enabled the ensemble to connect on a deeper level with the music and their fellow band mates.”
Ava Knapp - Arts Prefect
“I am incredibly grateful to have been involved in the past three Lindisfarne musical productions - Bring It On, We Will Rock You, and this year’s rendition of Mamma Mia! I have gained significant experience from the opportunities that these productions have provided, which has allowed me to grow as both a dancer and a creative individual.
While this year’s production of Mamma Mia! would not have been possible without the hard work of the creative team, a significant amount of student choreography and input played a part in the creation of this musical. I have appreciated the creative freedom given to the student dancers by the staff within the musical. They have cast a spotlight on the talent of the students at Lindisfarne, allowing them to showcase their full potential and
creative skills. Particularly considering that Year 12 student, Romme Williams was asked to choreograph the numbers ‘Gimme! Gimme! Gimme!’, ‘Voulez Voulz’ and ‘Slipping Through My Fingers.’
The entire process of student collaboration has improved my ability to work with others and has deepened my understanding of the sheer effort that goes into these productions. I strongly advocate for more student involvement in the creative process for future musical productions, as I found this threemonth-long process of collaborating and workshopping with my peers an incredibly valuable, bonding and educational experience that has left me with lasting memories and new-found friendships.”
The experiences recounted by Anni and Ava highlight not just the artistic but the personal growth aided by the School’s musical productions. The success of Mamma Mia! is a tribute to the hard work of the entire cast and crew, emphasising the importance of including student voices in creative roles.
As our performers took their final bows, their hard work, talent, and passion will undoubtedly resonate in their lives and hopefully inspire fellow students and future productions at Lindisfarne.
On the final day of school in 2023, the Senior Stage Band embarked on a journey to New York, where we would be graced with new people, experiences and ideas. It would educate us, we would grow and become closer as a musical group.
I don’t believe that any of us really had any idea what would really be encompassed on the trip, but we were all elated and buzzing
with energy on the flight to the USA. We soon disembarked and walked out into the crisp New York morning air with the forthcoming journey before us. The bus ride to the hotel provided the first opportunity for us to begin to comprehend the size of New York City and the way of American life. I vividly remember us shuffling around the bus, taking photos, marveling at buildings and noticing the superficial differences
between the United States and Australia. The sunrise provided for a picturesque backdrop to the once in a lifetime bus ride.
I think one of the most special and magical moments for the group was our very first outing where we visited Time Square. We were able to be in amongst the hustle and bustle of one of the world’s most iconic landmarks, and we were greeted by the fall
NewYork! STAGE BAND ON TOUR
of snow. As the cold snowflakes fell, we sipped our warm drinks and were guided around the city and educated on its deep history.
After catching up on some much needed sleep, the band was provided with the opportunity to showcase our repertoire at New York jazz club, Swing 46. It gave us a tangible experience to perform somewhere disparate from what we know, expanding our understanding of the music industry and the opportunities available to us.
We all thought we were prepared for the cold, but that naive assumption was dissipated after spending ten minutes aboard the ship, the USS Intrepid. The cold deck provided a unique performance stage where members of the public were able to listen to our repertoire. This was an unimaginable experience that shifted our world view as we were so disconnected from what we are normally a part of.
But perhaps one of the most enlightening opportunities was visiting the Birdland Jazz Club. We were lucky enough to see performances and for some of us, be a part of them. We were introduced to some very passionate musicians, whose talents ranged from rapping, to comedy, to singing or even unforgettable SZA covers. It immensely broadened our understanding of what you could go on to do that relates to music. Two students amazed the crowd and the rest of the band with their individual vocal performances.
Visting Time Square
We left New York with a multitude of memories that will serve us for the remainder of our lives. Beyond the sights we saw and the experiences we shared, we forged bonds that transcended friendship, and we were united by the memories we had created together.
Sightseeing in Central Park
Tessa Ford
Senior Stage Band Member
Performing
Showcasing the band’s repertoire on the USS Intrepid deck
Performing at the New York Jazz Club, Swing 46
Performing at the Birdland Jazz Club
Junior School Heroes OF DISCOVERY
Embarking on a transformative expedition in education, our Junior School this year are at the beginning of an exciting adventure as they embark on the Round Square journey and launch the brand new Heroes of Discovery Program to further enhance the wellbeing and character development offerings at the Junior School.
The Heroes of Discovery Program, currently undergoing a global pilot, is specifically designed to discover, build, and nurture positive character traits in our students. Through this initiative, we aim to guide all students on the path to becoming the best version of themselves, ultimately developing into proactive, compassionate global citizens who are prepared to contribute positively and significantly to the world, both now and in the future.
Every fortnight, we will unveil a new character in our Junior School classes
(Preschool to Year 4), initiate discussions, and encourage students to reflect on the following questions:
How am I similar to this character? What values do we have in common? How can I emulate their positive qualities in my everyday life?
In our classrooms and on the playground, our dedicated teachers will be keeping their eye out to reward the real-life heroes walking among us, developing an environment where positive character traits are not
only acknowledged but celebrated with enthusiasm. By rewarding these character traits, we aim to build a community of heroes and further enhance the positive culture here at our Junior School campus.
We are excited to embark on this journey together with our school community, uniting to create a community of heroes!
Angela Mundy Dean of Students - Junior School
“We are excited to embark on this journey together with our school community, uniting to create a community of heroes!”
Paddock to Plate COMMUNITY FUNDS NOURISHING OUR
STUDENTS’ FUTURE
“This enriching experience is not just about cooking but about fostering teamwork, building life skills, and understanding the importance of nutritious eating habits”
In a display of community support and generosity, the Parents and Friends Association has once again stepped up to make a significant impact on our educational landscape.
We wish to extend our appreciation to the Parents and Friends Association for providing the funding for our Stephanie Alexander Kitchen Garden Program. Their support and generous contribution have made possible two significant enhancements that promise to enrich our program: the installation of new wicking bed gardens and the upgrade of our outdoor kitchen facilities.
Thanks to this funding, our school has been able to install state-of-the-art wicking bed gardens. These innovative gardening systems are not only water-efficient but also provide a nurturing environment for our plants to thrive. This means our young gardeners will have the joy of seeing their seeds grow into healthy, robust plants, ready for harvest and culinary exploration. The wicking beds are a testimony to our community’s commitment to sustainability and education, offering hands-on learning opportunities about responsible water usage and gardening practices.
The upgrade of our outdoor kitchen has transformed it into a modern, inviting space where culinary creativity can flourish. This fantastic improvement allows our students to engage in cooking activities in an environment that is both safe and inspiring. Equipped with better facilities, our budding chefs can now explore a wider variety of recipes, techniques, and cuisines. This enriching experience is not just about cooking but about fostering teamwork, building life skills, and understanding the importance of nutritious eating habits.
As we look forward to the joy, learning, and growth that these upgrades will bring, we are reminded of the vital role that each member of our community plays in nurturing the potential of our students. The wicking bed gardens and the upgraded outdoor kitchen are not just additions to our school; they are investments in our children’s future and reiterate the value of hands-on learning.
Jo Hetherington Director of Early Learning
Sustainable SOLUTIONS
Discover how some Year 8 Ad Astra Science students won the HICES Generation Earthshot Prize with their innovative edible plastics, showcasing Lindisfarne’s sustainability solutions at the inaugural HICES Sustainability Expo in Sydney.
Pictured L-R: Alicia Brown, Thomas Miklos, Tao Murdoch, Hugh Warner, Asher Barlow and Sapphira Acedillo at the HICES Sustainability Expo.
(L-R): Sustainability Prefects, Luca Daniel and Amelie Diver with Lindisfarne’s Sustainability Officer, Patrick Brabant at the Sustainabilty Fair.
Atthe end of last year, the Year 8 Ad Astra Science classes took part in the HICES Generation Earthshot Prize. This is based on Prince William’s global Earthshot Prize which is awarded annually to projects that address the world’s sustainability challenges, one of which is to ‘build a wastefree world’.
The winning group between the classes was selected to attend the inaugural HICES Sustainability Expo held in Sydney to pitch their idea to other network schools. Alicia Brown, Sapphira Acedillo, Thomas Miklos, Hugh Warner, Asher Barlow and Tao Murdoch expertly presented their application of edible plastics to a panel of judges, ‘shark-tank’ style.
They effectively summarised the problem and proposed a simple solution that could be applied at a local level - they even painstakingly prepared samples of this plastic for the judges and audience members (and enlisted their families to manufacture these at scale too!). The group were rewarded for their professionalism and efforts with winning the Earthshot Prize, out of a group of six other school groups around NSW.
The HICES Sustainability Expo in Sydney was set across two days and was designed to allow our school to discover more about what is being done across businesses and schools to make communities more sustainable.
The first day focused on small businesses across Sydney and their practical solutions to improving sustainability. These businesses included Banish’s Sustainability Hub where hard to recycle plastics are sorted and transformed into household items and gifts, the Living Seawalls project which installs 3D printed rock formations to increase marine biodiversity in man-made foreshores, and the Urban Green Farm where one level in a carpark in the middle of Barangaroo (NSW) has been transformed into a farm for microgreens to supply to the local area.
The second day of the Expo was held at the Hills Grammar School, Kenthurst with 10 other schools from around the state joining. Sustainability prefects, Amelie Diver and Luca Daniel, had an opportunity to share the efforts at Lindisfarne towards becoming more eco-friendly at the Sustainability
Fair, as well as learn from other schools in the process. This was followed by our successful Year 8 Ad Astra group’s Earthshot Prize pitch and then an opportunity to participate in a range of workshops.
Our own Sustainability Officer, Patrick Brabant shared insights on implementing sustainable programs in schools at one of the workshops.
This experience was not only enlightening but also motivational, fueling Lindisfarne’s commitment to furthering sustainability within and beyond our community.
Jo Mendoza Director of Science
Pictured
Pictured: Year 8 Ad Astra students at the Sustainability Hub workshops.
DEVELOPING FUTURE LEADERS:
Duke of Edinburgh Award
Since 2017, Lindisfarne has been a proud accredited provider of the Duke of Edinburgh International Award, a prestigious program aimed at empowering young individuals through non-formal education.
This framework encourages participants to develop a myriad of skills and attitudes, preparing them to become responsible, wellrounded members of their communities. Over the years, numerous students have achieved both Bronze and Silver accolades at Lindisfarne, demonstration of the School’s commitment to fostering the holistic development of its students.
The Duke of Edinburgh International Award is more than just an extracurricular activity; it is a comprehensive program designed to enrich students’ personal and professional lives. By engaging in various activities and challenges, participants hone essential life skills such as communication, leadership, perseverance, creativity, and time management. These skills are not only crucial for personal development but also highly valued in the professional world, enhancing employability and future opportunities.
Participants enjoy benefits that include the chance to engage in adventurous journeys, tailoring the program to their personal interests and gaining recognition for their efforts in extracurricular and sporting endeavors. The award also offers a unique opportunity to earn additional ATAR points at certain tertiary institutions, further highlighting its value in academic and professional spheres.
With recognition in over 130 countries, the Duke of Edinburgh Award connects young individuals worldwide, fostering a sense of global community and mutual understanding. It challenges participants to step out of their comfort zones, engage with different cultures, and develop a global perspective.
In 2024, Lindisfarne has opened registrations for the Bronze Award for Year 9 students and direct entry to the Gold Award for Year
11 students. We plan to add the Silver Award in 2025.
Once registered, students will need to identify suitable adult assessors for each of their three activities, as well as logging hours weekly on the Online Record Book. At the end of the designated time period (3, 6 or 12 months), these will be signed off by the assessors before students receive their certificate and badge. Gold Awards are presented at a vice-regal ceremony in Sydney.
Let’s meet the pioneering group of Gold Duke of Edinburgh students and hear their reasons for signing up.
“The Duke of Ed offers you an opportunity to acheive an internationally recognised certificate by doing the things you love.”
Pictured L-R: Gold Duke of Edinburgh students, Lois Diver, Braden Miller and Ella McCluskey
Ruby Alexander: Impact, Challenge, and International Recognition
Ruby joined the Duke of Edinburgh program to develop personal skills, face new challenges, and gain international recognition. She looks forward to making a positive impact on the community and embarking on international expeditions as part of her Residential Project. Her three planned activities are; literary exploration, coastal preservation and enhancement and playing netball.
Thomas Cunnah: Personal Growth and Meaningful Achievement
Thomas sees the Duke of Edinburgh Award as a chance to challenge himself and achieve something meaningful. His activities include volleyball, volunteering and reading, all aimed at enhancing his skills and contributing positively to his future.
Maia Sofer: A Journey Towards Community Engagement
Maia is particularly excited about the Adventurous Journey and Community Service aspects of the award. Her activities include Jiu Jitsu, coaching and honing her musical talents through piano.
Braden Miller: Seeking Challenges and New Heights Braden’s decision to join was inspired by the positive experiences shared by peers. Keen to embark on his own journey of discovery and achievement, he looks forward to the challenge of climbing mountain ranges and looks forward to setting and conquering new goals through Rugby, playing guitar and volunteering as a surf lifesaver.
Shatrah Nabunya Kasujja: Improvement and Habit Building
For Shatrah, the award represents an opportunity for personal improvement and the establishment of positive habits. Her activities span from Mixed Martial Arts to volunteering and learning Chinese, reflecting a diverse set of interests.
Ella McCluskey: Community Engagement and Skill Development
Ella values the Duke of Edinburgh Award for its emphasis on consistent community service and skill development. She aims to connect with the community and peers through various activities, hoping to see significant progress across all areas. She also hopes to improve her French or take weekly cooking classes as part of her activities.
Lois Diver: Skill Improvement and Adventure
Lois looks forward to improving her skills in soccer and cooking while enjoying the camaraderie of participating in the award with friends. The upcoming trip to New Zealand promises adventure and personal growth.
By participating in this award, students not only enhance their personal and professional skills but also become part of a global community of young leaders ready to make a difference. We are excited to follow the progress of Ruby, Thomas, Shatrah, Ella, Lois, Braden, and Maia as they embark on their Gold Duke of Edinburgh journeys.
Nathan Alterator
Dean of Students - Senior School
MEET THE MENTOR: GUIDING THE NEXT GENERATION TO GOLD
Since the beginning of 2024, Lindisfarne Anglican Grammar School has welcomed Nathan Alterator as the new Dean of Students - Senior School. This addition has emphasised the school’s dedication to holistic student development, particularly through the Duke of Edinburgh International Award. Nathan, a former Gold Award recipient, embodies the spirit and values of the Award, having completed the prestigious Gold Duke of Edinburgh Award in 2007 with an Adventurous Journey across the Overland Track in Tasmania.
His journey began in earnest in 2009 at Shellharbour Anglican College, where he initiated the program with 12 eager Year 9 students. Since then, his commitment has remained unwavering, leading the program continuously from 2009 to 2024. Under his guidance, over 90 students have been awarded the Gold Duke of Edinburgh, with many more achieving Bronze and Silver accolades.
Nathan’s leadership extends beyond the classroom, orchestrating countless expeditions both domestically and internationally. Notably, he has led Service Learning trips to the NSW town of Gilgandra, serving the Indigenous community and fostering a deep sense of social responsibility among participants. His exemplary service and leadership were recognised on the international stage when he represented Australia at the International Gold Event in Prague, Czech Republic, in 2017. This global exposure further enriched his perspective, enhancing his ability to inspire and educate young leaders. In 2022, his expertise and dedication were further acknowledged with an invitation to represent NSW Award Leaders on the Duke of Edinburgh Advisory Panel, and he is currently serving in this role.
Nathan’s journey with the Duke of Edinburgh Award is a testament to the profound impact of dedicated leadership. Through his tireless efforts and passion, he not only achieved personal milestones but has also empowered countless young individuals to embark on their own journeys of discovery, growth, and achievement.
Agriculture AT LINDISFARNE
This year marks an exciting new chapter for Lindisfarne as we proudly introduce our Agriculture Program. Designed to go beyond traditional classroom instruction, this program offers students hands-on learning experiences that foster a deep understanding of agriculture’s vital role in our world.
With the global population steadily increasing and the demand for food rising, integrating agriculture into our curriculum is a forward-thinking move that equips students with essential life skills and a holistic understanding of their environment.
Agriculture at Lindisfarne has been gradually woven into the fabric of our Middle School through the dedication and expertise of teacher Tracy Foyster, who has been instrumental in supporting Years 5 and 6 teachers. In Years 7 and 8, the Program extends through the DiscoverEd initiative, and a Year 9 Rite Journey group is actively involved in maintaining the School’s composting systems. This progressive build-up has laid a solid foundation for our first Year 10 Agriculture class, launched this year under Mrs Foyster’s planning.
The Year 10 Agriculture curriculum is rich and diverse, featuring partnerships with local businesses and educators to provide practical, real-world experiences. Highlights include plant production and enterprises, such as growing chrysanthemums for selling to the School community for Mother’s Day, and animal production processes through
a collaboration with Dairy Australia, which has loaned two calves for students to raise. Plans are also underway to house native bee colonies and continue caring for our beloved chickens. Looking ahead, we aim to expand our agriculture offerings to Years 9 to 12, with exciting possibilities like aquaponics systems on the horizon.
Agriculture forms the backbone of our food system. By learning agricultural practices, students become aware of the challenges and opportunities involved in ensuring a stable and sustainable food supply for future generations. Beyond traditional farming, agriculture offers an abundance of career paths. Our curriculum exposes students to these opportunities, sparking interest in fields like agricultural science, technology, business, and research.
Students delve into soil biology, plant science, animal husbandry, and more, fostering a deeper understanding of the natural world. Agriculture builds invaluable life skills, such as problem-solving, critical thinking, teamwork, and communication – all essential for success in any field.
Lindisfarne’s prime agricultural setting makes it an ideal location for reintroducing agriculture to the curriculum. The absence of this subject in recent years has limited students’ opportunities to engage with an industry that plays a crucial role in both the local and national economy. By reintroducing the program students will gain a deeper understanding of the industry and its significance within their community.
At Lindisfarne, we are not just teaching students about agriculture; we are cultivating future leaders who will shape and sustain our world.
Senior School
TOMORROW’S LEGACY SENIOR CENTRE:
As part of Lindisfarne’s ambitious Master Plan, a vision that has already brought to life the Salt Boatshed at Casuarina, the Maher’s Lane Middle School build, and the updated Junior School with its innovative Early Learning Centre, a new chapter is about to unfold.
Set to open its doors in 2025, the new Senior Centre is evidence of our school’s commitment to providing exceptional facilities for our students. This groundbreaking project, led by Architects Raunik Design Group and constructed by the expert builders at Rohrig marks a significant milestone in our school’s history.
Lindisfarne secured a $2 million capital grant fueling this project. The new Senior Centre is designed to be much more than just a building; it’s a launchpad for our senior students’ futures.
Central to this development is the extension of the existing gym, which will serve as the new home for the Matt Fydler Sports Academy. This facility is set to include an
indoor 40m sprint track and state-of-the-art gym equipment, providing our athletes with the resources they need to excel.
Understanding the importance of accessibility and convenience, significant upgrades to the car parking facilities are underway. These enhancements include the construction of additional parking spaces within the campus, ensuring that our community can easily access the new Centre and other facilities. At the heart of the new Senior Centre will be a dedicated space for Year 12 students. This will include study areas designed to promote both individual and collaborative work, a common lounge for relaxation, and a kitchen to support their nutritional needs. This bespoke environment is tailored to the unique requirements of our senior students, aiding in their academic and personal development.
The inclusion of an auditorium space adds a layer of versatility to the Centre. Capable of hosting events, seating up to 220 people for exams, or being divided into four additional classrooms, this space is designed to adapt to the evolving needs of our school community.
The project extends beyond the walls of the Senior Centre, with plans for external tiered seating and associated landscaping. This not only enhances the beauty of our campus but also provides valuable outdoor learning and social spaces. Additionally, the extension of the existing Tradeskills Centre deck promises expanded areas for students and staff to enjoy the outdoors and the ocean views.
Supporting the future of culinary arts at Lindisfarne, a $500,000 capital grant has been allocated for the development of Food Technology classrooms. This expansion of the existing Trades Skills Centre will introduce two new Food Tech rooms, perfectly equipped for practical lessons and developing culinary talents among our students.
The new Senior Centre is more than a building; it is a symbol of Lindisfarne’s dedication to excellence and innovation in education. By merging top-tier athletic facilities with enhanced learning spaces and community-centric amenities, we are setting a new benchmark for educational environments.
This Senior Centre is a key piece of our Master Plan, reflecting our commitment to providing the best possible resources for our students’ growth and success. As we look forward to its opening in 2025, we are filled with anticipation for the opportunities it will bring to our students and the wider Lindisfarne community. Together, we are building a brighter future with every new addition to our campus.
ATHLETIC EXCELLENCE
Join us as we spotlight five current Lindisfarne students who have made remarkable strides in their chosen sports. Hear about their passion and commitment and what drives them to succeed. Let’s celebrate their dedication and impressive achievements.
Lachlan Arghyros - Surfing
Lachlan Arghyros has been at Lindisfarne since Kindergarten and has been a star athlete at anything he has chosen thus far in his 15 years. He was high up in the representative football circles as a youngster and likewise regularly collected medals in Surf Lifesaving events, before he realised his standalone ambition to zero in on Surfing when he competed in his first competition at the age of 10. Low and behold, Lachlan is currently ranked the #1 surfer for U16 boys in Australia.
His scariest surf-related incident came at 11 years of age when his leg rope got tangled up with his Dad during his local Kingscliff surf break. Like all good athletes, there is a learning curve with moments such as these. Lachlan underwent breath hold training to withstand serious surf pummeling, exercised with a degree of calmness.
His best surfing result was 1st at the Billabong Pro Junior at Phillip Island (Victoria) in 2023. Lachlan hopes to be in the Qualifying Seriesor have made the tour - by the time he is 18.
In May this year Lachlan was part of the Australian Junior Surfing team who won the ISA World Junior Surfing Championships in El Salvador, he finished 17th out of 113 competitors.
Lachlan is intrinsically driven, requiring no parental push to aspire to heights such as this. Lastly, a fun fact is that his favourite pre-event meal is a big feed of ‘Mum’s Spag Bol’.
A new student to the School this year - Kai Lawson was certainly on our radar with his results in the Thredbo Mountain Biking Championships in March, where he was up there with the elite riders.
Kai’s mountain biking zest came simply from riding around the streets with his mates, both before and during the COVID-19 disruption. Once he started attending the Boomerang Farm Bike Park in Mudgeeraba, he was determined to start an aspirational competition.
Mountain biking is not for the faint of heart, with any falls quite often resulting in nasty injuries. Kai has had both wrists broken and a major gash in his upper leg, requiring 58 stitches!
Kai has won plenty of local competitions and came 4th in the State and 13th at Nationals. He has plans to travel to Europe within the next three years, and to compete on the world stage.
Kai Lawson - Mountain Biking
Harry Kershler, born into a cricketing family, started his athletic journey from a young age. He started at Lindisfarne in Year 7 and is currently in Year 11 and his passion for the sport is evident.
In the last year, Harry’s cricket career took him to the UK as part of the School’s cricket tour - an experience that broadened his horizons and deepened his love for the game. Domestically, he has showcased his talent in prestigious competitions such as the Bradman Cup (Country U16’s), Green Shield (Sydney U16’s), and the U17’s National Championships.
Harry’s holidays at the beginning of the year were packed with cricket as he travelled to Kempsey, Sydney, and Ballarat in Victoria. It was here that he competed at the highest levels of youth cricket, displaying skill, determination, and sportsmanship.
The pinnacle of Harry’s young career came when he achieved a rare trifecta; he was part of teams that won the U17’s National Championships representing NSW Country, the Bradman Cup representing North Coastal, and the Green Shield representing Manly. This remarkable feat was capped off when Harry was named in the Green Shield Team of the Tournament, an accolade that selects the top 12 players from a pool of 300. Achieving this at just 15 years old, Harry set a record, underscoring his potential in the game.
His journey is one of passion, determination, and the relentless pursuit of cricketing excellence. With each game, Harry steps closer to reaching his dream of representing Australia on the international stage, driven by the dream that sparked his love for cricket as a child.
Zali Greeney and Annabelle Brown - Equestrian
The Australian equestrian tradition is full of gritty champions and our small but mighty Lindisfarne Interschool team is no exception.
In particular, Zali Greeney (Year 10) and Annabelle Brown (Year 9) have demonstrated consistent success across a busy season. Travelling with their horses as far afield as Melbourne to represent QLD at National level, the girls’ outstanding results deserve to be celebrated. Even more impressive is the fact that these have been achieved across a variety of disciplines - no easy feat!
Zali competes with her stunning Warmblood gelding Jag Classique in both Dressage and Show Horse whilst Annabelle competes in Show Jumping, Dressage and Combined Training on her super horse Jawarra Havana (Nelly). Often attracting hundreds of competitors, the standard at these Interschool events is not to be underestimated.
Naturally such great results don’t come easily. They are the result of meticulous attention paid to their horses’ fitness, nutrition and management not to mention hours and hours of training and travelling. Special mention must go to Zali and Annabelle’s families for their ongoing support.
Harry Kershler - Cricket
Zali Greeney
Annabelle Brown
Collaborative Success
AtLindisfarne Anglican Grammar School, we cherish the partnership between home and school and recognise its pivotal role in each child’s journey. Principal Stuart Marquardt encapsulates this sentiment by affirming, “Every child matters, every day.”
Our school ethos revolves around creating a safe and unified learning space, extending beyond the classroom through robust collaborations with families. The ParentEd Program, epitomises this dedication. In 2024 we are working in partnership with leading psychologist, Dr Michael Carr-Gregg. This partnership promises fresh perspectives and strategies to fortify and build on the homeschool connection.
In Term 1, Dr Carr-Gregg delivered Demystifying Adolescence - a crash course. Using his extensive experience, combined with data-backed insights, Dr Carr-Gregg shared both the challenges and opportunities that come from the adolescent years.
As we look forward to the rest of the year and his other upcoming presentations, we asked Dr Carr-Gregg for some insight on the importance of a strong partnership between home and schools.
Why is it important, in your opinion, for schools and homes to work in partnership to develop our young people?
“Developing strong partnerships between schools and homes is crucial for fostering a nurturing and supportive environment that promotes the holistic growth and development of young people. Education is a shared responsibility between schools and families. By being on the same page, parents and teachers can work together, support each other’s efforts, and share the responsibility of nurturing and guiding the child’s development,”
As the focus on student wellbeing continues to grow in all schools, do you think the role of a school needs to continue to evolve to provide parents access to resources to support this growing wellbeing focus?
“By offering resources tailored for parents, schools can empower them to better understand their child’s needs and learn strategies to foster a supportive home environment. This collaborative approach between schools and families can create a cohesive network that nurtures student wellbeing from multiple angles.”
Parent Education programs are not new, but do you think their value has changed as the wellbeing needs of our young people have changed in recent times?
“Yes, the value of parent education programs has likely increased as the wellbeing needs of young people have evolved in recent times. Several factors contribute to this heightened importance: Firstly, the mental health challenges faced by youth today are more complex and prevalent than before. Programs that equip parents with knowledge and skills to support their child’s emotional wellbeing are crucial in addressing these growing concerns. Secondly, the changing dynamics of family structures and work-life balance have made it more challenging for parents to effectively guide their children. Parent education programs can provide much-needed guidance on navigating these shifts while nurturing strong parentchild relationships. Moreover, as schools increasingly prioritise holistic student development, parent education programs serve as a valuable bridge between home and school environments.”
We thank Dr Carr-Gregg for providing these comments and invite our community to attend any of the up-coming events he will be facilitating as part of the Lindisfarne ParentEd program.
PARENTED WITH DR MICHAEL CARR-GREGG
Sibling Rivalry
In a compelling presentation on sibling rivalry, Dr Michael Carr-Gregg will share his deep knowledge and research on this common family dynamic.
Date: Thursday, 13 June at 6:30pm Venue: School Chapel, Mahers Lane
Preparing for Year 7 2025
In a highly informative discussion on preparing for Year 7, Dr Michael Carr-Gregg will leverage his expertise in adolescent psychology and education to provide valuable insights for parents.
Date: Monday, 21 October at 6:30pm
Venue: School Chapel, Mahers Lane
Dr Michael Carr-Gregg - Grandparents
Following our annual Grandparent’s Day at the Junior School, Dr Michael CarrGregg will talk about the invaluable role of grandparents in a child’s life, drawing from his latest book on the subject.
Date: Friday, 1 November at 1:00pm Venue: Junior School Campus
Community
BEYOND THE GATES
We check in with some of our top HSC performers from the Class of 2023 to find out what and where they are studying post Lindisfarne.
Grace
Denny
After studying Biology, Legal Studies, Business, Advanced Maths, Standard English and Extension Science in Year 12, Grace commenced a Bachelor of Physiotherapy degree at Griffith University, Gold Coast, which was her first preference.
Grace is currently “doing lots of work with cadavers and learning all about how the body works” as she studies subjects like Anatomy & Physiology and Cells, Tissues & Regulation combined with core Physiotherapy subjects that combine practical work on conducting muscle and strength tests whilst learning new skills to help work with patients in clinical settings.
Grace’s experience in Physiotherapy has been a testament to its practical nature, with half of her classes being practical. This aspect of the course has been a highlight for her.
The independent learning skills she honed at Lindisfarne have proven invaluable as she navigates the start of her University course. “Uni is so much more about independent study; it is on you to complete your work. So having self-guided learning and organisational skills from Lindisfarne has been a significant advantage.”
As Grace hopes to take her course into work within a professional sports setting, we wish her well with the rest of her studies.
Zachary Holtsbaum
Extension 1 Mathematics, Extension 2 Mathematics, combined with Science Extension, Physics and Chemistry in Year 12, had Zac ready to undertake his Economics and Computer Science degree at the University of Queensland.
In gaining his first preference, Zac shared his thoughts on how current students can be ready to deal with the demands of University.
“Do your planning ahead of time. Are you going to move out of home or stay close by? Do you know your career path? If not, talk to family members and people you may know and use connections. These people may not have the answer to your questions, but they may know someone who does.”
This advice from Zac matched well with how Lindisfarne prepared him for University. “Mrs Lauren Ward - Director of Careers and Vocational Education & Training, provided me with the best support, which I am not sure I would have received at another school. Make use of her guidance to plan your time after school.”
As part of his course, Zac’s majors will be Quantitative Economic Analysis and Machine Learning. He sees himself “in a career using contemporary data analysis techniques like AI to make or influence decisions or strategies, especially in a business setting.”
Ruby Stante
Studying at the University of Queensland after gaining her first preference in Psychological Science, Ruby Stante has put her strong Year 12 Science and English results to good use.
“University is very independent, so you need to be self-motivated! You are wholly responsible for your work, so stay accountable; failing matters. I felt I was as prepared as I could be; the teachers at Lindisfarne helped me gain self-confidence and allowed me to make the most of my high school years.”
Ruby’s first semester subjects have included Introduction to Psychology, Introduction to Neuroscience, Public Health, and Social Science. Ruby said she was pleased to get her first preference, but that is not the only way to get into your preferred course.
“There is always more than one pathway to get into the course you want to do. Reach out to others who have done the course; talking to someone with first-hand experience in what you want to study is always the most valuable way to get the right information.”
“By embracing AI and fostering a spirit of innovation, we aim to equip our students with the skills they need to thrive in a rapidly evolving world”
Machines Rise of the
Generative artificial intelligence (AI) has taken the world, particularly education, by storm. Its rapid advancements have quickly become some of the most talked about innovations we have ever seen.
In January 2023, teachers returned from the Christmas break to news about game changing developments in AI’s capability and accessibility. Some 15 months later, the growth has been profound; we are no longer just talking about large language models (LLM) that can write an essay for you. AI can do more than we would have ever imagined and the impact on schools has been unprecedented, prompting institutions including Lindisfarne to rethink how technology is integrated into the classroom.
At Lindisfarne, we view AI as an opportunity to further our commitment to innovation. Our proactive approach to tech integration has garnered significant recognition, most recently seen with the school winning ‘Best Use of Technology’ at the 2023 Australian Education Awards. This accolade reflects our consistent efforts to stay ahead of the curve. In addition, we’ve been listed among the most Innovative Schools by The Educator Magazine for three consecutive years, a testament to our dedication to pioneering new educational strategies.
“Our approach to AI is rooted in enhancing the learning experience,” says Kane Bradford, Head - Professional Practice, Innovation and Partnerships and the lead for AI-related initiatives at Lindisfarne. “We see generative AI as a tool that can transform education, enabling personalised learning and creating more interactive classroom environments. However, we also understand the need for ethical and safe use, which is why we’ve established comprehensive policies to guide its integration.”
Lindisfarne’s policy on AI usage underscores a commitment to ethical and responsible technology integration. It outlines clear guidelines for incorporating generative AI into the classroom, emphasising safety and the importance of teaching students to critically assess AI-generated content. The policy includes comprehensive guidance for educators and students, ensuring everyone understands the potential benefits and risks associated with AI tools. By focusing on ethical considerations and promoting responsible practices, we aim to create a learning environment where AI serves as an effective tool for enhancing education without compromising our core values of integrity and respect for human creativity.
Lindisfarne’s, Lindisfarne.ai platform is an Australian first. This platform operates with all the core functionality one would see on ChatGPT4, but it is Lindisfarne branded and has stronger custom guardrails in place; a higher level of security, safety and integrity has been applied to its back end. Lindisfarne.ai is currently only available to staff, supporting integration of AI into mostly administrative and planning aspects of our teaching and learning program. Through this initiative our students benefit from greater personalisation of learning, assisting in meeting their unique needs.
Ethical considerations are central to our AI engagement. We have begun to prioritise educating all members of our school community about responsible AI use, with training sessions that emphasise critical
thinking and caution when working with AI-generated content. This ensures our students and the community can use these tools effectively while understanding their limitations and risks.
A critical component of Lindisfarne’s AI strategy is the Tech Innovators Forum, a student-led group that meets regularly each term. This forum provides students with a platform to explore AI applications, share ideas, and collaborate on innovative projects. It fosters a culture of curiosity and creativity, empowering students to take an active role in shaping the future of technology in education. “By embracing AI and fostering a spirit of innovation, we aim to equip our students with the skills they need to thrive in a rapidly evolving world,” adds Principal Stuart Marquardt. “Our commitment is not just about adopting technology, but ensuring it serves educational excellence and prepares our students for the challenges ahead.”
As AI continues to transform the educational landscape, Lindisfarne remains at the forefront of this change. Through thoughtful integration, a strong focus on ethics, and a commitment to innovation, we are paving the way for a new era of teaching and learning. By embracing these technologies responsibly, we aim to create a dynamic environment where students can flourish and lead in the future.
BEACONS OF Guidance
In the evolving landscape of student development; leadership and mentorship play a pivitol role, highlighting paths not only in sport but in all areas of student life. At the centre of this narrative is the influence of coaches and mentors. Rico Gear is one such influence and his induction into the Lindisfarne Rugby Program marks an important milestone in its history.
Lindisfarne’s rugby background, whilst humble, is embedded in the spirit of competition and camaraderie, with some notable achievements since 2018. Like competing in the occasional inter-school gala day and the current crop of Year 12s making the Semi Finals at the NSW Rugby 7’s titles. Recognising the potential to further develop the sport, Dr. Joseph Coyne was appointed to lead the Rugby Program, laying the foundation for a journey towards success.
From this appointment, the quest for a coaching team began. This quest led to the integration of Rico Gear into our school community, initially contributing his expertise and rugby knowledge part-time, before taking the position as the 1st XV coach.
Born in 1978, Rico attended school at the Gisborne Boys High School and later studied Anthropology at Massey University. His Super 12 debut was for the Auckland Blues, with a quick stint with the Highlanders, but his career went from strength to strength when he joined the Crusaders in 2004 and his path is nothing short of inspirational.
Rico is celebrated not just for his tactical acumen on the field but for his profound impact off it. His tenure with the All Blacks, characterised by a remarkable tally of 11 tries in 19 test matches, is a testament to his skill and determination. Yet, it is his favourite memory of playing his first test match on his home turf at North Harbour Stadium and his encounters with formidable teammates and opponents like Ma’a Nonu, where he remarks, “Better to be on his team than against him”, that underline the essence of teamwork and mutual respect.
Gear’s philosophy extends beyond the field, emphasising the development of character and a shift from self-focus to a selfless interest in others, principles he attributes to his professional rugby days. His message to
aspiring players underscores the necessity of a deep-seated passion for achieving one’s dreams, a principle that resonates across all areas of personal and professional growth.
Now calling the Gold Coast home, he balances his life between family, coaching at Lindisfarne, and extending his mentorship to Bond University. His role at Lindisfarne transcends the conventional boundaries of coaching, embodying the spirit of leadership and mentorship that the school aspires to instill in its students.
The leadership structure within all Lindisfarne Sporting Programs is pivotal, as it encompasses both the organisational hierarchy and the personal qualities that underpin effective sports leadership. At the heart of Lindisfarne’s success are leaders who encompass resilience, strategic thinking, and the ability to inspire and motivate.
These individuals navigate the complexities of sports management while fostering an environment that prioritises athlete development and teamwork. Effective leadership in this context also requires a deep understanding of the sports industry, including the challenges and opportunities unique to sports like netball and rugby.
The leaders within Lindisfarne distinguish themselves by their commitment to excellence, quick thinking in the face of challenges, and their capacity to drive positive change, all while maintaining the spirit and integrity of the sports they represent. Their influence is a testament to the power of good mentorship and the important mark it leaves on individuals and communities alike, helping to nurture the holistic development of our students.
Damien
Clucas Head of Sports
Chasing a Dream...
AN AMERICAN FOOTBALL
Jayden O’Rourke, Class of 2021 is chasing a dream in sport. This is no different than many young Aussie kids, but his sport is American Football, the playing field is located in Nevada in the United States, and his journey is one of self-belief, hard work and making the most of every opportunity.
Initially seen on television, Jayden’s interest in American Football sparked his interest. A family trip to Hawaii and witnessing a college football game turned the spark into a passion for the sport. However, playing the game in Australia proved challenging due to limited opportunities.
Despite the lack of options in Australia, his desire to play persisted. He began playing Juniors with a club on the Gold Coast. As COVID-19 wrecked havoc on all sport, Jayden was unable to play during Year 12. A recruiter from Europe was meant to visit Australia, due to COVID it ended up happening virtually. From 500 young hopefuls with Rugby and AFL backgrounds, Jayden was one of two selected from Australia to join others from Europe on a visit to the US.
Following visits to some of the biggest football colleges in the US, like LSU, Ole Miss and West Virginia, Jayden knew he also had to take charge of some aspects of his recruiting as well. “[I knew] there was no way I was going to get recruited sitting on my backside in Australia,” he says. “I had to put myself out there.” Jayden worked hard to build his on-line profile and continued to keep in touch with coaches he had met as part of his US visit. He also undertook his own trip to showcase his skills, visiting other colleges, and he sent each coach he connected with his film from his weekly matches. “I just kept building those connections.”
“I had nailed it down to a few schools I liked and Nevada ended up offering me a full scholarship, and the coaches are great so it was too good to turn down.”
Several factors influenced his decision to attend the University of Nevada, Reno. The West Coast location offered a time zone closer to Australia for easier communication with family. Additionally, the appealing climate and proximity to Lake Tahoe were attractive. The coaching staff’s genuine interest and the presence of a former NFL tight end on the coaching staff who played a similar position were significant factors. “They [the coaches] really made me feel like a priority,” he said. “Having [the former NFL tight end] on the staff was a big thing for me. Just to be able to learn from someone who has played in the league is unreal.”
Now that an opportunity had arisen, Jayden describes the differences between American football and the Australian version as vast. “It’s a whole different ball game over here,” he says. “The rules in Australia are slightly different, it’s a bit more free-flowing, whereas here in the US, it’s very structured and everything is designed to give you an advantage.”
The transition to the American education system presented some challenges. He details the differences in applying for universities and choosing courses compared to the Australian system, all whilst undertaking a high level of training. Fortunately
the scholarship allows him to pursue both athletic and academic goals simultaneously. “School’s always my number one priority,” he says. “Football can all be taken away from you in an instant, so having a good education to fall back on is really important.”
Jayden’s initial goal was simply to make the travel team. With the large numbers of players on each team, not every player is selected to travel to away games. However, his hard work and dedication paid off, exceeding his expectations. He secured a spot on the travel team and even earned playing time as a true freshman, starting two games due to an injury.
Jayden describes the team environment as positive, with a strong sense of camaraderie despite position group separation. Looking towards his sophomore year, his primary focus is to learn from experienced teammates, while remaining ready to seize any opportunities that arise. “The coaches have instilled a real belief in us that we can win a championship here,” he says. “That’s the goal for this up-coming year, and I’m going to do everything I can to help the team achieve that.”
Jayden’s family support has been instrumental, with the family travelling to watch him play against USC in front of 65,000 fans. “It certainly is a bit different than playing in front of 12 people on the Gold Coast”.
Jayden’s unique journey is inspiring and he enourages aspiring athletes to believe in themselves and pursue their dreams with unwavering determination. He highlights the vast opportunities available in American colleges for various sports, including basketball, soccer, and others. Spreading awareness about these pathways for Australian athletes is crucial. “If you’ve got the dream, chase it,” he says. “Don’t let anyone tell you that you can’t achieve it. There are so many opportunities over here in the US, and if you’re willing to put in the hard work, you can make it happen.”
We wish Jayden every success as he undertakes his sophomore season and we will follow his career closely as he continue to evolve and grow.
Pictured: Jayden on the field with his Nevada team mates.
Two Decades on:
CELEBRATING THE CLASS OF 2003
In November last year, we warmly welcomed back the class of 2003 to celebrate a significant milestone - 20 years since their graduation. The reunion, filled with nostalgia, fun, and the rekindling of old friendships, was not just a celebration of the past but also a bridge to future connections.
The festivities kicked off at the Mahers Lane Campus, where the alumni were greeted by some current staff members, who had organised a tour of the campus, showcasing the numerous upgrades and expansions that had taken place over the past two decades. New buildings, facilities, and technological advancements replaced the old, yet the timeless spirit of Lindisfarne remained unchanged.
Following the tour, the group enjoyed a casual reception with drinks and canapes provided by the School and was greeted by current Principal Stuart Marquardt. This created a perfect setting for everyone to catch up on life events and share stories of their journeys since leaving Lindisfarne.
The evening continued at a local venue for dinner, where they had the chance to catch
up some more and talk about their schooling days and where they are now - many of whom had taken diverse paths. The Class of 2003 includes individuals from various fields and continents, showing the diverse impact Lindisfarne has had on their lives. Some have become teachers themselves, shaping young minds just as theirs were shaped. Others ventured into psychology, the arts, and entertainment and some made their mark in their chosen fields abroad, particularly in the UK and America.
Michelle Hargreaves, one of the alumna from the Class of 2003, reflected on the event: “The years were long, but the steps were longer! It was great to see everybody from 20 years ago and hear what everyone has been up to over the last two decades. Who’s lived abroad? Who’s started an empire? Who’s married and who has kids of their own
at our old stomping ground? The memoriesand the leg pain - came flooding back as we toured to see all the amazing developments at the school and finished with a great meal and even greater company. An awesome opportunity to rekindle some old friendships, and I look forward to doing it all again in 2033!”
Lindisfarne Anglican Grammar School continues to celebrate the achievements of its alumni and looks forward to more such gatherings. Whether they come from nearby or distant shores, the alumni network remains a vital part of the community - ever supportive and significantly cherished. The class of 2003 left the grounds not just with photos and contacts but with renewed spirits and great memories that will surely lead them back again.
Upcoming Events TERMS 3 AND 4
ParentEd: