Rising Star Term 2 2022 by MoretonBayColleges

TERM 2 2022

RISING STAR Breadth of mind, Depth of heart

Front Cover: Everly Stewart performing in the Soirée 2

THE RISING STAR | TERM 2 2022

Ignite Festival Concert

Mr Richard Henry CEO and Executive Principal Moreton Bay College and Moreton Bay Boys’ College

Our Future – The 'Why' the 'What' and the 'How'. We all know the importance of planning. Planning and preparation helps us live better lives. It is just as important for organisations to have a clear focus which is shared and understood by the entire community. A strategic plan gives us the ability to focus on our ambitions, our goals, and our path to achieving those goals. This can be expressed as the Why (our vision), the What (our goals), and the How (our strategic plan). The current strategic plan is reaching its completion date as it was slated to finish in 2022. Yet the tremendous work which was done to create this plan will continue to benefit our colleges in the future as we now build on these footings. The development of the 2023 strategic plan is now in process, and we have engaged with the various stakeholders within our community. Students, staff, parents and Board members have been involved in face-to-face sessions as well as online opportunities to provide feedback. The information we have gathered so far shows strong support for our guiding statements, such as our vision and values, as well as even stronger support for our caring and inclusive community. Throughout this year, the Executive Leadership Team of The Moreton Bay Colleges will continue our engagement with the community as we define our Why, What and How. It is our intent to have the draft of the new plan completed during Semester Two, with the plan to be released at the beginning of 2023. I was

pleasantly surprised when nearly 40% of our parent community completed the online survey and I wish to thank those of you that participated. Our students and staff have also provided valuable insights as to the elements of College life which they believe are important for us to keep in place, as well as their dreams and ambitions they would like to see us pursue in the future. On this journey, we are being ably supported by a consultant with nearly 40 years of international education experience. In his recent visit to the Colleges, James Dalziel expressed how impressed he was by our students and parents that he met, as well as the dedication and commitment shown by our College Leadership Teams. In addition, he was extremely positive in his praise of our Board members (Board of Governors and Foundation Board) with respect to their genuine enthusiasm towards the future success of our schools. Building a strategic plan can inspire and unite a school community. I truly hope this will be the case for us. A strategic plan provides us with our focus and gives us context as to the important elements of why we do what we do and where we need to focus our energy. I am grateful for your contribution thus far and I am excited to see our plans become reality, such that we can grow from strength to strength in preparing our students for the world around them.

Mrs Janet Stewart Principal

Developing a sense of community This term, Independent Schools Queensland released a longitudinal research report What Parents Want. This is the fifth in a series of surveys which began in 2006 and explores parents’ decision-making processes when they are choosing an independent school for their child. Among the reasons highlighted by parents, the ‘emphasis placed by school on developing a student’s sense of community responsibility’ has consistently ranked strongly in the top ten. At MBC, building future citizens of character with a strong understanding of the importance of giving back to community is a central College philosophy, and we strive to achieve this through offering broad curricular and co-curricular experiences designed to nurture responsibility, compassion, engagement and collaboration. I am proud to say that the concept of giving back and developing a sense of community has remained at the forefront of College life in Term 2. Rev. Peter Lockhart has been working with staff to develop an overarching Early Years to Year 12 servicelearning framework, the purpose of which is to help students, even in their younger years, develop an understanding of themselves as integral members of a community, fostering a sense of responsibility, for themselves and others, and building an appreciation of the value and rewards of giving. As a Christian school we are guided by Jesus’ life and ministry which exemplifies the significance of giving and caring for others. As Hebrews 13:16 says, And do not forget to do good and to share with others, for with such sacrifices God is pleased. Moreover, there is much research in recent times which shows the benefits of community service and action on our own wellbeing. Indeed, our Hearts and Minds wellbeing framework privileges the idea of giving back, with one of the key actions being ‘give’. In our fast-paced and social media swamped society we are often offered a view of life which suggests that the path to happiness and wellbeing is paved with material objects, despite all the research telling us this is not the case. While material ‘things’ such as the latest iPhone, can have an impact on short-term “pleasurable happiness”, they have little to no impact on long-term “meaningful happiness” (Nielsen, 2013). And it is the latter, long-lasting happiness, for which we all should strive. By encouraging girls to embrace and employ this wellbeing ‘superpower’ of giving, through the experience of reaching out and supporting others in our school and wider community, we believe we can help them discover this ‘meaningful happiness’. Thus, we continue to build on a rich history of giving at MBC - and we only need to look at the incredible service work that has been undertaken this term as an indication of this. In Secondary, Alison Greene and Drewe Houses have raised

funds for the work of Yalari (the not-for-profit organisation that offers secondary education scholarships at Australian boarding schools for Indigenous children from regional, rural, and remote communities) and for the Golden Octopus Foundation (raising funds to support children with cancer in regional areas). Further, our Secondary Duke of Edinburgh participants have been serving others by giving of their time and talents at lunch to support Primary girls in the completion of their homework. It is through such engagement that girls learn to become responsible members of their future communities. Furthermore, we encourage girls to have a voice in who they ‘give’ to and how they give. Thus, this term we have had girls speak up, raise awareness about and support Denim Day – giving their visible support to victims of sexual violence by wearing denim to school. Also, the student-led Darkness to Daylight project has seen over 80 Secondary girls sign up to run 10kms or walk 3kms to raise funds for women who are victims of domestic violence. Moreover, in the upcoming holidays students will be participating in a 5km fun run, organised by the Villanova College Seniors, to raise money for Lifeline. Led by our College Captains who are passionate about mental health and wellbeing, they were keen to support a national organisation and affirm that no one in the pink sea is ever alone with their mental health struggles. And, inspired by the girls, the College leadership team has also engaged in their own act of giving to others, and taken part in a CEO/ Leaders sleepout, raising funds for the Wesley Mission and their Homeless Emergency Relief programme. There can be no doubt that community service broadens students’ horizons through becoming personally involved and raising their social awareness. These are the young women who will go on to support and give back to their families and their own children’s school communities, and their work colleagues, in the future. We know from the research that it is such generous and altruistic behaviour that breeds further generous and altruistic actions. It seems the more you give, the healthier you become, the healthier you become, the more you want to give. Creating a culture where students take action and give back is the secret to ‘developing a student’s sense of community responsibility’. The ISQ survey makes it clear that parents believe community awareness and service must be embedded in our schools for it can be a transformative experience impacting future community engagement. In Term 2, we have encouraged, enabled and empowered students to make a difference in their school, the local environment and community, and it is this experience which will create caring local and global citizens in the future. Courage and hope. References: http://www.thomaswnielsen.net

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Allison Greene and Drew Service Day

Reverend Peter Lockhart College Chaplain

Reconciliation Week In January this year MBC’s Reconciliation Action Plan (RAP) was approved by Narragunnawali. On Tuesday 31 May we officially launched our RAP in our Primary and Secondary Chapel Services during Reconciliation Week. The theme of Reconciliation Week this year was “Be Brave. Make Change.” Present at both services was Gaja Kerry Charlton, a Yagarabul elder who offered our community a Welcome to Country in language. Her tribes include Goenpul, Jandewal, Gerrgum and Moojeenburra. She is involved with land claims with the Quandamooka Peoples, Yuggera Ugarapul Peoples and Gubbi Gubbi People. Gaja Kerry has been a consultant and friend to the College as we have developed our RAP. Chaplain Cherie linked the process of dadirri, deep listening, to the Christian contemplative tradition. Listening for our connection to God, to one another, and to this land. Highlighting the Day of Pentecost and the ability to honour language and culture with the gift of an ability to understand one another which draws us together whilst honouring culture. Whilst there was a mood of celebration in both Chapels there was also an appropriate tone of lament. The commitment to reconciliation in Australia involves recognising the colonial history of Australia with the dispassion, violence, and racism experienced by First Nations peoples. Further, the journey to reconciliation involves a recognition of the ongoing impact of this history and continued discrimination that occurs within the Australian context still today. Being involved in reconciliation invites us as a College community to see life through the lens of Aboriginal and Torres Strait Islander peoples and seek to educate our community and advocate for those who still suffer. The vision adopted for our RAP states: “Our vision for reconciliation involves the truthful acknowledgement of our shared histories. We aim to move forward together by building our understanding of, and respect

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for, the traditions and cultures of Aboriginal and Torres Strait Islander peoples, with a commitment to inclusion and justice. We will achieve this as a college community through authentic engagement, collaboration and consultation with the Traditional Custodians and wider members of the local Aboriginal and Torres Strait Islander community. We recognise that celebrating diversity within our community will develop positive partnerships between Aboriginal and Torres Strait Islander people and the wider community and lay the foundations for a shared future towards reconciliation.” Although we only officially launched the RAP this May, there have been a range of activities occurring around our school community over the past few years which are signs of our engagement in the process of reconciliation. These include the repetition of an Acknowledgement of Country at key gatherings, the Early Learning Centre staff experiencing ‘walking on country’ and renaming classrooms in names from the local language, various art projects in both Primary and Secondary parts of the school, visits by guest speakers to classrooms, staff meetings and key events, the installation of new flag poles, and higher levels of engagement in curriculum areas. One of the exciting developments was artwork done in collaboration with Nix Gross who has Quandamooka heritage. This artwork has made it onto Senior sports uniforms for the Queensland Girls Secondary School Sports Association (QGSSSA) Indigenous Round and onto staff lanyards. The process of doing the artwork involved an engagement with the culture and philosophies of First Nations peoples and as we see and wear these pieces of art, we are all invited to contemplate what it might mean for us to “Be Brave. Make Change” in our own engagement and support of First Nations peoples and the process of reconciliation in this land that we now call Australia. May we face the past and look to our future as we work for reconciliation in our present with “Courage and Hope.”

Mrs Rebecca Lennon Head of Primary

Under 8’s Week Play in a changing world The annual Under 8’s celebration was a week filled with laughter, joy and collaboration across MBC and MBBC. This year, the theme was ‘play in a changing world’ and students from our ELC through to Year 3 participated in a number of wonderful activities celebrating the joy of being under 8.

Monday On Monday, we held a Teddy Bear’s Picnic with students from Prep to Year 3 as well as the Early Learning Centre. Students were fortunate enough to hear some of Mrs Lennon and Mr Kemperman favourite stories with their teddy.

Tuesday Year 2 morning celebration at MBC was a great success with the boys from MBBC and their Year 2 counterparts engaging in a variety of activities to encourage collaboration and conversationsome beautiful artistic chalk drawings within our Primary Library Courtyard were a lasting reminder of the fun that morning.

Wednesday The Year 1 girls caught the bus to MBBC to celebrate Under 8’s through an Imagineering Play workshop with author Dannika Patterson. They shared morning tea with the boys and enjoyed playing on the playgrounds at MBBC. Everyday objects were used to imagineer new worlds, invent games and play in nature. This was based on her book Jacaranda Magic.

Thursday Our Secondary girls organised a Lunchtime Dance Party for P Year 3 on Thursday. Money raised in this event was to support mental health in young children.

Friday Our big week of celebrations culminated with an Under 8’s morning on Friday. Our amazing staff arranged many activities, and it was wonderful to receive a visit from our local Police and Fire Brigade. Students dressed up, and many parents were involved working with small groups as they had their passports stamped at each activity.

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EARLY LEARNING

Reconciliation action in the Early Learning Centre All Australian children, from the earliest age, deserve to learn about our ancient country, and the rich and diverse cultures of First Nations people that continue to this day. One of our best resources is our local community and the richness and diversity that it brings us and our learners. To focus upon embedding Indigenous perspectives in the curriculum means to make sure that we do this with all children, from the youngest to the oldest in the centre.

From 27 May – 3 June, the Early Learning Centre took part in further learning and recognition of Indigenous culture for Reconciliation Week. This is a time for everyone to learn about our shared histories, cultures, and achievements, and to explore how each of us can make a difference to achieving reconciliation in Australia. Each of our four rooms have spent the week delving further into history and culture through a range of different and engaging provocations and invitations to play with the children.

Last year, the Educators of the Early Learning Centre, spent time engaged in learning opportunities on Minjerribah (North Stradbroke Island), connecting with Matt Burns a local Goompi trail guide, where together, they explored the shores of Goompi, learning about aspects of Aboriginal life and culture. Matt shared traditional stories, talked about the history and significance of Aboriginal art and culture through music and artefacts, along with sharing his wide knowledge about bush-tucker foods and much more.

Our smallest children in the Gula Room (Koala), have engaged with ochre rocks throughout the week, these rocks are naturally found on Minjerribah (North Stradbroke Island) which the Quandamooka people have used for their range of pigment, to depict their stories and maps for thousands of years. The children explored the ochre first by breaking the ochre rock into smaller pieces with a hammer and a little help from their educator Ms Susan. “Two rocks now” Thea said smiling as the rock split in two. Over the week, the children investigated the rocks with their fingers, brushes, and paper, providing the resources in which the children can experiment with ochre and learn more about its potential uses. This gives the children the opportunity to play on a sensory level, which in turn develops an appreciation of the land and the world around them.

The Early Learning Centre has been lucky enough to bring the work of a local Indigenous artist, Delvine CockatooCollins who owns and runs a studio on Minjerribah. Each room holds a special piece of Devine’s work and marks the beginning of our journey to embed Indigenous culture and understanding throughout the entire curriculum, from our daily Acknowledgement of Country to the conversations that educators and children engage in daily. Delvene is a well-known Quandamooka artist who lives and works on Minjerribah. Educators engaged in both workshops on the shoreline of Goompi, harvesting fibres and twine making, as well as spending time in Delvene’s home studio immersed in screen printing. During these experiences and discussions with Matt and Delvene, it was decided to rename the rooms of the Early Learning Centre and Pre-Prep after important animals relevant to the Quandamooka Country. Whilst with Delvene, educators were able to screen print cushion covers for each room with Delvene creating images to display in the rooms. Our rooms became Room 1 - Gula - Koala Room 2 - Bunbiya - Turtle Room 3 - Yungun - Dugong Room 4 - Yalingbila - Whale

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Bunbiya Room (Turtle) is our two- to three-year-old room, the children have listened to music and watched videos from an Indigenous perspective. Music is a powerful tool for bringing Indigenous perspectives into our classrooms, engaging children in new ways to connect to culture. The children have had the opportunity to explore music using clapsticks (called bilma in some regions) which are commonly used during ceremonies and dancing. This interest moved to watching Indigenous dancing, where the children could look at the traditional costume and decorated bodies during dancing “They have paint on their arms and hands” Marigold exclaimed. After watching the videos, the children participated in their own dancing, moving to the beat of the music and sharing their enjoyment of music and movement. The three- to four-year-old children in the Yungun Room (Dugong), have talked about their favourite place on country. The children were invited to share photos of their favourite place. Following this, educators worked alongside children in the room to research which Indigenous country this place sits on and learn more of the culture of that country. The children also expressed their ideas about their favourite places through land art, making symbols in sand, paint, and creativity. Winnie painted rocks around a campfire “I can sit on these rocks, it’s like a yarning circle where I talk about things, I love camping” she said. The children later used natural materials to construct their own campfire in the garden.

Sitting around the sticks which they found on the ground from the recent wind, they engaged in their own yarning circle (while toasting marshmallows in the imaginary fire). Natural materials found, are rich open-ended resources which allow children to explore their many potentials. This is another way to show the value of nature and country and provides the children with opportunity to share stories from their own culture, along with listening to educators and older college students, share dreamtime stories. The children in Yalingbila Room (Whale) are our Kindergarten children. The children in this room have also been making their own discoveries about their favourite places on country. During the week, the children investigated how a Gunya (Shelter) is constructed, moving deeper into the history of Indigenous culture. The children researched different shelters and how they are made from different materials, they also talked about how you can use natural resources from country to create other items, such as bowls and baskets from the pandanus tree. The children became interested in the construction of shelters and tested their understanding of physics by creating their own structures. As an invitation to play, the children used playdough as a holding material with sticks to explore this concept. ‘This is where Imogen loves to play on Quandamooka Country” Skylar commented as she used the materials to create. The children also displayed an interest in storytelling; Bella shared a book about plants, animals, rivers and woodlands from

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her country Wiradjuri in New South Wales, the children learnt the different names for the animals, discovering that an emu is called 'Dinawan' and a kookaburra is called 'Gugu-ba-rra'. Our outdoor educators worked alongside the children to design and construct a Gunya on a larger scale. This required problem solving and trial and error as they worked out which position the Gunya would be the most stable. Ms Anna, one of our outdoor educators talked with the children about how Indigenous Australians lived in their Gunya, sometimes carrying it to other parts of their country as they moved about. The children learnt that the structure of a Gunya is similar to a Tepee, a structure used by the Indigenous population of America. Our philosophy reflects the way that we work towards embracing Indigenous culture and how we support the youngest generation of the College to care for their country, and the custodial relationships which exist between Indigenous people and their communities. We aim to instil in children that through their relationships with others, they have a responsibility to care for country, ensuring that it is protected physically, but also sustained through understanding the culture, traditions, and past and present history, not just for Reconciliation Week, but long term for the future of all who belong in our community. Paula Nichols Early Learning Centre Educational Leader

Mrs Kay Gleeson Head of Secondary

Year 9 Students leap into PROJECT8 In Semester One, 12 Year 9 students found the courage - to leap. Each student unsure of what it would mean to embark on studying a brand new transdisciplinary and future focussed subject which we called - PROJECT8. These students openly embraced our MBC Learning Star and became agents of their own learning; collaborators with each other, their teacher, and our community; became curious about making change; agile when things didn’t go to plan and reflective. PROJECT8 challenges our students to use the United Nation’s 17 Sustainable Development Goals to develop and investigate a research-based project and then be called to action to improve the wellbeing of individuals, their environment and ensure an optimal future for members of communities. Students are encouraged to:

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be intrinsically motivated,

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work collaboratively with peers and others,

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have high levels of personal organisation and

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have a keen interest in the STEAM transdisciplinary focus of the subject.

PROJECT8’s foundation in Science, Technology, Engineering, the Arts and Mathematics (STEAM) requires students to think critically about a contemporary issue and use inquiry processes and critical thinking to develop and respond to a project brief. The project brief for our Semester One students is below: As a young innovator (Designer/Artist), striving for change, you are to investigate a problem using an inquiry modal and pitch this project targeting an UN Sustainable Development Goal to a specific audience. Then refine and resolve the initial proposal and bring your project to fruition in a final sustainable solution and present your process and findings in a chosen format. Students were required to innovate, advocate, create and educate prototypes and solutions for their chosen UN Sustainable Developmental Goal. As the Term draws to a close,

students are finalising their projects and presentations and these will be documented in our Term 3 Rising Star. However, I am delighted to share with you some of our Inaugural Year 9 students’ reflections on their PROJECT8 journey this semester: PROJECT8 has helped me adapt and grow in many different ways. By using different lifelong skills, PROJECT8 has prepared me for real world situations by playing my part within the community. It has taught me how to be self-driven, independent, and persistent when facing challenges. I particularly enjoyed the fact that I could not only engage the community with my project but help society in different ways. -Alannah Parkes My favourite part of PROJECT8 has been the independence we have been given and the freedom to express our ideas. It has been a great feeling to be able to utilize my favourite things to create something that could impact hundreds of lives, which has empowered me to work hard on my project. Being able to collaborate with my classmates and teacher for feedback and ideas was also helpful, as it connected the class. The collaboration we enlisted meant that our ideas could be refined by outside suggestions, and when our ideas didn’t align with others’, we were given the confidence to persist and tweak the project to suit both our initial thoughts and the public feedback.

developed a background and plan of action for my solution. Then in taking action, I created a prototype of a potential barrel and design to be implemented along the Wynnum-Manly foreshore. My plan for the future is to gather all my evidence and data and present my findings to Joan Pease MP in order to truly make a change in our community. – Priya Da Costa As part of my project I created a Primary School ‘Dance-Disco’, to raise money for the mental health organisation Beyond Blue. Throughout this process I constantly used communication skills whilst trying to work through challenges that presented along the way. The student driven student focused aspect of PROJECT8 has allowed me to be experimental, creative and has helped me develop fundamental skills that I will take with me through to my Senior Years. We congratulate our inaugural class of PROJECT8 students for taking a leap into the unknown. For living our MBC Learning Star each lesson and showing resilience and a growth mindset even when things became challenging. Finally, I would like to thank Ms Emilia Keene for her collaborative work with these students as their mentor rather than teacher, Ms Hannah Bliss and Ms Rosie Sciacca who took up the challenge of visioning and creating this unit in during 2021. I look forward to seeing and reading with you Semester Two PROJECT8 learnings.

PROJECT8 has shown me that everyone can use their own skills to their advantage to work toward a better future… which is the most important thing of all. PROJECT8 has been a roller-coaster of ideas and emotions and I have really enjoyed following the progress of my project (even when things didn’t always work!). It meant I had an opportunity to try again and do it better. PROJECT8 has given me the freedom to work on what I believe in with the support of my teachers and peers. I look forward to taking what I have learnt in the past semester (like agility, resilience and responsible risk taking) and implement it in my other schoolwork and later life. The relationships and connections I have developed during this time, will last till the end of my schooling and beyond. It is no doubt, that I have cherished the time in PROJECT8 and look forward to watching the next classes work on their own unique projects. … Every time I walk into the class, I feel an overwhelming amount of support and unity in the room, and I always look forward to doing PROJECT8 and getting a break from my other, more structured classes. During PROJECT8, I have had the freedom to explore a topic I feel passionately about. This has meant I have expanded on my ideas to create a truly personal and unique project suited to my skill sets. With the help of Ms Keene, I have developed a good working ethic, problem solving and creative thinking skills which I can apply to my other subjects. I have enjoyed this subject so much, particularly creating connections with my peers and teacher, as well as learning an abundance of life lessons and skills… - Amelia Selman … In PROJECT8 we have had to adapt to new situations and develop a variety of real-world skills. Our assessments have been entirely self-driven and have focused on the importance of problem solving, communication skills and independent perseverance. Specific to my assessment, the pitch was predominantly approached with a science-maths focus. Which then led to my final solution which is based on creativity. I conducted a research investigation surrounding the issue of blue-green algae on the Wynnum-Manly Foreshore. In doing so, I 15

Ms Delia Stecher Deputy Head of Secondary – Teaching and Learning

Teachers as learners! This Term our Secondary teachers have been sharing their wisdom and expertise with their colleagues. Since the introduction of the MBC Learning Star, teachers have been actively engaged in supporting our students in the key elements of: Agency, Curiosity, Agility, Collaboration and Reflection. In Week 6 of Term 2 teachers shared strategies, lessons and big ideas with one another in a round-robin style Professional Development afternoon. The energy and enthusiasm for new learning was palpable on the afternoon, with both experienced and early career teachers sharing their experiences of classroom practice that links to the MBC Learning Star. Each department was represented and provided contextual learnings that could be applied in a cross-curricular manner. The topics that each Department explored focused on one of the MBC Learning Star elements, with Alisa Cleary (HSS teacher), an expert in Global Competence Education, sharing her wisdom in a multi-element session. The sessions that were on offer for teachers were plentiful and varied:

AGENCY

- Giving students agency in HPE and Health – data representation of engagement and enjoyment. - Creative thinking through Agility and Curiosity

AGILITY

COLLABORATION

- Bringing First Nations’ issues into classroom to build agility and awareness - The key to good communication is collaboration - Grouping strategies for learning - History mysteries

CURIOSITY

- Flipping the narrative - Sparking curious inquiries through experimentation - Feedback, growth and progress in Mathematics

REFLECTION

- Peer mark feedback in Turn It In - Reflecting on types of reflection - Socratic Circles

WHOLE STAR APPROACH

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- Practical approaches to global learning

Each session challenged teachers to think about how they can employ a more rich and integrated approach to the MBC Learning Star. Our Secondary teachers are the masters of pedagogical approaches that align with their area of expertise. When we get the opportunity to learn from one another we have a renewed energy and understanding of the learnings that occur for our students in other areas. This in turn deepens our understanding of and connection with our leaners. We are looking forward to this style of professional learning again in Term 3. Teachers as learners ensures we: •

stay curious to our own learning,

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reflect on best practice,

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collaborate with others,

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consider our agility in the classroom,

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enable agency in our learners, and

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reflect on pedagogical approaches.

As the students are well aware – every day is a learning day!

Mrs Michelle McKersey Deputy Head of Secondary – Students

The Hearts and Minds Committee - Student agency and wellbeing intersecting The College’s work with the University of Adelaide has highlighted that the co-design of wellbeing programs, policies and pedagogy with students is one of the most influential models to shift school culture from a welfare to a wellbeing lens. The work of the Hearts and Minds Committee exemplifies such an approach and is one way we can do wellbeing with our students, rather than to them. One of the recommendations from the first cycle of wellbeing measurement conducted by the University of Adelaide in 2019 was to increase student engagement. An action that evolved from this recommendation was the implementation of a student wellbeing team called the Hearts and Minds Committee (HMC). Student agency is at the centre of the HMC’s purpose, as is evident in the vision which was developed by the inaugural HMC in 2020: Our Community. Our Voice. Our Wellbeing. The HMC meets weekly and is comprised of students across all year levels who represent their peers in issues concerning the wellbeing of the MBC student body. The vertical structure of the group provides an effective means of gathering student input and feedback on wellbeing programs and initiatives. The rationale for the HMC is to ensure students have agency in the future development and implementation of the College’s wellbeing strategy. Aligning with the Hearts and Minds Wellbeing Framework, the HMC seeks to optimise student wellbeing by creating opportunities for students to Connect, Be Active, Keep Learning, Give and Take Notice. Therefore, HMC members are expected to be passionate about the wellbeing of young people and have a commitment to the ongoing operationalisation of Hearts and Minds. The decision to implement a student group that focuses on wellbeing is further supported by current statistics for adolescent mental health, which highlight the value in young people being proactive about their own wellbeing. According to the Australian Bureau of Statistics, one in four young people experiences a mental health condition and suicide is the leading cause of death for Australians aged 15 to 24. Research has shown that half of all mental health conditions emerge by the age of 14, and threequarters by age 24 (Beyond Blue). Additionally, since 2018 the results of Mission Australia’s Youth Survey showed that mental health was one of the top three issues of personal concern for young people aged 15 to 24 and it was also identified as one of the three most important issues for young Australians in 2020 (Mission Australia’s Youth Survey). The HMC has been involved in numerous initiatives since 2020, which include Fitness Fridays and the addition of shorts and trousers to the uniform. The HMC also focuses on promoting 18

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positive wellbeing for students and staff by designing gratitude and connect activities and through their leadership of activities for National Reconciliation Week, RUOK? Day, World Mental Health Day, and World Teachers’ Day. So far in 2022, the HMC have played a role in significant events such as National Week of Action Against Bullying, Denim Day, and National Reconciliation Week. They have been pivotal in fostering relationships between Primary and Secondary Students by facilitating activities at Prep to Year 12 picnics. Also known as ‘PINK-nics’, these whole school events are held during a lunchtime and provide opportunities for Primary and Secondary Students to connect through physical and creative activities. Most recently the HMC took responsibility for creating an array of resources and activities for National Reconciliation Week, which included information for Form Classes, popcorn with Indigenous spices and a weaving activity. Additionally, the HMC has embraced Jump Rope for Heart this term to raise awareness about the important role that physical activity plays in keeping our hearts healthy and to integrate more physical activity into Fitness Fridays. The HMC have also been involved in important strategic work. In 2021, HMC members were involved in a trial of Pulse, which led to the College subscribing to an online wellbeing platform and making it available for all students from Year 5 to 12. Following the recent student review of the Anti-Bullying Strategy, deidentified student feedback was shared with the HMC so that they could evaluate their peers’ ideas and suggestions to improve our approach to bullying. Committee members were also invited to work with an external consultant to have a voice in the new Strategic Plan and they embraced this opportunity to influence the College’s future directions. As is evident in their vision - Our Community. Our Voice. Our Wellbeing - the HMC take a community approach and one that is based on MBC students having voice, choice, and ownership in the direction the College takes with student wellbeing.

SECONDARY House Service Activities - Giving in Action

‘I alone cannot change the world, but I can cast a stone across the waters to create many ripples.’- Mother Teresa Over the course of Terms 1 and 2 in the Secondary School the four Houses united to raise funds and awareness for their chosen charities through their annual service activities. Driven by their House Service Committees and led by their respective Worship and Service Captains, these student-led events highlighted the spirit and generosity of Bay Girls. In Term 1 Wesley and Whitfield committed to supporting Rosies - Friends on the Street, an organisation which provides hands-on support to those who are abandoned and marginalised in our communities. Seniors from both Houses inspired the students in their Houses to donate a range of non-perishable foods and toiletries to this very worthy cause. This culminated in a collection day which saw a substantial supply of items delivered to Rosies. Alison Greene and Drewe Houses also joined forces in Term 2 for their ‘Jungle Safari’ event to support Yalari and The Golden

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Octopus Foundation. Yalari is a non-for-profit organisation that offers secondary education opportunities for Indigenous children living in remote areas and the Golden Octopus Foundation is an organisation which seeks to aid rural families who are dealing with childhood cancer. The Jungle Safari attracted an energetic and spirited crowd of secondary students and a total of $2158 was raised in just forty minutes! There was a range of favourite attractions - including ball games, lob-a-choc, snow cones, soft drinks, lolly bags, and Golden Octopus and Yalari merchandise – with students from different year levels involved in the running of the event. Seniors in each House were responsible for the stalls and helped to create a fun atmosphere through dancing and singing, and younger students helped with the ball games. There can be no denying the tangible and financial success of this service work across the four Houses. However, what is most inspiring is our students’ Teamwork and their commitment to a common goal – to give and support others in need. Mrs Michelle McKersey, Deputy Head of Secondary - Students

INTERHOUSE EVENTS Years 7 - 12 Cross Country

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Careers and pathway education

Career and pathway development is complex. It is the process of managing life, learning, work, leisure, and transitions across one’s lifespan. The MBC Career Education Programme has been developed to support students’ and their families as they transition through their senior phase of learning from Year 10 to Year 12. Of the many career transitions students will experience during their life, the transition from Year 10 to the senior phase of schooling, as well as the transition from Year 12 to postschooling pathways, remain significant milestones in a student’s career development. To support these significant transitions, students engaged in a series of career lessons throughout Term 2. They participated in activities which covered key concepts of career and pathway education including: •

the diverse opportunities and pathways available for their senior phase of learning

•

systems of influence which may impact career and pathway choices

•

job labour market trends and the idea of job supply and demand

•

work experience opportunities.

Term 2 also provided Year 10 students with the opportunity to participate in the combined MBC and MBBC Careers Evening, and for Year 11 and 12 students to participate in the Mini Careers Expo. 24

THE RISING STAR | TERM 2 2022

The Year 10 Careers Evening was held during Week 6 and hosted approximately 15 providers from various university and tertiary pathways. Students were able to speak directly with current university student ambassadors, members of the Australian Defence Forces (ADF), and private organisations such as the National Association for Women in Construction (NAWIC), to collect information regarding multiple entry pathways for their desired areas of interest. In addition, over 60 professionals from sectors such as Health, Business, Law, Creative Industries and Science provided firsthand knowledge of industry and pathways to help support students with their career choices. Students were able to speak with these professionals to develop a deeper understanding of each profession, enabling them to refine their knowledge. The Career Education programme, inclusive of the Careers Evening, helps to prepare students for the successful completion of their Senior Education and Training (SET) plan, in Term 3. The Year 11 and 12 students were also able to engage with tertiary providers during the Mini Career Expo held in Week 8 of Term. With the cancellation of the Year 12’s Careers Evening in 2020 due to COVID, and with less than 100 days to go for our Seniors, this was a timely event to help support our 2022 graduates. Ms Hannah Bliss, Senior Pathways and Career Coordinator

CULTURAL 24HR Theatre Project “Art is not what you see, but what you make others see”. – Edgar Degas The inaugural 24HR Theatre Project was held over the weekend of the 21 and 22 May in which 60 students descended on the Music Centre to create, devise, and perform a theatre piece from scratch. The project was derived from the desire to foster student agency in the development of drama and theatre in which process, as opposed to product, was the source of inspiration, creativity, and learning. Performance, IT, Photography and Production students partnered with Guest Director, Thomas Larkin, whose professional experience in the theatre world gave them firsthand insight into the makings of such an undertaking. Thomas’ professionalism extended into all facets of the theatrical domain whereby students not only learnt key skills associated with performance and production, but also the importance of teamwork, collaboration, and time management. The weekend culminated in a performance for the community in which the students’ ideas came to life, challenging the audience to think outside the box. The audience was treated to a Q & A with Thomas after the show, offering valuable advice for not only the participants, but also the community, about the importance of Arts Education in society. Making connections with industry professionals such as Thomas is key in forging healthy understandings of how the Arts are a powerful tool in bringing current issues and themes to life, and how one can make an impact within the world we live both artistically and economically. This project is just beginning of a new era in the co-curricular drama and theatre domain, in which our passionate Arts educators are already working on exciting new projects for future performances. Ms Kate Fitzgerald, Director of Co-Curricular Performance Dance & Drama Secondary Teacher - Dance

THE RISING STAR | TERM 2 2022

Visual Art This term our Rebel Art Collective group worked together to create an artwork to celebrate Reconciliation. The reconciliation theme for 2022 is Be Brave, Make Change. Moreton Bay College started our Reconciliation Action Plan last year and as part of our ongoing journey we engaged First Nations Artist and proud Quandamooka woman, Shara Delaney, to share knowledge and her unique story to help design a mural which recognises and celebrates reconciliation. The design has been inspired by Moreton Bay College values and the lands on which we gather within our school community and beyond our school. We brainstormed ideas of what community meant and how we might ‘Be Brave’ to visually represent this through narrative and symbols. The colours are significant, with tints and shades of red, purple, and green predominantly inspired by the land, natural world and buildings where we gather. The aqua blue represents the outer community and waterways surrounding us. Allowing us to be supported, embraced, and engaged with and by the wider community. Central to the artwork, is a large rectangle shape symbolising the heart of the school; The Quadrangle, with the colours reversed to not only represent the walkways which carry and guide people to each of their destinations but also the represent spirituality and culture through unity in the form of a cross. The twin jacaranda trees are a dominant feature communicating balance. A metaphor for maintaining balance in heart, mind, and a constant reminder of the beauty in the land we are on. On the outskirts of the artwork, repeated circular shapes represent gathering places and people where shared knowledge takes place. In these spaces we grow as a community through connection, taking notice, being active, continuously learning and giving. We aim to Be Brave and Make Change with a sustainable, engaged community which is future focused beyond 2022. Mrs Jacquie Jones, Secondary Visual Art Teacher

CULTURAL Anzac Services

On 25 April students from the Moreton Bay Colleges’ participated in Anzac Day ceremonies around Wynnum, Manly, Lota and Brisbane City. Despite the gloomy weather, many students came to represent our Colleges' at both the ManlyLota and Wynnum RSL Anzac Day Services, to march alongside service men and women and lay wreaths in remembrance. Music Captain Nandana Balu Nair and Cultural Captain Shannon Dean led the singing at Manly, while the Chamber Choir woke early to do the same for the dawn and wreath-laying services at Wynnum. MBBC Music Captain Ethan Kircher, joined Sophie Donohue and Lewis Campbell each playing the bugle at College and community services with great respect and courage. In the afternoon, Vocal Point were honoured to attend the St Andrews War Memorial Hospital for a lovely wreath laying service, where they led the hymn singing alongside the Emmanuel College Highlanders Pipe Band. Thank you to all who attended for stepping up to pay our respects to the ANZACs' and those who have fallen defending our country. Caitlin Harvey, Music Vice Captain and Shannon Dean, Cultural Captain

THE RISING STAR | TERM 2 2022

Classics - Part Two

Classics Concert: Part 2 blew audiences away with our larger co-curricular ensembles providing a great musical finish to Term 1. Despite last-minute delays and disruptions due to COVID, the students and their incredible conductors put on an amazing performance showcasing team cohesiveness and individual talent across Orchestra, Wind Ensemble, String Orchestra and Chamber Strings Under normal circumstances, the Term 1 Music Camp provides our large ensembles the time to nail the repertoire prepared for the Classics Concert. However, Music Camp was postponed this year, leaving students and conductors a shortened amount of time to put together these difficult works. Yet, both conductors and students took on this challenge and it was incredible to see the amount of individual and team effort each student put into their ensembles pieces, making Part 2 of the Classics Concert just as wonderful as Part 1.

We could not have put on such an outstanding Part 2 Classics Concert without our dedicated and passionate conductors. A big thank you to our music staff, family and friends who supported and guided our musicians through the first musical journey of the year. Gabby Shehab, Music Vice Captain and Max Eberspaecher, Cultural Captain

To start off the night, the Orchestra wowed the audience with their performance of the well-known tune Sorcerer’s Apprentice from Disney’s Fantasia. Utilising instrumentation to characterise the Broom and the Sorcerer from the movie, the Orchestra commendably illustrated this well-loved scene. This was followed by the Chamber Strings with their performance of Capriol Suite providing a change in musical era’s, taking the audience back to the Renaissance period. Featuring six contrasting movements, this engaging performance displayed both challenging technical work and style changes. Another string highlight was the beautiful work Gabriel’s Oboe performed by the College Strings, demonstrating creditable synchronicity within the orchestra. The Wind Ensemble ended the night with an incredible performance of El Camino Real, a technically demanding piece creating an image of Spanish festivity that wowed the audience.

CULTURAL Soirée Concert

The Music Soirée was a great success this year. Students from both Colleges’ came together to showcase what they have been working on in rehearsals. The audience were entertained with a variety of ensembles including Junior Stage Band, Strings and Percussion Ensembles, Concert Band, Guitar Ensemble, and Vocal Ensembles from MBC and MBBC. The pieces presented by the groups were extraordinary, starting with the Concert Band and College Strings who performed a combined piece called Adventure on Snake River. MBC Training Choir performed two songs from an Australian Animal Suite and the Junior and Senior Percussion Ensembles played vibrant modern arrangements that were well-known crowd pleasers. The Classical Guitar Ensemble performed a fun syncopated piece from a local Gold Coast composer as well as the popular theme from Pirates of the Caribbean. The MBBC Primary Vocal Ensemble performed two exciting pieces – Under the Bright Sky and Whisper, while the Flute Ensemble delighted us with three short tunes including the famous Hedwig’s Theme from Harry Potter. MBC Primary Choir sang a powerful piece of music called Just a Single Voice which reminded the audience that music has the power to unite all in song. Lastly, the Junior Stage Band played two entertaining blues pieces featuring two students from each school with phenomenal solos. The audience and staff were blown away by the calibre of music our students presented. It was indeed an evening to remember! Denise Wannarat and Thasuni Kumbukage, Year 6 Primary Music Leaders

THE RISING STAR | TERM 2 2022

Ignite Festival Concert

A musical highlight for Term 2 is always the end-of-semester contemporary concert, showcasing the talents of our College’s rock bands. This year held the added impetus of combining such a great event into the wider context of the inaugural MBBC Ignite Festival, a celebration of the impact and importance of the not just music, but also dance, photography, film, drama, and visual art within our community. With full staging, professional sound engineering and a fantastic light show, the audience was first entertained by our Junior and Senior Stage Bands playing everything from jazz classics C Jam Blues, Boogie Woogie Bugle Boy and American Patrol, through to modern favourites like the funky Fat Burger and the theme from Pixar’s hit movie The Incredibles. The jazz opening was soon followed by a great mix of soul, rock and pop delivered with style and energy by The Originals, Recruits, Bayside Boys, Ballistic and Rockfuse. Favourite tunes such as Simon & Garfunkel’s Hazy Shade of Winter and the CCR hit Proud Mary, rock classics from The Living End’s Prisoner of Society and Van Halen’s Jump, and even the original Ballistic song Sweet Saint all provided the enthusiastic crowd with great entertainment. Congratulations to all the performers on providing such a brilliant evening of modern music to finish Semester One. Mr Ben Langford, Director of Music

SPORT Cross Country The Cross Country season has been long and exciting this year. Students across both the Primary and Secondary School have remained focused and motivated to train for an extended season due to extreme weather conditions impacting training facilities and the closure of competition venues. More than 60 enthusiastic runners commenced training before the school year began in January and have enjoyed opportunities including muddy warm up meets, an inspiring and enlightening camp and the QGSSSA pre–Cross Country dinner for the Secondary Students. Andrews Cup and QGSSSA Championships were both impacted by weather and postponed from their original date. However, the MBC runners produced amazing results both personally and as a team. Primary Students dominated the Lytton District Cross Country trials in May with outstanding results across all age groups. The 12 Years MBC runners dominated their age division taking out the first five placings. – first Ruby Hazell; second Emily McBrien, third Gabrielle Lynch, fourth Farrah Jubb, fifth Ella Jones. The 11 Year division saw three MBC students finish in the top 10 – fourth Eloise Nealon, fifth Alyssia Gordon, sixth Carys Hewson, while 10 Year division had two MBC runners make top 10 – fifth Harper Greer, 10th Ruby Carmody Joining the Primary girls at the Met East trials are Secondary students Jessica Hawkins, Taylah Hazell, Belle Norton, Monica Heeremans, Layla Erikson-Howard, Kobi Walker, Piper Lawson, Olivia Weekes and Maddi Gross.

QGSSSA Cross Country This year’s QGSSSA Cross Country Championships saw a change of date and venue, with the team taking to the John Paul College course on Saturday 4 June. After losing a number of runners to illness and injury, the MBC team performed beyond expectation and ran with spirit and determination. The most outstanding age groups were the 12 Years and 16 Years, with both teams placing second. Congratulations to the first runners across the line in for each age group; Farrah Jubb (12 Years), Olivia McElroy (13 Years), Charlotte Kane (14 Years), Layla Eriksen-Howard (15 Years), Kobi Walker (16 Years) and Olivia Weeks in the Open race. Overall, MBC placed third narrowly missing second place to Brisbane Girls Grammar School by one point.

THE RISING STAR | TERM 2 2022

On the international stage In the first half of 2022, MBC athletes have demonstrated their dedication and commitment to their chosen sport, and many are achieving their dreams. As international borders begin to open, athletes have been able to travel the globe to compete at the highest level.

Abby Craswell

Across many sports, MBC students are representing Australia and we recognise and congratulate students on their selection in national squads or teams. Anneke Meyer (Year 11) is an exciting prospect in the sport of sailing. Anneke was selected in the Australian Sailing National Youth Camp earlier this year. At Nationals, Anneke was the first QLD female youth and placed 11th overall. She has now been selected to represent Australia in the 2022 ILCA Sailing Youth World Championships in Houston later in July.

Anneke Meyer

Skye McKibben

Artistic Gymnast Ava Costa (Year 8) was selected in the Australian Junior Artistic Gymnastics team and competed in Germany in March this year. The team achieved a silver medal behind USA, with Italy in third place. As the youngest team member, Ava had an outstanding competition, narrowly missing out on an individual final as there was only one competitor per country permitted to progress through to finals. Her teammate scored 13.466 on vault, while Ava’s score of 13.4 meant she missed the final, however was the third highest vault overall in the competition. International recognition continued for Moreton Bay gymnasts with Aerobics athlete Skye McKibben (Year 8) representing Australia in Prague. While Rhythmic gymnast Jasmine Reichhart (Year 10) travelled to Portugal to represent Australia.

Sophie Lillicrap

Across team sports, MBC has also had representation with Sophia Dobson (Year 11) being named in the U19 Australian Netball squad and Chloe Nikola (Year 12) named in the Australian U18 Touch Football squad. Emma Bible

Track and Field athletes also have been rewarded for their performances with multi-class athlete, Abby Craswell (Year 12) selected to represent Australia at the Oceania Championships ,in June 2022, along with National 800m Champion, Emma Bible (Year 12), and National High Jump silver medallist, Sophie Lillicrap (Year 12), who have also gained selection in the Australian team. Mrs Susan Pavish, Director of Sport

Ava Costa

Jasmine Reichhart 33

SPORT

4x50m Medley Relay - Swimming

Alice Dart - Basketball

Caitlyn Hosking - Softball

Francesca Chitukudza - Swimming

Jayda Milligan - Water Polo

Lily Richardson - Hockey

Sienna Parkes - Swimming

Taylah Hazell and Chloe Munro - Athletics

Georgia Green and Ava Shearer - Water Polo 34

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Jazmyn Green - Water Polo

Zarah Milligan - Water Polo

MBC students make their mark at national level Throughout Terms 1 and 2, Moreton Bay College athletes enjoyed success at national level. We celebrate those who competed on the National stage. Name

Sport

AUS Result

Comments

Amani Alobaidli

Swimming

Bronze

4x50m Medley Relay

Emma Bible

Athletics

Gold

800m

Francesca Chitukudza

Swimming

Bronze Bronze

200m Butterfly 4x50m Medley Relay

Alice Dart

Basketball

Silver

U18 Australian Basketball Championships (Captain of Qld Team)

Grace Gerreyn

Swimming

Bronze

4x50m Medley Relay

Georgia Green

Water Polo

Gold

U14 Qld Team (Green)

Jazmyn Green

Water Polo

Gold

U16 Qld Team (Gold)

Taylah Hazell

Little Athletics

Silver Bronze

400m 4 X Medley Relay

Caitlyn Hosking

Softball

Gold

Nationals U18 Qld Team

Polina Leonova

Rhythmic

Silver

Rhythmic Gymnastics Australian championships – Jnr International

Sophie Lillicrap

Athletics

Silver

High Jump

Jayda Milligan

Water Polo

Bronze

U18 Qld Team (Gold)

Zarah Milligan

Water Polo

Silver

U14 Qld Team (Gold)

Chloe Munro

Athletics

Silver Bronze Gold Silver

Long Jump Triple Jump Long Jump Triple Jump

Medallist at National Level

Little Athletics Sienna Parkes

Swimming

Silver

4x50m Free Relay

Kyrah Percy

Swimming

Bronze

4x50m Medley Relay

Lily Richardson

Hockey

Gold

U15 QLD Team

Ava Sherer

Water Polo

Gold

U14 Qld Team (Green)

Semester One Acknowledgement of QLD Representatives at Australian Championships Teresa Anthony

Athletics

Annabelle Barnett

Athletics

Emma Delaney

Indoor Hockey (Nationals cancelled due to COVID)

Layla Eriksen-Howard

Athletics

Sienna Hume

Athletics

Piper Lawson

Athletics

Isobel McKeon

Hockey

Clancey Smith

Water Polo

Kobi Walker

Athletics

Semester One Acknowledgement of students who competed at National Championships Isla Flett

Swimming

Charlotte Kane

Swimming

Taya North

Swimming

Rosy Ryan

Swimming

Olivia Slater

Swimming

Mila Stribling

Swimming

Annabelle Thiele

Swimming 35

SPORT Primary club netball and club hockey In addition to the Andrews Cup sports and competitions MBC offers its Primary girls the chance to participate in club sport both in hockey and netball. Club sport caters for more of a diverse sporting opportunity outside the College realm in addition to supplementing the existing sporting programs. Both clubs have been operating for a number of years and have expanded their playing horizons. This is the second year club hockey has been able to register a turf hockey side in the U13 divisions. This gives our younger players the opportunity to hone their skills on the faster paced surface before entering the QGSSSA system and representative pathways. The U13 turf team is 10 games into their season and is currently sitting in second place in what is proving to be a very close competition. The girls have been working hard at training and improving with each game. MBC continues to enter teams into the grass divisions of the BWHA competition both in U9 and U11. For these team the season has just begun. The U9 play modified half field, nine aside competition where the players are encouraged to play all positions including goalie. In this grade, the basic skills are learnt through clinics and matches. It is wonderful to see the team celebrate after they score a goal! The U11 team with its blend of new and old players is continuing to learn the ropes of game play during the training sessions. It is unfortunate that rain and poor ground conditions have seen the cancellation of recent fixtures. The club netball season has just begun at MDNA. This year MBC has affiliated with the Hytec Netball Club. This affiliation allows the girls great scope to use a larger club’s coaching resources and clinics and provides a pathway for the girls to pursue representative honours in the future. Although playing in Hytec colours, MBC has retained its membership base, training ground, coaches and playing bibs. Our teams can be identified at MDNA on Saturday as Hytec MBC 21 and Hytec MBC 28 in the 11 years and 10 years competitions respectively. The teams have made an excellent start to the season by winning their opening two games.

JETS Netball Programme New to our netball programme in 2022 is the instigation of the JETS Programme (Junior Elite Training Squads) under the supervision of Head Coach Suzanne Yeats with guidance from Vicki Wilson and Director of Netball Amanda Sheaffe. This programme aims to create a solid playing base where participants develop high levels of skill, fitness and game knowledge. Development and Championship teams will play a number of tournaments throughout the year to showcase these proficiencies. As a result of this programme MBC hopes to further develop our club netball and Andrews Cup teams and progress skills into the QGSSSA sector.

THE RISING STAR | TERM 2 2022

Autumn fixture overview: MBC autumn fixture sporting teams achieved exceptional results in all three sports despite a season disrupted by COVID, extreme weather conditions and closure of venues for training and competition. Premierships were won in 7B and 9B Basketball; 9B and 10A Touch. QGSSSA basketball had another successful and consistent season. Nine out of ten teams finished in the top three, with two third places, five second places and two premierships overall. Football continued to show strength in the younger divisions with the Intermediates finishing the season in second place while Juniors were a creditable third overall.

Touch in the spotlight: The continued rise of MBC touch 2022 has been a year of progress for the MBC Touch programme teams across all age groups and divisions showed significant improvement. The depth of the Touch programme was on full display, with eight teams finishing in the top three of their divisions, and two teams – 10As and 9Bs – securing QGSSSA Premierships. We have been fortunate to welcome Australian Emus Women’s Open Touch Coach, Swain Rovelli into the College Touch programme. Swain brings invaluable experience to the programme and has provided guidance to coaches and players alike. Assisting Swain with the Open team was Australian Touch representative Mrs Rachelle Poole. This guidance has paid dividends already with nine students selected in Metropolitan East Touch teams and attending the Queensland School Sport Touch State Championships: 18 and under: Olivia Atkins, Chloe Nikola, Lydia McCarthy, Pia Murphy, Lily Neill and Ella Searston 15 and under: Charli Nikola, Imogen Murphy and Annie Keough 2022 saw our most significant representation at the National Touch League, From the College’s Open Touch Team, Olivia Atkins, Chloe Nikola, Lydia McCarthy, Pia Murphy, Lily Neill, Ella Searston, and Lily Searston all featured prominently within the U20 competition. Finally, special mention must go to Touch Captain Chloe Nikola, who was selected in the U18 Trans-Tasman National Youth Programme Squad. This has certainly been a year for MBC Touch to celebrate. We’re very much looking forward to the All-Schools Championships later in the year with three teams competing as well as continued success in the QGSSSA competition.

STAFF PROFILES

Miss Cindy Lu Year 6 Teacher What brought you to teaching?

Hopes for me as an educator in 2022 are?

Building relationships with students and seeing them enjoying the learning experiences during my volunteering at a rural school overseas and seeing the excitement students show when they make connections and start to understand something in front of you.

To get to really know the students, build strong relationships, and help students to achieve their best.

What is your favourite book?

My primary Maths teacher, always with a smile and brings positive energy and encouragements.

Harry Potter and the Philosopher’s Stone.

Greatest lesson you have learnt from a student?

My favourite teaching moment?

They are capable of many things, have high expectations for them for them to reach high.

So many… seeing students efforts pay off when they showcase their learning to others and receive positive feedback. When I’m not at school I love to? Explore the food, hidden urban and natural places around My greatest hope for my students for 2022 is? To develop a growth mindset, to not be afraid of failure and persist in challenging times.

Which educator inspires you?

THE RISING STAR | TERM 2 2022

Mrs Kelle Adams Pre-Prep Teacher What brought you to teaching?

Hopes for me as an educator in 2022 are?

I was inspired to become an educator by my Year 5 teacher, who taught us how to play the recorder. She was a positive influence in the classroom, and always encouraged the students to do their best. I decided to become a teacher and found Early Childhood Education was my passion.

During 2022 my hopes as an educator are to inspire students to explore the world around them and the ways they interact with others and how they think about the world as ‘global citizens’.

What is your favourite book?

An educator who inspires me is Loris Malaguzzi. He created the Reggio Emilia approach which is a child-centred early educational philosophy that believes children are powerful and capable individuals, with the ability and desire to construct their own knowledge.

My favourite book is ‘The Dry’ written by Jane Harper. It is based in Australia and is full of mystery, drama and suspense. My favourite teaching moment? I have had so many amazing moments throughout my teaching life. My favourite moments are when I see a student few years later and they talk about the experiences that had while in my class. It makes me smile to think about the memories they hold close and the impact I have in their early years. My greatest hope for my students for 2022 is? My greatest hope for my students in 2022 is for them to show curiosity and enthusiasm for learning at Pre-Prep and become confident life-long learners who are willing to try everything.

Which educator inspires you?

Greatest lesson you have learnt from a student? The greatest lesson I have learnt from students is to see the beauty in the smallest details in life. When a student has asked me to look at the patterns in a rock, the petals of a flower or the legs of a caterpillar, it is a lesson in appreciating the small things that are seen through the eyes of a child. A little fact about me? I love camping, going to the beach and exploring the great outdoors.

OLD GIRLS' ASSOCIATION

Sue Johnson Class of 1997, Marketing Manager

Annabelle Cowen Class of 2015, Primary Teacher What has your career path been?

What has your career path been? I love travel so I wanted a career in that field. Flight Centre’s global HQ is in Brisbane so was the perfect fit. After uni and travelling around Europe I got a job as an agent and eventually worked my way up through marketing all the way to Head of Retail Marketing in the UK. I’m back in Brisbane now and working as the Marketing Director for Spicers Retreats. Why [this industry]? I love travel so figured if I can get a marketing job in that industry I’d never “work” another day in my life. I was right! I still love working in travel as much as I did that first day. What does an average week look like for you? No such thing. A few weeks ago, I was in the Hunter Valley to see our new hotel. This week I fly to a property we might be interested in. Next week I’m at Peak Lodge for a shoot. And all while doing some customer research and planning for next year. What are your career aspirations? Stay in travel and tourism. Eventually I’d like a few interesting board positions so I can use my experience to have a positive impact on businesses. What would you tell the next generation of Bay Girls? Don’t know what you want to do? That’s OK. And if you do, it’s OK to change your mind too. You could be one of the world’s wonderful multipotentialities. The world needs more of us!

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I chose to study to be a Primary Teacher, and as of 2022 am a Year 1 teacher in a Catholic school in Highfields. I chose teaching because I want to help the future leaders of our world learn in a safe environment with another compassionate, kind, and caring teacher. What is your current role like? Currently my average week is very busy and full on! Planning for student learning, making sure I know my stuff, and all the inbetween jobs and emails I have to get through each day, not to mention professional development! What are your career aspirations? I would one day like to become a child Psychologist in a school and make some sort of impact on learning by more effectively embedding Indigenous Australian culture and understanding into the Australian Curriculum. I also want to become a pilot!! What would you tell the next generation of Bay Girls? Search for what you truly love, and for what makes you feel fulfilled in life. That being said, you have a long life ahead of you so enjoy it, learn as much as you can, and don't be afraid to follow your heart and your career aspirations, even if they change after your first year or ten years as a professional!

Annette Box Class of 1998 - Assistant Head of Primary – Wellbeing & Operations What has your career path been? After finishing at MBC in 1998 I went directly into a Bachelor of Arts (Drama) / Bachelor of Education at QUT. After I graduated from this four-year double degree, I commenced my teaching career at Sheldon College where I taught Drama, Dance and English. After five years there, I travelled abroad and lived in Abu Dhabi in the UAE for two years working for Etihad Airways. On my return to Brisbane, I worked in HR & Recruitment for a while before the lure of the classroom saw me return to the school context. I went on to work at Somerville House for over eight years as the Head of Drama. In 2018 I moved to St Margaret's as the Head of Faculty - Arts and Design. In 2021 I was appointed to my current position as Assistant Head of Primary Wellbeing and Operations, also at St Margaret's. This is my fifth year at the school. Why [this industry]? My mother was a teacher, so I always had a rounded, realistic model of what being a teacher involved. I also grew up doing Dance and Drama but quickly learned I love choreographing & directing more than performing. In high school I spent a few years as a private Speech and Drama teacher at the studio I attended, along with some incredible role models at MBC such as Eve Londy, Wendy Lauman, Jacquie Fitzgerald and Meredith Mihelic confirmed that I wanted to be an educator ideally, in girl’s schools.

Teaching offers some consistency and rhythm week to week as we follow the timetable, breaks and host many events on an annual basis. However, there are always changes and developments in curriculum, student needs, best-practice pedagogy, digital platforms, not to mention the role of the pandemic. So being a part of the Senior Leadership Team means we are decision-making, strategising, future projecting and problem-solving on a regular basis which keeps things both exciting and challenging. What are your career aspirations? I have only recently moved into Senior Leadership, so I am eager to gain experience and exposure to this role before I look too far ahead, but I hope to continue my leadership journey in the girls' education context, regardless of the next role. I am in the final year of completing a Master of Education (Leadership and Management) at QUT too which has complemented my professional practice and growth enormously. What would you tell the next generation of Bay Girls? You are in a context that will give you an incredible foundation and grounding for your future aspirations, no matter what they are so don't squander it - treasure it and leap after Year 12, because you can land wherever you desire.

What is your current role like? I still teach some Drama classes, but I predominantly look after the day-to-day operations of the Primary School, our events, calendar as well as the pastoral care and wellbeing of our girls. What does an average week look like for you?

Mrs Alex Givney Director of Philanthropy

The Foundation update Business Breakfast On Friday 20 May The Foundation hosted their second Business Breakfast at RQYS with guest speaker Tracey Viera and MC Stewart Fleming. Tracey’s experience in the Film and Television Industry and stories as to how she chose her profession kept the audience captivated. Her messages about the importance of reading and saying yes to things that make you uncomfortable, made her story resonate with so many. We thank Motorline MINI Garage for their Gold Sponsorship and Table Sponsor Style + Error. Our contributors and supporters- Talbot Press, Fleur by Ellie, Cedar & Pine, Smooche Boutique, Hoodlum and Performance Studios.

Join us for our next Business Breakfast on Friday 19 August. Our engaging panel will discuss the Business of Sport.

THE RISING STAR | TERM 2 2022

Giving Day On Thursday 26 May, the Moreton Bay Colleges’ Foundation hosted their inaugural Giving Day to raise funds for the Voluntary Building Funds at Moreton Bay College and Moreton Bay Boys’ College. We were profoundly grateful to our community for the support of this initiative. With the generosity of our donors and the help of the matching donors, more than $168,000 was raised for our Colleges'. This generosity will support the next phase of growth at Moreton Bay College and Moreton Bay Boys’ College, ensuring we can continue to create exciting and engaging environments, designed for optimum learning. With over 470 donors contributing to the total, the spirit of giving is a part of the fabric of the culture of the Moreton Bay Colleges’. The excitement was in the air in our Operations room as volunteers reached out to members of our community to share the news of our Giving Day. Together, we have continued the proud Moreton Bay Colleges’ tradition of one generation looking after the next to provide a legacy for the students of tomorrow.

Find out more Visit our website and download a Prospectus. www.mbc.qld.edu.au

Visit us Book a College Tour with our Enrolments team. registrar@mbc.qld.edu.au 07 3249 9322

450 Wondall Road Manly West, Queensland 4179 P 07 3390 8555 mail@mbc.qld.edu.au www.mbc.qld.edu.au An Early Years to Year 12 Uniting Church School for Girls CRICOS 03371K

Enrol online For your convenience our online enrolment process is now available. www.mbc.qld.edu.au/enrol

We respectfully acknowledge the Traditional Custodians of the land upon which the College stands, the Quandamooka Peoples. We pay our respects to the Elders, past, present and emerging.