Emmaus Christian College - 40 Years of Faithfulness History Book

40 years of faithfulness

Bethesda Christian School Tabor Christian College

40 years of faithfulness

Published by Emmaus Christian College www.emmauscc.sa.edu.au Unless otherwise stated all text copyright Š Emmaus 2019 Printed by

2-14 Paul Street St Marys SA 5042 T 08 8124 0000 F 08 8277 2354 openbookhowden.com.au

Foreword We’ve all seen it. That spark in a child’s eyes… “Oh, now I get it!” Their face lights up, and the door is opened for even more new discoveries, new learning and fresh creativity. The spark that we see is inspiration in their heart, and inspiration in their mind. The Emmaus distinctive, however, is much more than just the ‘light bulb-moments’. It is the value of relationships and community in the process, and the knowledge that they are made in the image of God who unconditionally loves them.

Each day, as I move around the College, I have the privilege of seeing God at work through relationship and community building, and sparking this inspiration in our students.

I also see it in our dedicated staff team. They go above and beyond as they serve, invest, and pray into the life of every child. Their minds devise new ideas and creative programs. Their hearts extend care and concern for each and every student, as they prayerfully seek the Lord’s guidance in all the challenges and joys of their classroom communities.

All of this God-given inspiration is not really anything new to Emmaus Christian College. Stretching back more than 40 years ago, our faithful Heavenly Father was sparking inspiration in the hearts of our founders. What you and I see today is just a small part of God’s ongoing story that He is crafting through every new wave of incoming students, families and staff members, each adding their own distinctive ‘footprint’ to God’s big story here at Emmaus.

At this 40th Anniversary in our College’s history, it is time to take a pause in our journey – to look back on God’s faithfulness to us, and to reflect on how God’s provision has prevailed through every step of our journey. It is equally through the times of challenge and the times of provision that God reveals Himself and His love to us. At this reflective time, it is important to remember that it is our shared history, with its challenges and blessings, that has shaped us into the community we are today. It is my prayer that capturing and sharing the journey of our first 40 years will galvanise us in humility as we move into the 40 years ahead.

On that first day of school in 1979, I wonder if our College’s founders really could have imagined where the College would be in the rather futuristicsounding year of 2019? Although we have not realised flying cars – which those watching “The Jetsons” in the 1960s may have predicted, or time-travelled – as flagged in the 1980 film “Back to the Future,” we have something much more special! As we look into 2020 from our current 2019 vantage point, we see the fruits of their labour and God’s provision. A thriving, high-performing Christian School reaching capacity of up to 800 students at South Plympton, poised to continue seamless growth at a second campus at Brooklyn Park.

Sometimes in our early life, there were brave (even brash) decisions made.

Families and staff sacrificed much in those first ten years especially… countless extra hours were given, staff wages were far from extravagant, bold v

approaches were made to property owners… and it’s difficult now to imagine parents hand-knitting school jumpers in an effort to make the dollars stretch further! This frugality, creativity, sacrifice and commitment was all in response to a God-given desire that young people have opportunity for a Christ-centred education.

Some teaching practices of the 1980s will now cause an eyebrow to be raised.

As in life, our “childhood” as a College brought great joy, along with difficult life-lessons. Through all these ups and downs, through all the changes, God was gently guiding, and continually inspiring. As we matured, new approaches were taken, coupled with some moments of insecurity – especially when we “moved house” (with just days to spare!) into the current Lynton Avenue buildings. As for any teenager, there were challenges and steep learning curves as we grew.

And now, at 40, we could say that we’ve “matured”… well, somewhat!

But there is no room for complacency. If anything, this is the time to rely on God even more fully.

We are now at the point of “new birth” as we prepare to launch our Brooklyn Park campus. We have all the excitement of an expectant parent – with hopes and dreams for the way God’s Holy Spirit will inspire the hearts and minds of the students, families and staff who are at the centre of this exciting new venture.

This book is an important marker on our journey as a school community. My thanks go to the many people who have made the vision of this book a reality.

Although it can be problematic naming individuals when such a task is a large team effort, I would particularly like to thank Carolyn Hull, who has over the last 18 months invested countless hours into the research and drafting of much of this book. I would also like to thank Wendy Rayner for her time and expertise assisting in the editing of the book. Finally, I would also like to thank Sonia Wood for her time working with the publisher, turning this from a very long Microsoft Word document into the polished publication you are reading now.

In this historical record, we cannot hope to have captured every detail of our thriving, diverse community. What we can do, though, is look at our collection of memories and life-stories, and highlight the amazing ways that God has revealed Himself to members of our College community over the years. Just as He appeared to the two disciples on the Emmaus Road, Jesus has been revealing Himself to us, warming our hearts and igniting in us a passion for His truth (see Luke 24:13-34).

As you read, reminisce and reflect through these pages, I encourage you to also take time to ask God to inspire your heart and your mind afresh. I’m confident that the astonishing faithfulness of God will continue to be ours now, and for the next 40 years of our College’s life. Our joy and our challenge is to keep humbly journeying with Him, and allow Him to daily inspire us.

Andrew Linke Principal vi

Editorial note Every history recorded needs to make editorial choices and leave out some details in order to fit everything into one book! The choices that have been made in this book often reveal more about access to sources than about the prominence of the information. Where there are gaps in the record, there are also opportunities for these to be filled by the voices of those who lived the history. Inevitably, some information has been omitted that others expected to see. Credit or prominence may have been given to something while ignoring something or someone equally worthy. No offence has been intended, rather it is hoped that in learning about our history, you might also consider how to keep history and its impact alive.

Acknowledgements To the entire community of Emmaus Christian College for their support of this project – thank you for all your words of encouragement, sharing of your view of our history, and for the grace to read and reflect on what our history means.

To the many people from our past who were prepared to be interviewed or who responded to my requests for details - thank you for your time and perspective.

To the College leadership, who entrusted me with the task of recording this discussion of our past and reflections of important and less-important details - thank you for your trust.

To all the students who have called Bethesda, Tabor or Emmaus their ‘school home’, I acknowledge that you have many stories that are part of our history that will never appear in a book. Always remember to share what is important, to reflect on the impact of the people who surrounded you while at school, and to keep history alive. Always remember that His Story - the story of Jesus Christ - is more important than any human history.

To my husband for graciously allowing me many hours to make words appear on a screen and for the encouragement and cups of tea needed at various points; and to my family who were interested, encouraging and offered wise counsel about this project – thank you.

Carolyn Hull Teacher Librarian

vii

Chapter 1: The vision to establish Bethesda Christian School

1

Chapter 2: What’s in a name?

5

Chapter 3: Location, location, location!

13

Chapter 4: People of significance

25

Chapter 5: The first ten years – 1979-1988

41

Chapter 6: The second decade – The ‘teen’ years – 1989-1998

57

Chapter 7: The third decade – Maturity and change – 1999-2008

71

Chapter 8: The fourth decade – Transformation and growth – 2009-2019

85

Chapter 9: The arts – An opportunity to shine

101

Chapter 10: Sports and competitions – An opportunity to stretch

113

Chapter 11: Beyond the classroom – An opportunity to explore

129

Chapter 12: The future – Growth continues

149

Chapter 13: Our changing face

157

Chapter 14: Staff roll call

167

Reference list

173

Index 174

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CHAPTER

ON E

The vision to establish

1

The vision to establish Bethesda Christian School Habakkuk 2:2-3 Then the Lord told me: “I will give you my message in the form of a vision.

Write it clearly enough to be read at a glance.

At the time I have decided, my words will come true.

You can trust what I say about the future.

It may take a long time, but keep on waiting — it will happen!

Contemporary English Version® Copyright © 1995 American Bible Society. All rights reserved.

Before our school existed, there was a community of people who were seeking to honour God, to listen to Him and to seek to do His will in our world. Through them, a vision for Christian schooling was given and although it was difficult at times… it has happened.

Bethesda Christian Centre The community with the vision Bethesda Christian Centre was our school’s sponsoring church.

This was the community from which we began, and the source of the vision for a Christian School. It was situated on Marion Road, near the Mitchell Park Boys Technical High School, at the time that Bethesda Christian School began. It was the founding church of the Bethesda Movement in Australia, and the founding Pastor, Peter Vacca, was instrumental in establishing this vibrant centre of worship in the Marion region.

But although human endeavour, personality and influence were at play, God was in charge!

2

The context The Bethesda Christian Centre had its beginnings in the spiritual revival evident through the Charismatic and Pentecostal movement of God during the 1950s to the 1970s. During this period of social, cultural and church change, non-traditional expressions of worship and faith were explored under the influence of people inspired by a recognition of the Holy Spirit at work. The expressions of this spiritual awakening were seen in ‘new’ ways, with miraculous healing, speaking in tongues and a distinctive way of participating in church life. People were motivated to see God with new understanding and expression. The enthusiasm for God was attractive. Ordinary people were inspired to lead, and to listen to God. Many people who had grown up in a traditional church setting were drawn to the vibrancy of worship expressions, and others came to faith in God for the first time, being drawn to church by their enthusiastic friends – people inspired by the Spirit of God. The leader of the Bethesda church community, Pastor Peter Vacca, had not grown up in a Pentecostal church. His family of Italian heritage, migrated from Italy to live in the Riverland and had raised him within the Catholic tradition.

Peter became a Christian in the late 1950s while he was living in Adelaide, through the ministry of Pastor Leo Harris of the Christian Revival Crusade Church. (The church was then known as the Adelaide Crusade Centre, now commonly called Sturt Street, Adelaide Christian Centre).

The transformation in Peter’s life cannot be denied – he had been changed by God. Serving Him was his motivation and his passion, and the opposition and misunderstanding he faced, even from within his family, were not going to stop him. While still working in the mechanical field, he pastored and established churches in country SA. This led him to see the need to minister to those who were leading small fellowships and to pastor them, and his ministry continued in country NSW, leading others and inspiring them for service. Eventually he returned to minister in Adelaide, at Christies Beach and eventually Marion. He was a young man with a mission, a man with a heart for Christ and for those who had been changed by the Spirit of God, and for those who were serving as Jesus’ apostles, ministering in His name.

Definitions:

Charismatic: Although the Bible acknowledges that Christians are gifted by God’s Spirit with a range of gifts, through the mid-20th century the Charismatic movement emphasised the ‘visible’ gifts to include supernatural expressions including speaking in tongues, healings, and being transformed by God’s Spirit in visible ways.

Pentecostal: Pentecostalism proposes that believers would have a personal experience and outworking of God’s Spirit upon coming to faith. Baptism in the Holy Spirit was one way of expressing this experience.

Apostolic: Apostles are those who served in mission with Jesus. In recent times, being ‘apostolic’ implies being on mission for God (either in the same way that they believe early Christians were able to express their faith in Jesus, or as a reaction against church leaders being the only ones with authority to be ‘on mission’.)

An Apostolic church would therefore have all believers expressing leadership and sharing the ministry of Jesus.

Peter Vacca had a big personality and he was a visionary.

He had seen God heal, and he was prepared to give God opportunity to do amazing things, and to give God’s people opportunity to demonstrate His power in their lives. The people in Pastor Vacca’s congregation in the Marion region were based in a suburban region that was growing in population as housing was booming. Having begun with about 20 people in the Marion church, meeting in the Marion Pioneer Hall, they grew further in size and resources to enable them to buy a small building as a worship centre that later would become the Marion Community Centre. By 1970 they had outgrown this worship site too, and so bought property at 815-817 Marion Road. The building on the site initially became the Vacca home and would later be used for ministry and was called ‘The Jesus House’.

The church community subsequently built the Bethesda Chapel – the Bethesda Christian Centre, which was completed in 1972. The much bigger building was just a reflection of their big vision of a church shaped by love, mercy and grace.

By 1974 there were 476 people attending the ‘strongly Pentecostal’ church. The Church was young, with many young families, including those of the church’s pastors, and was active and vibrant.

3

A new vision for a Book Shop and Training Centre at the new church site led to some discussions with the Sturt Street Christian Revival Church [CRC] – Adelaide Crusade Centre about independent governance, (ACC was originally the parent-church home for Pastor Peter Vacca and others in the church such as Pastor Roger Rice). Bethesda Christian Centre cut their ties with the CRC church, delaying this separation after the death of Peter’s former mentor, Pastor Leo Harris, as a mark of respect. They were ready to be on their own and to express the freedom of worship that they believed that God’s Spirit was inspiring in them, and to pursue their vision for growth independently.

“

“

...he saw a danger in becoming entrenched in church structure, rather than being moved by the Spirit’s influence

Pastor Peter Vacca had expressed a desire to avoid what might be seen as denominationalism, as he saw a danger in becoming entrenched in church structure, rather than being moved by the Spirit’s influence. The construction of a church building independently from the CRC incorporation as a separate body led to the severing of what might have been a denominational tie to the CRC. [The Bethesda Christian Movement International was formed at a later stage to create an umbrella organisation to deal with the rapid growth of churches that were aligning themselves to an ‘independent’ model of church with an Apostolic or Pentecostal model. This was also needed to give these churches an opportunity to be legitimised for government purposes, e.g. for marriage licence registration.]

At this time too, the leadership of the Bible Training program being supported by the CRC led to the formation of the Crusade Bible School, which eventually became Tabor Bible College, under the direction of Pastor Barry Chant and in conjunction with Pastor Dennis Slape (later to become our School Board Chairman). Also, planning was in place in the Sturt Street CRC to begin a school – which was to become Sunrise Christian School, at Fullarton in 1978. As part of the organising committee for Sunrise Christian School, Pastor Roger Rice was involved, assisting in the planning. Roger was actively involved in the administrative preparations for this ministry of the CRC church.

4

The vision for Bethesda Christian School - The seed is planted By 1977 Bethesda Christian Church had increased in numbers of full-time staff, with a counselling service, administration staff, a book shop, a printing press business, and there was still opportunity to meet the needs of the younger people in the region. There was vision to look ahead to the needs of the young people who were a part of the church, to grow in them an understanding of what God might want for their lives. And so, the seed for Bethesda Christian School was planted. The vision from the beginning was for many Christian schools to be created, for education to continue seamlessly from primary through to secondary years, and even for the provision of post-school learning and training for Christians being prepared for service.

Pastor Peter Vacca’s God-enthused direction had enabled others to become involved in looking toward a new venture, an opportunity to provide education that would meet the needs of the younger generation. Pastor Roger Rice was able to use his experience at the beginnings of Sunrise Christian School to provide direction and wise counsel. Barbara Schottelius, a member of the Bethesda Christian Centre’s congregation, was also there to help see this vision grow from an idea to a reality.

And so, Bethesda Christian School was born. From vision to open doors in 1979 - the seed was growing. The spiritual direction of the new churches of the Pentecostal movement enabled them to act quickly and respond promptly to what they believed was the leading of God’s Spirit. In the 1970s, education was not as strictly regulated as it is today. It was this combination of freedoms that enabled a new school to begin.

The vision for the beginning of Bethesda Christian School was bigger than just one school. Our initial registration with Corporate Affairs SA was with the name: Bethesda Christian Schools. The vision was for a number of schools to grow from that first beginning.

It may have taken many years and several name changes to realise this vision, but a vision where the fulfilment comes after 40 years is not uncommon in biblical contexts.

CHAPTER

TWO What’s in a name?

5

What’s in a name?

For those who currently attend Emmaus Christian College, there are many glimpses of evidence that our school has had more than its share of name changes over its 40 years. The Library holds books in its collection with several different identifying names on its barcodes, and our School Magazine collection reveals a number of different names. Old scholars may identify as belonging to Bethesda or Tabor or Emmaus, or even a combination of these names.

Some staff have crossed over all these transitions and have also learned to introduce our school with all of its identifying and historical names.

In 1979 we were known as Bethesda Christian School.

In 2010 another change to Emmaus Christian College

(Note: Logo modification in 2019) In 1987 we became known as Bethesda Christian College

In 2006 we identified as Tabor Christian College

In 2017 we began the process of investigating a ‘school plant’ to be referred to as Emmaus Christian College, Brooklyn Park Campus.

So, from 2020, there will be two school locations for Emmaus Christian College – Brooklyn Park and South Plympton.

What is the significance of the names that were given?

6

in this change, is that we are a

Christian school.

Christ is central in all that we do.

We are unashamedly a

Christian school and want

His name to be known.

“

“

What is consistent

7

John 5: 1-9

years

The healing at the pool

Bethesda in the Bible Bethesda is from the Aramaic beth hesda, meaning ‘house of mercy’.

Our school took its name from the sponsoring and founding church, Bethesda Christian Centre, which existed in Mitchell Park. Naming of this church as a ‘House of Mercy’ was reflective of the passion that the church founders had for proclaiming the merciful message of Jesus to the world around them – a message that would provide merciful healing and hope to the world and to the community of believers.

8

Some time later, Jesus went up to Jerusalem for one of the Jewish festivals. Now there is in Jerusalem near the Sheep Gate a pool, which in Aramaic is called Bethesda and which is surrounded by five covered colonnades. Here a great number of disabled people used to lie – the blind, the lame, the paralysed. One who was there had been an invalid for thirty-eight years. When Jesus saw him lying there and learned that he had been in this condition for a long time, he asked him, “Do you want to get well?”

“Sir,” the invalid replied, “I have no one to help me into the pool when the water is stirred. While I am trying to get in, someone else goes down ahead of me.”

Then Jesus said to him, “Get up! Pick up your mat and walk.” At once the man was cured; he picked up his mat and walked.

New International Version (NIV). Holy Bible, New International Version®, NIV® Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide.

Tabor in the Bible Mount Tabor is the location in Israel that is reputed to be the site of the transfiguration of Christ described in the Gospels.

The naming of our school was an example of an ‘adoption’ name.

We essentially took on the name that would associate us with our parent governing body at the time, Tabor Adelaide Board.

Bethesda Christian School and Tabor Adelaide both had their genesis in 1979. They both saw their mission as service to the wider Christian community in providing an educational ministry.

Bethesda would focus their service to primary and secondary education, while Tabor Bible College/Tabor Adelaide would focus on tertiary training in theology and Christian ministry training initially, and then in broader educational opportunities. The sharing of a name aligned our school with Tabor Adelaide and will always remind us of the significant impact and contribution that this Christian organisation had in our history. Their generosity in enabling the former Vermont High School buildings in South Plympton to become our shared location in 1989 provided the rescue plan that we needed to continue to operate when we would otherwise have been without any school buildings.

Tabor College would sell their former premises in Unley Park, and by purchasing the Vermont buildings, and renting much of this to Bethesda Christian College, were able to demonstrate a true Christian vision for education. When they eventually purchased the former Goodwood Orphanage on Goodwood Road, the South Plympton building was made available to Bethesda Christian College. The leadership at Bethesda Christian Centre were also aware of the need of the college to have greater direction in terms of educational needs, and so the school was passed into the ‘care’ and oversight of Tabor College.

Mark 9: 2-8 The true glory of Jesus Six days later Jesus took Peter, James, and John with him. They went up on a high mountain, where they could be alone.

There in front of the disciples, Jesus was completely changed. And his clothes became much whiter than any bleach on earth could make them. Then Moses and Elijah were there talking with Jesus.

Peter said to Jesus, “Teacher, it is good for us to be here! Let us make three shelters, one for you, one for Moses, and one for Elijah.” But Peter and the others were terribly frightened, and he did not know what he was talking about.

The shadow of a cloud passed over and covered them. From the cloud a voice said, “This is my Son, and I love him. Listen to what he says!” At once the disciples looked around, but they saw only Jesus.

Contemporary English Version (CEV) Copyright © 1995 by AmericanBible Society

9

Emmaus The school’s name change in 2010 was not something that was sought by the school, but rather was needed after the Tabor Adelaide Board revealed that they wanted to focus on tertiary education alone. Their identity as ‘Tabor’ pre-empted ours, so another name for our school was needed. A call for suggestions from our school community led to the selection of Emmaus Christian College as our new name and identity. This period of name selection was interesting and involved considerable discussion. The eventual choice was suggested in response to the call for suggestions and was affirmed by the College Board. With a clear understanding that ‘walking on the Emmaus road’ reflected the desire to reveal Christ to the students who walked with us, we were able to rebrand our school again in the knowledge that knowing Christ would ‘warm our hearts’ in the same way that was experienced by Jesus’ disciples in the biblical account of their journey on the Emmaus road.

This change of name would also remove the confusion of the wider community about where Tabor Christian College was located. Many people knew Tabor Adelaide because of its highprofile location on Goodwood Road, and assumed that Tabor Christian College was in the same place. Consider the number of times that our amazing reception staff had to field phone calls to describe where our school was located, and then the number of conversations about our name change once our identity was established with a new title.

Emmaus is a place where Jesus revealed Himself as the risen Lord. His journey with the two disciples was revelatory, and he explained and clarified His role and purpose in the world, verifying what they already knew but did not completely understand, and then revealing Himself to them in a way that ignited in them a passion for the truth of their Messiah and Lord. To travel on the road to Emmaus is to walk as a learner of truth and to have the inspiration of God Himself, as seen in Jesus, revealed in a fresh and dynamic way. By God’s Spirit this revelation continues in Emmaus Christian College as we seek to inspire a new generation in knowledge that changes hearts and lives.

10

Emmaus in the Bible Luke 24:13-34 Jesus appears to two disciples That same day two of Jesus’ disciples were going to the village of Emmaus, which was about seven miles [11km] from Jerusalem. As they were talking and thinking about what had happened, Jesus came near and started walking along beside them. But they did not know who he was.

Jesus asked them, “What were you talking about as you walked along?”

The two of them stood there looking sad and gloomy.

Then the one named Cleopas asked Jesus, “Are you the only person from Jerusalem who didn’t know what was happening there these last few days?”

“What do you mean?” Jesus asked.

They answered: “Those things that happened to Jesus from Nazareth.

By what he did and said he showed that he was a powerful prophet, who pleased God and all the people.

Then the chief priests and our leaders had him arrested and sentenced to die on a cross. We had hoped that he would be the one to set Israel free! But it has already been three days since all this happened.”

“Some women in our group surprised us. They had gone to the tomb early in the morning, but did not find the body of Jesus. They came back, saying that they had seen a vision of angels who told them that he is

alive. Some men from our group went to the tomb and found it just as the women had said. But they didn’t see Jesus either.”

Then Jesus asked the two disciples, “Why can’t you understand? How can you be so slow to believe all that the prophets said? Didn’t you know that the Messiah would have to suffer before he was given his glory?”

Jesus then explained everything written about himself in the Scriptures, beginning with the Law of Moses and the Books of the Prophets.

When the two of them came near the village where they were going, Jesus seemed to be going farther. They begged him, “Stay with us! It’s already late, and the sun is going down.” So Jesus went into the house to stay with them.

After Jesus sat down to eat, he took some bread. He blessed it and broke it. Then he gave it to them. At once they knew who he was, but he disappeared. They said to each other, “When he talked with us along the road and explained the Scriptures to us, didn’t it warm our hearts?”

So they got right up and returned to Jerusalem.

The two disciples found the eleven apostles and the others gathered together. And they learned from the group that the Lord was really alive and had appeared to Peter.

Contemporary English Version (CEV). Copyright © 1995 by American Bible Society. Used with permission

Names within the school: Murray and MacIntyre Learning Centres - the names of the Learning areas at Bethesda in 1981. Classes were also referred to as Reception; JP 1 & 2; Primary 1, 2 & 3; Senior 1, 2 & 3.

11

Locality names related to our school Where we have lived Mitchell Park

Over the course of our school life, references and nomenclature sometimes change.

Junior School Primary School changed its identity to Junior School in 2015.

Foundation

Named after Captain Charles Sturt, explorer and one-time Colonial Secretary.

Within the Junior school, the sub-school of the youngest students now have a cohort of Foundation students. These students are in their first year of schooling, and were originally referred to as Reception students. This 2019 name change is in line with the references in the National Curriculum Documents. The Foundation to Year 2 students form the ‘Junior Primary’ sub-set within our Junior School.

South Plympton

ELC

Possibly named by John Crews Foale Snr who arrived in South Australia in February 1840 on board the ship “Java”.

He was a dairy farmer, from Plympton in Devon, England, and may have named the district of Plympton after his former home.

Early Learning Centre (ELC) is the name to cover the educational provision for pre-school learning for learners aged 3-4 years prior to their enrolment in Junior School.

This will begin in 2020 at the Brooklyn Park Campus.

South Plympton was the general suburb name for several smaller localities that ‘disappeared’ as separate entities.

Vermont, Harcourt Gardens and Forbes all existed as separate suburbs which have now been swallowed into South Plympton, even though the original names exist to describe schools and shopping centres.

Over the years these opportunities have been provided in our school through The Rainbow Room, The E-Centre, The Gifted and Talented Program, and The Launch Room. Essentially these titles have been given to cover an array of support opportunities so that all students can learn and extend their learning. The LAP program (Learning Assistance Program) is coordinated through the E-Centre (formerly Rainbow Room) and utilises volunteers to give students opportunities to connect, affirm and develop their own personalities with the assistance of a supportive adult. The Launch Room has moved more than once, and although it originally grew from the E-Centre (targeting Middle School students), which itself was an offshoot of the work of the Rainbow Room’s Gifted and Talented program, it now caters for the whole school’s extended learning.

Richard Mitchell subdivided the land in this area, giving his name to the location.

Sturt

Brooklyn Park Oscar Gorger and Edward Lipsett were the first to name this region as Brooklyn Park. It is believed that the name Brooklyn honours the region in New York City of the same name, which may have originally been taken from a Dutch word ‘broek’, meaning marsh or swamp. Brooklyn is also possibly the name of one of Edward Lipsett’s children.

Note: Emmaus Christian College, Brooklyn Park is sited on Lipsett Terrace.

12

Other name changes

Learning Support and Learning Extension

CHAPTER

THREE Location, location...

13

Adelaide in 1836 14

Location, location, location. Our local area “Location, location, location”, the catchcry of the real estate industry, could also be the story of our school in the early years, as we sought the best place to set down roots and were required to move to new destinations in search of new places to call ‘home’.

Those with the initial vision for a school close to the sponsoring church of Bethesda Christian Centre on Marion Road in Mitchell Park could not have envisaged the peripatetic nature of school in the initial years, or where it would ultimately lead. But the location of Bethesda Christian Centre, on a busy Adelaide feeder road taking large volumes of traffic from the southern suburbs and passing through the growing Marion Council region, would give rise to a need for exploration of different places to put down roots… or in the case of the transportable buildings that were our early classrooms, to put down stumps! But before we put down roots as Bethesda, Tabor and Emmaus, there were others before us preparing ground.

History of the Marion region Original owners – Before 1836 To use the words often quoted at the beginning of formal ceremonies, “We acknowledge the original owners of the land on which we meet and their spiritual and cultural relationship to their land”.

The Kaurna people were custodians of the land stretching from as far south as Cape Jervis, through the Marion area and extending northward as far as Crystal Brook, within the bounds of Gulf St Vincent and the Mount Lofty Ranges. The Sturt River, passing through land in the Marion region, would have provided opportunities for the local Kaurna people to gather, to hunt and to share their lives. Their journeys and storylines would have been nourished by the Sturt River snaking its way through the region.

What is now a concrete channel, would originally have been a verdant route to other locations, providing opportunity to satisfy their physical needs and enabling the sharing of culture and the Tjilbruke storyline.

Tjilbruke This tale is told of a time of peace for the Kaurna people and yet this was damaged, not because of external conflict, but because of a cultural breach, jealousy and grief. It tells of the Kaurna man, Tjilbruke, who forgave his nephew after he had accidentally broken a cultural rule in killing an emu that should have been Tjilbruke’s to hunt. He discovered later that other family members had taken justice into their own hands out of jealousy, and had killed the young man who had made the mistake.

Tjilbruke’s journey of mourning for his nephew has significant sites through the southern regions of the Adelaide coastal plains and culminates in the Creation Dreaming story of Tjilbruke’s transformation into the ibis, a common resident in the waterways and grassy wetlands of the coastal plains.

Our story begins in their lands, and their story reminds us that we all have history to tell, and that sometimes the story is not smooth, nor the path without pain. Christians can see too, that Christ came to seek and to save those who are far from him, regardless of culture and background.

On the lands of the Kaurna people our school has had the opportunity to educate the young, provide a pathway to learning and hopefully to seek opportunities for harmony.

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Colonial settlement in the Marion region – 1837-1850 The Marion Council region, originally surveyed by Colonel William Light, was made available for purchase by landholders in March 1837, just over a year after the first non-indigenous settlers arrived in the state in January 1836. The Marion region was considered to be ‘in the country’ and the distance from Adelaide was considerable for the early residents who cleared and planted the land. The track from Glenelg to Adelaide would have been one of the few clear routes for transport purposes. Early industrious activity saw vineyards, owned by the Hamilton family, developed along the Sturt River as early attempts at providing food and income for the new settlers.

The village of Marion was ‘created’ by the end of 1838 with one-acre lots mapped out. In the following year, Edwardstown was also begun as a planned settlement. The area kept changing from its original natural state as farmers and orchardists established their livelihoods.

The early settlers were often people of faith. With few public amenities, a church was a significant building in a growing settlement.

The 1850s was a time of uncertainty in South Australia. With the interference and enticement of the Victorian gold rush on the male population, and the ever-expanding push into new regions to find suitable land for development or mineral resources, there were difficulties in establishing our state. The population in the area where our school is situated would have been sparse and farms and

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fields would have separated the residents who were scraping together an existence on the land. Communication and transport were difficult, postal services rudimentary.

In 1850, instances of highway robbery were still occurring, and for the region where Emmaus Christian College now stands, there were constant calls for better roads, drainage and communication.

Wheaton family land – 1848-1860s In the early years of the establishment of our state, Philip and Ann Wheaton became residents. With their three children, Emma Rose, Mary and Thomas, they came from Devon in England, an area that includes Plympton (with its own town centre called ‘The Ridgeway’). They arrived on the sailing vessel, Gratitude, in August 1848. They purchased 145 Acres (58 hectares) in the area to the south of the main Bay Road (now called Anzac Highway). The three allotments they owned (Sections 92, 87, 81) covered the land that now includes the land on which Emmaus Christian College stands.

Their home was made of rammed earth, crammed between wooden formwork.

Here the family grew to include five more children: Henry, Catherine, Joseph, Elizabeth and Philip. The home remained standing on the family property (named Ridgeway Farm) on Wheaton Street, South Plympton, until 1958 when it was demolished to allow the building of Vermont Girls Technical High School, the site of Emmaus Christian College.

The Wheaton land was farmland to be developed under the Wheatons’ stewardship, but originally it was the floodplain of Brownhill Creek, and was naturally heavily wooded, so much so

that the area from Currie Street in the city to Sturt Creek was referred to as Black Forest (not the suburb, but in reference to the heavily wooded area).

With somewhat heavy soil, the land was better suited to animal husbandry than cropping, with sheep and some cattle, and piggeries established. Almond orchards were also planted in the area. Some land holders with reasonable holdings took the opportunity to subdivide their land into villages. Even though to us the Plympton region seems close to the city, in the early years of South Australian settlement, these small settlements would have been too far to commute to the city for working men.

In 1853, there were reported to be only 18 dwellings at Plympton. Plympton was a small postal area within an agricultural district with wheat and hay being cultivated, as well as land for grazing.

Plympton was also the place where the Wheaton family worshipped. Originally, they walked to the Congregational Church at Glenelg for morning worship and then the local Wesleyan Church in the evening. They eventually made the Plympton Chapel their church home, which originally catered for a gathering of 50 people, and later expanded to accommodate 200 worshippers.

In 1989 a Wheaton family descendant shared with the Tabor community that the use of the buildings occupying the Wheaton family land by Tabor College and Bethesda Christian College would have delighted the original owners.

“The Wheaton descendants have included ministers, pastors, missionaries and Christian lay workers at home and abroad” (K. R. Parham, 1989). A heritage of faith and a desire to honour God has been maintained on the original site of the Wheaton family.

Jesus House - The site of our first year as Bethesda Christian School1

Philip Wheaton died in 1863, aged only 49, leaving his wife Ann with eight children aged from three to 20 years of age. The fifth child of Philip and Ann, Catherine, later bought eight hectares of the Wheaton property adjacent to Cross Road, with her husband William Manning. The Christian influence of the Wheaton and Manning family continued through subsequent generations with many clergy, missionaries and local church leaders across several denominations claiming their heritage from these faithful people, and many more being served through their ministry.

Education history – 1851-1875 In 1875, the Education Act made education compulsory in South Australia.

This Act gave rise to the move for public education and public schools and made it compulsory for children aged 7 to 13 to attend school. Prior to this, the Education Act of 1851 had specified the promotion of education by funding schools and paying stipends to teachers, but the Act of 1875 made it compulsory for students to attend. This set in motion the need for the provision of appropriate schooling for the Marion region and the establishment of local schools for the growing population.

1. ‘Jesus House’, the site of our first year as Bethesda Christian School. Notes on the cardboard mount of the photograph: “Formerly owned by Sampson. Now Bethesda Chapel, Marion Road, Maisonettes 1900-1910” [1976]. Picture accessed from Marion Council History Archives.

Growth – 1880-1980s By the 1880s more land-holding and development was increasing into areas north and south of the Marion village, with Plympton, Edwardstown and Darlington having parcels of land developed, even though the land had been speculatively purchased some time before.

In the Mitchell Park area where Bethesda Christian School had its beginnings, the land was originally farming land, but was subdivided in the 1920s by Richard Mitchell to provide allotments for housing, and to create a suburb known as Mitchell Park. It was in this area that Harold Rivaz built a home that would later become the ‘Jesus House’ of the Bethesda Christian Centre, and it would eventually provide the first site for Bethesda Christian

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School. The home was originally called ‘Grassfield’. Bethesda Christian Centre and the Grassfield buildings have now been demolished, with the land on Marion Road now occupied by housing.

Slowly the Marion area grew, but the population of the Marion Council region was barely 350 people at the turn of the 20th Century, growing to about 6000 people by the early 1930s. Market gardens, and fruit and almond groves were flourishing and providing commercial supplies of Adelaide’s needs through the period of the First World War and beyond.

Post-World War II industries expanded, roads and transport improved, and the government began to buy up land to provide for cheaper housing, including Housing Trust homes. By the mid-1950s the population of the Marion region had grown to 31,000. This rapid growth had a significant impact on the provision of education for the growing population of the ‘Baby Boom’ generation. As the Second World War ended, there were only two public schools in the Marion Area – Ascot Park Primary School on Marion Road, and Sturt Primary School on Norfolk Road.

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“Between 1947 and 1954, the number of school-aged children in the Marion Council area increased by 551 per cent, forcing the Education Department to plan new schools for the suburbs that replaced open paddocks. Between 1952 and 1972 they opened 10 new primary schools, 3 high schools and 3 technical high schools in the council area. By the early 1980s, the children of the 1950s and 1960s were partnering, moving elsewhere and having fewer children than their parents had had. Between 1988 and 1996, declining enrolments in government schools in the older parts of Marion led to closures or amalgamations with other schools. To some extent their loss was balanced by new schools that opened to serve the young families settling in the southern suburbs of Marion. The co-educational Vermont High School succeeded the Vermont Girls Technical High School in 1974 and closed in 1988.”

[City of Marion Libraries Heritage Documents.]

The growth of the region also led to the opportunity to build a school building in South Plympton known as Vermont Girls Technical High School on the corner of Wheaton Street and Lynton Avenue, South Plympton. This would be the eventual location for our school. Technical high schools were common as a school alternative, and

were designed to cater for the needs of students for whom the standard curriculum was not suitable. With a starting school population of 150, the school grew to 1,000 students in a few short years.

The beginning of Vermont High School – Our buildings “On the Thursday prior to the opening of the school year, 1958, the senior mistress, Miss Joan Young, and I found ourselves in a partially constructed pre-fabricated building in Wheaton Street, South Plympton. This building was to be the new Vermont Girls Technical High School. We were there to enrol the new students, much to the surprise of the builders who were working feverishly to have the toilet block finished for the opening of school on the following Tuesday.

We were therefore dependent from the very beginning on the goodwill and friendliness of the neighbours.

We had to use their toilets. … The original pre-fabricated building with the central concrete spine was finished in the first year of our existence. A solid home science block was then built.

Soon the three-storeyed building was started and by that time another home science unit was required because the school enrolment grew as fast as

the building. The original enrolment of 150 had grown to over a 1,000 students in a few years but fortunately we were always able to house them. Keeping pace with the day enrolments were the night classes of adults who were able to take advantage of the facilities that the school offered. The joint venture with the Marion Council, which resulted in the erection of the school gymnasium and the maintenance of the tennis courts and their use by outside sporting bodies, points again to the co-operation that was evident in the early life of Vermont.

With the enrolment of boys in 1974, new buildings such as technical studies workshops and boys’ change rooms on the oval ensured that the building process continued.” (Marguerite O’Neill, first Principal of Vermont Girls Technical High School, a position she held 19581975) From “Near enough was never good enough”by Marguerite O’Neill, 1975 http://lythrumpress.com. au/vision/200.html

Vermont history – from those who were there.

“New buildings and builders were a normal part of life. When we first started only four class rooms were ready, though cupboards and other fittings were incomplete. Morning recess on the first (fortunately hot) day began when water was available in the toilets. … Vermont was a ‘neighbourhood school’ in an area of rapid post-war suburban growth. The nearby Forbes Primary was the largest primary school in the state in the ’50s.

Mitchell Park Boys Technical High School was established at the same time and also grew rapidly.

By the time Plympton High school opened some years later, Vermont had had time to establish a positive local reputation.” (Joan Young, 1975) From Joan Young “We Needed to Structure Academic and Social Success for Everyone”, 1975 http://lythrumpress. com.au/vision/240.html

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Bethesda Christian School began in 1979, with their first classes being held in the ‘Jesus House’ on the property of Bethesda Christian Centre at 815 Marion Road, Mitchell Park, next door to the Mitchell Park Boys Technical High School.

This location would be temporary because rapid school growth meant that the ‘Jesus House’ would not be able to cope with the numbers of students that would be enrolled by the second year of the school’s life, and so alternative venues for the school were investigated.

286 Sturt Road, Marion 1980 – Year two of Bethesda’s life as a school.

At this point in the school’s life there was rapid growth! The desire for unashamedly Christian education options had created interest. The small ‘Jesus House’ would no longer provide for the students involved, especially with growth into high school enrolments, and it was imperative that a new school home was found... and quickly! An offer of facilities from the Assemblies of God Church for the beginning of school in 1980 was not quite as satisfactory as first thought, as one of the buildings offered was a tin shed. Much prayer was offered to God to enable direction for a solution to this accommodation dilemma, and God opened the way after a fortnight of struggle, for new facilities on Sturt Road, Marion.

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A chance conversation between a Bethesda church member and their neighbour, who was on a committee to decide the fate of the Sturt Road Special School in Marion, led to discussions with the team involved in making this decision.

This team included the Principal of the Mitchell Park Boys Technical School–the neighbour to Bethesda Christian Centre.

Pastor Roger Rice had already had many conversations with him about using their buildings for Sunday School. With competition from four other competing interested parties for the Sturt Road school, it was indeed a mark of the grace of God in response to the fervent prayers of His people, that the facilities were granted to Bethesda to enable the school to continue. With negotiation with the

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and 2 students a much more conducive environment and large room for their learning.

Wheaton Street – co-location Within a very short space of time, even these facilities were no longer large enough, and even before the Bethesda prayer warriors were able to request facilities that would meet the needs of the growing school, especially for the needs of the high school students, an offer was made by the Education Department to share the facilities at Vermont High School.

God was proactive! With the ability to use more transportable buildings, share the oval, Science laboratories, Home Economics facilities, and Art and Technical Studies centre, the solution to many of our students’ educational needs was provided in a miraculous way. This arrangement of sharing an Education

One day we took all the children to the site and we marched around it praying (modelling Jericho).

Onlookers would have wondered what was going on!

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The beginning: Bethesda Christian School 1979

If the Department didn’t allow us to lease the site there would be no school because we couldn’t have kept going in the church hall. So, we all prayed! Carol Hopper

Education Department’s Dr John Mayfield (a former teacher of Pastor Roger Rice), there was an arrangement to use the land, transportable buildings and toilet block behind the main brick building of the former Sturt Road Special School, Marion.

By third term, and again with much prayer, the arrangement to use the main brick building was permitted to give the Year 1

Department school with a Christian school had never been offered before and was a miracle of cooperation for our benefit.

The wave of population growth in the Marion region had ebbed and Education Department school amalgamations and declining local school numbers led to the closure in 1988 of the Vermont

High School, which had become a co-educational high school in 1974. A new opportunity opened up with the departure of the Vermont students, but not one which was immediately attainable for Bethesda Christian College. The Education Department was ready to sell the real estate sited on the corner of Wheaton Street and Lynton Avenue, but this could potentially mean that the land and buildings that Bethesda called home would be sold from under them. Another miracle was needed.

The property on which our school had its classrooms was sold to a developer, Tom Gannon, for the development of the Vermont retirement home, taking over the oval and western end of the property, but the three-storey building and a portion of the grounds was offered

for sale. (We assume that this was with some prompting from ‘wise’ voices from within the Tabor community.) Tabor Bible College was moved to sell their facility at Northgate Street, Unley Park, and purchase the old Vermont High School buildings. They were also willing to share the large three-storey building with the potentially ‘homeless’ Bethesda Christian College.

The first year of co-location saw Tabor Bible College occupying the top floor of the current main building, with Bethesda Christian College on the ground and first floor. Refurbishment was required to take the building from its former ‘glory’ as an Education Department school to become something that both communities would be proud to call their own. Tabor Bible College had to transform former science

classrooms on the top floor into lecture theatres or tertiary-style learning spaces.

In addition, Bethesda Christian College had to make new facilities for their growing school population. The rush to get students into the ‘new school’ space meant there was a considerable flurry of activity just prior to the start of the Bethesda Christian College site.

From 1979 to the current time, our school has offered an alternative to other educational offerings that is distinctly and unapologetically Christian in flavour. With students coming from the local Marion region, plus from the southern suburbs and western areas of Adelaide, there has been steady growth, and the school has matured to the point of being ready to establish a new campus at Brooklyn Park.

Sturt Road campus of Bethesda Christian School, c.1980

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Transportable classrooms at Sturt Road Campus. c1980

The Lynton Avenue view of the Bethesda Christian College site

Staff hear the announcement of a new campus prior to the start of the 2017 school year. Outside the Lipsett Terrace entrance of the proposed Emmaus Christian College, Brooklyn Park Campus

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New Beginnings Brooklyn Park 2020 The South Plympton campus of Emmaus Christian College is landlocked. With limited possibility for growth of its physical footprint, without purchasing adjoining property2, and yet with increasing and steady interest in enrolments, the only chance for growth for the future was to consider another location for an additional campus.

After investigating development opportunities in other places south of the South Plympton site, it seemed that God had better things in mind to the north… and which were less than 10 minutes away by car. The Brooklyn Park site was originally Salesian College – the buildings were designed for education! The buildings later became the facilities for the Adelaide College of Divinity (ACD) – a tertiary Theological College serving the needs of students wishing to pursue their understanding of God and His Word and ministry.

The Emmaus Christian College banner will now be raised over an inner western suburb, and just under 6 km away from the current campus. With Emmaus Christian College taking over the northern portion of the old ACD buildings, and the Uniting College for Leadership and Theology remaining on the southern portion alongside the Adelaide West Uniting Church, this is to be another location for junior school education with a distinctly Christian flavour. It is quite clear that this location has been provided by God.

Isaiah 54:2-3 “Clear lots of ground for your tents! Make your tents large.

Spread out! Think big! Use plenty of rope, drive the tent pegs deep. You’re going to need lots of elbow room for your growing family.”

Our plans to “clear ground… enlarge the tents… think big… deepen the tent pegs…” for our Brooklyn Park Campus continue to gain momentum too. Consistent with Isaiah 54 this ‘Christian School Plant’ will effectively provide a Christian School alternative for families in the western suburbs who currently do not have such a schooling choice available.

Andrew Linke, from Emmaus Christian College Newsletter, 25th July 2018.

(Isaiah reference from: The Message (MSG) Copyright © 1993, 2002, 2018

by Eugene H. Peterson)

further due to the multitude of regulatory requirements and building modifications needed to begin operation. And so, it is at the right time that our new campus begins in 2020.

Brooklyn Park before Emmaus Settlement of the area dates from the 1840s, with land used mainly for market gardens, vineyards, farms and dairies. Growth took place from the 1880s, continuing into the early 1900s and during the interwar period. The most significant development occurred during the post-war years. The Adelaide Airport was constructed in 1955. The population increased gradually from the mid-1990s as new dwellings were added to the area.

2. Purchase of a property opposite the school on Lynton Avenue to provide for potential growth has occurred in the past, but the Marion Council could not condone closure of a section of Lynton Avenue to make this a feasible option for increasing the land owned by the College.

Brooklyn Park is on the western fringe of Adelaide, near Adelaide Airport. The site of our school campus here is designed to provide a Junior School and an Early Learning Centre (ELC) as a Christian education option for families living on the western side of Adelaide. After initially hoping for an opening of the ELC in 2018 and of classes in the Junior School in 2019, this optimistic plan was delayed

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“time

And so, it is at the right that our new

campus begins in

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2020.

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CHAPTER

FOUR

People of significance 25

People of significance Our school and the significant people who shaped it

Pastor Peter Vacca The man of vision There is always a beginning. In the case of our school, our beginning and early years owe much to Pastor Peter Vacca. Peter was the man who we can say shared the vision of the genesis of our school with those who then made it happen. As the Pastor at Bethesda Christian Centre for many years, God used his personality, big heart and Spirit-inspired, personal faith to influence many people to be drawn to Christ and to express their faith in Him and to seek His Spirit for guidance in their Christian walk. In the context of church life and ministry, Peter had the vision for Christian education across the generations.

He had a heart for the younger generation and wanted them to experience life in abundance and to be served by a truly Christian educational experience that would transition from the earliest years, all the way through to tertiary education.

This vision for Christian education was the spark that created the blaze for action towards creating a school.

Peter acknowledged God’s Spirit at work through His people to bring about that vision into reality. Peter drew together a team of people involved in education from within the Bethesda Christian Centre including Barbara Schottelius, Richard Osborne, Carol Hopper and Helen Rance; they joined the pastoral team in praying for this vision of a truly Christian school to become a reality.

Peter’s own background was not in education, but for the sake of the children of the church, including his own children and for the wider Christian community, his heart for education began to grow and his support of the fledgling

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Bethesda Christian School was firm. As the school grew and throughout its existence, he has prayed for our community.

He saw Bethesda Christian College as a ‘Lighthouse’ - a beacon of testimony to the community, and he worked with many others to give oversight on the school board to ensure that the school was able to maintain this witness. As Senior Pastor of Bethesda Christian Centre, he saw many examples of generosity to the Bethesda Christian College Community, both from the staff who laboured and from the church family.

He encouraged people to be generous in their support of the school in the early days, and he even encouraged people who did not have children attending the school to consider donating support for families who might struggle to pay school fees. With his wife at his side, and with the support of his family and church, he was a significant influence in the growth of the school.

Our School began as the result of the vision of one man, inspired by God. And the history of our school should acknowledge and commend this man of faith.

Barbara Schottelius The inaugural Principal of Bethesda Christian College 1979–1989 God places people in situations for His purposes. Sometimes He calls ‘ordinary’ people to fulfil His purposes: He gifts them for what lies ahead, giving them extraordinary opportunities and enabling them to live and move and participate with Him in what He is doing. Barbara Schottelius was one of these people in our College’s history.

A teacher who was there at the beginning of Bethesda Christian School to facilitate its growth from vision to reality.

Walking by faith Barbara acknowledged God from childhood. She had grown up in country New South Wales in an era when not every denomination was able to hold a service every Sunday, and so it was not uncommon for her to be an Anglican Sunday School attendee in the morning and worshipping with the Methodists in the afternoon. Small communities were able to demonstrate their relationship as the body of Christ while still holding differing views on some theological matters.

They just wanted to worship God. Later while she was studying at Armidale, she attended an array of different churches with fellow students: Salvation Army, Methodist, Baptist and Anglican.

Elcho Island, off the Arnhem Land coast in Northern Territory, was her first teaching placement as a young 21-year-old.

In the deep end at The Top End! But God knew what He was doing, and it was here that she met her husband in her second year of teaching. Those early years of marriage and family life were not easy for the growing Schottelius family, with travel to Mount Isa, and a short-term teaching placement there, and later other short-term placements in Oaklands Park Primary School and Tonsley Park Primary School while her family were young, and in order to put food on the table. Another school involvement at the Top End at Croker Island, 200 km north-east of Darwin, prepared her for

multiple roles within a school. At Croker Island school she was more than just a teacher… she was a financial officer, manager of indigenous art and craft sales, coordinator of many things – continually picking up more responsibilities and adding them to her basket of skills. She was also a groundbreaker for equal pay for women when she added another role to her load, and discovered that she would be fitting in a responsibility on top of her ‘teaching’ load with less pay than the male staff member who had previously undertaken the task that she would be required to ‘fit in’ and add to her other responsibilities. Barbara had learned to make do with a little, and to serve God wherever she was placed, in whatever way she was able, but not to let things stand in the way of doing the best job that she could. She was also prepared to contend for what she thought was right.

On the family’s return to Adelaide, Barbara became involved with the local Bethesda Christian Centre at Mitchell Park… just at a time when God was stretching the church with a vision – for them to be involved in the education of young people in the way that God would want them to live and grow.

This background formed part of her understanding of the role of Christian schooling, “to unite the body of Christ”. Her arrival back in Adelaide with an array of skills, a heart for education, a passion for making God known by His Spirit, and a willingness to be available for service, meant that Bethesda Christian School was where God would place her for the next season and 11 years of her life.

While at Bethesda’s helm as Principal, Barbara was also stretched to add qualifications by completing further study, all while working full time with a young family. She became a spokesperson for Christian schooling at the Independent Schools Board (ISB – now renamed as AISSA – The Association of Independent Schools of South Australia) and represented Christian schools at SSABSA (Senior Secondary Assessment Board of South Australia). But the early years were hard. Some might even say that it was a miracle that the school survived. Sacrifices were made by many, but the Schottelius family bore a significant financial burden as appropriate remuneration was not always forthcoming.

In the present era of workplace rights and employer responsibilities, this seems extraordinary.

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History should note that God in His wisdom placed Barbara at Bethesda, not into a green field of plenty, but into a time of struggle, and with a vision for what might yet be possible. This is a reminder that ordinary people, inspired to serve God, will see Him at work even when the circumstances do not shout this aloud. It is also a reminder that each season has the workers that are needed. From the humble beginning with 29 students, Barbara watched and worked as the numbers of students grew, and she led through some very difficult circumstances. Not the least of these was the uncertainty of having to move the school community several times.

She worked to encourage her staff to explore their faith, to seek God, to pursue the mission of sharing their faith both at school and even in other places in the world, and was constantly trying to make Bethesda Christian School the best place it could be.

When Barbara left the school, she did not stop being involved in Christian schooling, later accepting teaching placements in Whyalla, Berri and Port Pirie. Christian schooling was part of her DNA, and although she missed Bethesda and wished she could have continued, she was an important part of the preparation for the future and the new path that lay ahead. Her children and grandchildren have attended our school as students, with one even joining the staff team. Barbara’s connection to our school has thus continued for decades.

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“

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History should note that God in His wisdom placed Barbara at Bethesda, not into a green field of plenty, but into a time of struggle, and with a vision for what might yet be possible.

Roger Rice - The faithful administrator 1979-2008 Roger Rice was the administration officer at the beginning, helping to get the school up and running.

He was also the Chairman of the College Council and the first School Pastor. He would say that he learned in those first few years of the school’s life how to ‘touch the hem of Jesus’ garment’ in order to receive blessing for what lay ahead, because he would be the first to admit that starting a school was a great challenge.

Roger’s early life was not easy. His father died when he was five, and then his mother remarried when he was on the verge of the teen years. At this critical stage of his life a big move across town occurred, and then because of the postwar Baby Boom, his chosen high school, Adelaide High, was ‘full’ and so he had to start at a different school and then transfer to Adelaide High after one year. Ironically, one of Roger’s teachers at Adelaide High School, Dr John Mayfield, would later be someone who held the keys to opportunity for Bethesda Christian School for the Sturt Road school site.

During Roger’s teen years, a friend of his stepfather introduced them to the Christian Revival Church, then meeting at Legacy House in Adelaide, prior to moving to Sturt Street. It was here that God shaped him for service.

With others (including Dennis Slape) he was baptised in the Sturt Street Church building, even before it had been painted and before a regular church service had been held.

He also committed to Bible teaching with Pastor Leo Harris in Sunrise House, Fullarton. Later, he pursued ministry opportunities with Barry Chant in Port Adelaide, and then later with Peter Vacca at Marion. [Barry Chant would later be the co-founder (with Dennis Slape) and inaugural Principal of Tabor Bible College.]

Along the way Roger also pursued work opportunities, honing work skills first in a chartered accountant’s office and later in real estate. As part of Roger’s real estate work,

he spent time dealing with Public Registry Offices and the legal requirements for that work – aspects that prepared him for setting up the regulatory aspects of a school.

The administrative skills developed in this part of his work life were also used at Bethesda Christian Centre and Bethesda Christian School to further the development of the practical aspects of running a church and a school. Roger had felt called to full-time involvement at Bethesda Christian Centre soon after his first child was born, an amazing leap of faith and trust in God for his family’s future. Alongside this part of his ministry calling, he has also been involved in setting up a Mission Society for over 25 years, and in raising a family with his wife, Janet.

Part of Roger’s gift to the school was to become involved with the Independent Schools’ Board (ISB) as a member of the committee associated with the Block Grant Authority.

Working closely with other bursars of independent schools and forming a link, particularly in the early years, with Nelson Zweck from Concordia College, they worked to support independent schools and to negotiate for suitable funding for independent schools to provide capital works funding.

Roger believes that after our school’s first year of existence, and before branching into secondary education, we should have sought further funding to make the financial path smoother in the early years. A lack of awareness of this opportunity set our school into difficult financial territory for many years, and Roger worked with Nelson Zweck over some years to restore our school to its correct funding position. This is always a reminder that while schools are involved in education, they are also a business, and administration skills are highly valued and important in keeping a school running smoothly. Roger Rice was important in resolving some administrative matters that haste and inexperience in setting up the school had caused, not because of deliberate oversight or mismanagement, but because the business of running a school is complex.

Block Grant Authority is an independent authority by which independent schools can seek funding for capital works programs.

Australian Government funding, which is available to schools, is administered through this Authority.

Another of Roger’s gifts was his negotiating skill in putting the interests and needs of our school before relevant authorities. His visits to the Education Department offices to make a case for our use of the Sturt Road, Marion premises were probably akin to the woman in the Bible, recorded in Luke 18, who because of her persistence was granted her request. Roger was also a prayer warrior, and his persistence in prayer before God demonstrated his trust in God - who listens and responds… and often responds in ways that are beyond our requests.

Our school needed Roger Rice, and he was an important contributor in our history. His service for over 30 years was acknowledged when he retired from the School Board in 2008.

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Carol HopperBourchier – A stalwart over many years 1980-2000; 2002-2010 Carol Hopper was a stalwart of our school community, particularly in the early years. With a teaching background, she had returned to education after being a full-time mother, working within the Education Department. Her Christian conversion (while she was at home with the children), transformed her life and God led her in ways that she could not have imagined. During a contract position in the Education Department, the lack of respect and behavioural standards that she observed had discouraged her and she had ‘dreamed’ of what education might look like from a Christian perspective. To the surprise of many she was prepared to give up the potentially more lucrative financial security of Education Department work to serve within the fledgling Bethesda Christian School beginning on staff in 1980. She was to begin at a school that had no building, financial restrictions and much uncertainty about the future.

Prior to this and at the invitation of Barbara Schottelius and Roger Rice, she was involved in framing the foundations of what the school might look like in terms of Christian guidelines, expectations and direction. This was an opportunity that came with God’s direction because at the time Carol was not attending Bethesda Outreach Centre - it was only a chance conversation with a fellow participant in a Bible study group, Raelene Bonnard, who enabled her to be made known to Roger Rice and Barbara Schottelius.

Carol was able to give stability and direction to the secondary school at Bethesda Christian School, becoming Deputy Principal in 1983 and eventually the Head of Senior School, overseeing the introduction of the SACE requirements to education for Secondary students. This also meant a reframing of what education would look like at our school. In the early years she taught English, French, and even Music and PE.

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Once our school had grown, she also became Head of the English faculty for many years, and shaped the literature study for students at our school. Her significant English language expertise was also used to refine report writing even after her retirement in 2010. She oversaw the growth of our secondary school from Bethesda to Tabor Christian College and gave leadership and direction in the classroom and beyond.

Rod Klimionok – A man for a new season 1990-1994 The man for the new season of growth at Bethesda Christian College was Rod Klimionok. He was trained as a teacher, but had been serving in ministry prior to his arrival at Bethesda Christian Centre. Initially, in 1989, he was given the opportunity of providing some support to the school during a difficult period. He then later was deemed the right person to take the College into its next stage of growth, and was appointed to lead the school as Principal in 1990.

Rod himself also felt that God had called him to the role… the vision of the office that would be his, was given to affirm this next step in his life. With his own young children enrolled, and working as a single Dad, he needed to restore the College to financial stability, and he threw himself into the role with gusto. He worked with great enthusiasm and often for very long hours to bring about great change and stability to Bethesda Christian College.

Rod brought to the College not only the skills and insights that were needed at the time, but also the open personality and joy that would inspire others to follow his leadership and to rally together. Rod’s sense of joy was infectious, and was deeply grounded in his faith. He was known to walk the halls praying for the school, always confident in God’s providence, but deeply aware of the need for God’s intervention, especially as it related to the College’s finances.

Reg Wilson – The quiet achiever 1990-2015 Not everyone who has made our school a successful place would be immediately visible.

Reg Wilson began at our school in an era when accounting practices used paper records and bookkeeping. He joined the school staff at the same time as Rod Klimionok having previously been a school parent and being very aware that there were serious financial issues. Reg’s service over many years is testament to his quiet and faithful response to work. He was the quiet achiever in the background, saying ‘Yes’ to the many requests for finances to make the College the best educational environment it could be. He worked exceptionally long hours on budgets and plans for making the finances of our school run smoothly. Known for his capacity to keep working long after everyone had left the school grounds, he

oversaw a significant growth in the administrative team, and in the introduction of technology to assist the work of the school bursar. Through it all he was self-effacing, gentle and generous. Our College owes an incredible debt of gratitude to this selfless man, whose service with dollars and cents, balanced budgets and spreadsheets, and with building project coordination provided a solid foundation for the operation of the school.

At one point in our history, Reg needed to ensure that we received the most income from government support that we were able to achieve, because otherwise the doors may have had to close for our school. Consequently, Reg faithfully met with families after school hours, to encourage those who might be eligible to apply for School Card status.

This change allowed the recognition of the socio-economic status of school families to be re-determined and for a change in our funding levels to be recognised. At this stage of our school history we had a significant number of families who were deemed to require income support in this way, and although some people may have felt uneasiness about having been approached, no one could fault Reg’s careful and circumspect manner.

The stability that grew from 1990 onwards is in no small measure a testimony to Reg’s quiet influence.

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“

From the very beginning of his appointment, there was challenge! Facing a large deficit and with the need to turn this around quickly, he openly discussed the difficulties with the school community. With the need to seek finance from the government via a funding review and for building grants for new projects, and with an increasing population of students, there were times when holidays and evenings disappeared, as work demands took over. With the assistance of support staff, he responded to opportunities to keep growing the school and the facilities, and to enable Bethesda Christian College to remain a beacon for the community. Rod was a caring and ‘pastoral’ leader who was concerned about the welfare of the students and was regularly found connecting with students on a basketball court or in an informal context. His desire that students would be nurtured in their musical talents led to the introduction and support of school-based instrumental tuition.

Not everyone who has made our school a successful place would be immediately visible.

inspired hearts, inspired minds 31

Andrew Thomas was the steadfast leader who came to our school as the result of the call of God, at a time when new educational leadership was necessary. His children had preceded him to the school, and as has occurred many times in our school’s history, it seems that God was calling him to service with us. He was previously teaching in the Education Department and was committed to providing a Christian influence there.

He recognised that there was often a moral vacuum in the public education setting, particularly in the area of Values Education, and he was aware of the opportunities of Christian education to make a difference with a biblical perspective. His wisdom, grace and careful approach was used within our school at a time when we needed his educational vision and stability.

He acknowledges that he was almost too moderate and perhaps even reluctant to follow in Rod Klimionok’s footsteps, but he was the leader that God had in mind for our school, and his faith in God had given him trust that God knew what He was doing by calling him as Principal.

Andrew’s faith had been nurtured within the Uniting Church, and although worshipping in Minlaton had opened his eyes to the way God was able to move by His Spirit, he was uncertain whether Bethesda Christian College would suit

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him, and so initially he accepted the position on a shortterm basis. The short term ended up being 20 years long!

Andrew was keen that Christ was always the Head of our school, and his leadership gave the school a steadfast status as a Christian School, building on what had gone before.

Another influence of Andrew’s leadership as Principal was to give direction to the framework for teaching and learning and to enable our school to be credited for its educational quality as well as for its Christian influence. He oversaw regular growth in numbers, and the consequent need for building and transformation of the school facilities. He was also the stabilising influence as we changed from Bethesda to Tabor to Emmaus Christian College.

His faithfulness saw him work long hours, often long into the evening, in order to provide the leadership framework that was needed. At one point he also investigated the possibility of creating a new campus in the southern coastal suburbs to meet the needs of the families who were sending their children from the South Coast region.

Hallett Cove was investigated at length as a potential home for a new campus, with several possible sites explored extensively. This was not to be, but the work involved was significant even though few saw evidence of the many hours of work required. No one can dispute that being a leader of an educational institution is challenging; particularly over the era of significant change and influence of technology demands and expectations of parents and students, as well as the need to manage a ‘business’ with a large staff and budget. Andrew’s quiet trust in God, his determination to do the best for our school, (with the support of his faithful and prayerful wife, Ronslee), was a gift of great value to our community.

No one can dispute that being a leader of an educational institution is challenging; particularly over the era of significant change and influence of technology demands and expectations of parents and students, as well as the need to manage a ‘business’ with a large staff and budget.

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Andrew Thomas – The faithful and steady leader 1995-2014

Andrew Linke – The new Principal to lead the way 2015-current A new ‘Andrew’ to replace Andrew Thomas!

New Principal Andrew Linke came to Emmaus Christian College in 2015 after serving Christian education at King’s Baptist Grammar School for 21 years in all areas of Christian school leadership. Andrew’s life-long worship association with Lutheran and Baptist Churches well complemented Emmaus’ non-denominational Christ-focused distinction towards Christian Schooling. In the season following Andrew’s arrival, Emmaus entered a new period of strong business consolidation and enrolment growth and demand. However, the commitment towards offering an authentic and uncompromising Christian education remained the number one priority of the College. God’s continuing blessing of the commitment and hard work of parents and staff also saw Emmaus students reach new levels of excellence in all pursuits including academics, sports, and the performing arts. We give glory to God that Emmaus students are represented at the highest levels of performance with respect to NAPLAN and Year 12 SACE results. It continues to be the prayer of the College that our students use their abilities to glorify God and build His Kingdom.

For the very first time in the life of the College, excessive enrolment demand occurred which the College was unable to accommodate. What had previously seemed to be expansive facilities at the South Plympton site had now reached saturation point – the “inn was full”! Waiting lists for entry were now common at most year levels. Although this was a wonderful place to be in the life of a school, it presented its own challenges. Andrew was deeply saddened and challenged by being unable to offer enrolment places to all the families who were seeking a Christ-focused education for their children at Emmaus. Was there something more that needed to be done to provide an opportunity to allow

our school to provide Christian education for as many families as were seeking this? How would we make the best use of our space?

God called Andrew, gifting him with the energy and passion to pursue the opportunity that soon arose to investigate a new campus. When we began as a school, the founders registered the business name as ‘Bethesda Christian Schools’. There was always an intention for more than one school. Andrew Linke was at the helm when this opportunity would become a reality, with the establishment of Emmaus Christian College Brooklyn Park Campus, due to begin in 2020. Andrew did not come to our school with the idea of expanding the number of campuses, but it became obvious that growth could only happen with an additional site. Initial investigations were difficult3, but God placed people and opportunities in our path to make the buildings (previously occupied by the Uniting Church, the Adelaide College of Divinity, and prior to that, Salesian College) available for a second campus.

When a new school venture like this is in planning, there is an enormous amount of work involved. Andrew has worked to make new neighbours comfortable with the idea of another school in their street, and to complete the enormous amount of regulatory preparation needed.

When Bethesda Christian School began in 1979, it began quickly. By contrast, Brooklyn Park Campus has needed great patience, an immense number of hours of work in preparation, and someone with the drive to keep moving forward when obstacles were evident. Legislation and regulations have changed over 40 years of education, and a hasty start was never possible. Andrew Linke is the person God has called for this era in our history, with Ben Raw as Business Manager at his side to oversee many of the practical aspects of a new school refurbishment.

3. At one stage a property in the southern suburbs was investigated that would require significant and expensive refurbishment costs. A very low offer was made that was not accepted, but Andrew revealed that he was prepared to explore all possibilities to seek options for our school.

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“

We walk by

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FAITH

not by sight

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Heads of School (in order L–R)

Richard Osborne Irma Rodda Andrew Edmondson Annette Craven Carol Bourchier With combined service of many years that would astound many schools, all of the listed people have served long periods of time as school leaders and teachers in the varying schools - Junior School, Middle School and Senior School: Richard Osborne (22 years), Irma Rodda (19 years), Andrew Edmondson (22 years), Annette Craven (15 years ), Carol Hopper-Bourchier (29 years).

Did you know?

School leadership - the A team in 2017!

Andrew Linke (Principal) Andrea Grear (Head of Senior School) Andrew Edmondson (Head of Middle School) Annette Craven (Head of Primary School) Andrea Ferguson (Chair of the School Board)

(Note: From this list, Irma is still teaching at Emmaus Christian College, but is not currently serving in the role of Head of School.)

The humility and hard work of these staff has forged the way for others and has provided leadership that is God-honouring. Students have benefitted from their professionalism and the love and care they demonstrated in the way they served.

There are others who have stepped up in leadership roles as Head of School or Sub-school at various times or who are currently serving: Winston Broad, Rob Ellis, Peter Karran, Mark Potter, Esme Leibbrandt, Julia Sautner, Andrea Grear, Helen Vonow, Jonathan Carpenter. They too are significant leaders!

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Helen Rance – Involved at every level 1979-current

Emmaus Christian College’s history would be incomplete if Mark Potter was not mentioned for his longevity, ‘eternal youth’ and his faithful service!

Mark began his teaching involvement at our school in 1987.

Over 30 years later, he continues to serve our community as Deputy Principal and Maths teacher, and yet he is not the oldest staff member! His mathematical and logical skills along with his quiet wisdom have been well exercised across the years. Our organisation benefits from his reliable and wise influence, and his staying power. During his service he has seen many changes. He began at our school as a single man; his wife has joined us on staff; he has raised a family and seen them all pass through the school; and he has become a grandfather - all while serving our students faithfully.

He retains a level-headed trust that God is in control. Many, many people have acknowledged his reliable service and wisdom, often in the background (e.g. on the school board or organising the school timetable), and yet his self-deprecating nature seldom sees him as the public face of the school’s leadership. We pause here to acknowledge his contribution to our school as teacher, Head of Secondary School, Deputy Principal, ‘time-tabler’ extraordinaire and many other roles over more than three decades. His skill (or self-proclaimed brilliance) in staff-student basketball games, and the fact that he was even known to break out in song during Maths lessons is perhaps less well known.

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Helen Rance’s influence in our school has continued for many years - in fact probably from the very beginning.

As a young woman she provided administrative support to Bethesda Christian Centre in 1979. She therefore was the person who enabled staff to be paid, but also saw the evidence of our financial constraints. She was on the school board in its earliest years; all of her seven children attended Bethesda/ Tabor/Emmaus, with four of them attending for all of their schooling. Helen participated in numerous parent-led activities including fetes and prayer times; was a regular relief teacher and supporter of school events; and has been an involved and loved permanent teacher for many years across a number of subjects in the Middle School, and has shown unwavering support of students.

All the time her wonderful grace, and loving care and attention along with her unwavering dedication to our school has been shown with warmth and prayerful devotion. Her involvement spans 40 years and has covered so many areas, that it would be remiss not to include her in our ‘significant people’ list. She too has seen many changes in our school and has given our school so much - her children as students, her time, and her faithful and humble service. She is woven into our history.

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Mark Potter – A reliable and wise influence 1987-current

All the time her wonderful grace, and loving care and attention along with her unwavering dedication to our school has been shown with warmth and prayerful devotion. Her involvement spans 40 years and has covered so many areas, that it would be remiss not to include her in our ‘significant people’ list.

To many Year 9 students ‘Mr D’ was the one who enabled them to see that learning went beyond classrooms and that surviving outdoors required many skills. He also showed that there were many opportunities to grow in perseverance, in trust in God and in the creative manipulation of sticks, knives, ropes, cardboard, tools, tarpaulins and other outdoor paraphernalia. Lothar Dunaiski was instrumental in creating a learning experience for students that was sometimes life-changing for them. His prayerful and ‘fatherly’ heart was also a profound influence on the many students who learned outside the classroom at Year 9 Outdoor Ed camps. His Science and Technology students also benefitted from his wisdom and enthusiasm.

To many, Lothar Dunaiski was a significant leader and yet a humble servant, a man shaped by God for service to our students. Over many years he devoted himself to refining the learning experience in the outdoors and to preparing memorable opportunities to be challenged. The hours he spent creating devotional pendants, the tears he shed and the prayers he prayed for students were a mark of his heart for the lives of Bethesda, Tabor and Emmaus students.

His passion for our students knew no bounds… ... he went ‘above and beyond’!

“

I have lots of great memories from my time at school. I would say that Mr D. really inspired my interest in Science.

I still remember the Open Day event when we were asked to make bridges from wooden skewers and then on Open Day the bridges would be tested until breaking point by weighing them down with water. It was a great way of thinking through the physics associated with bridges and then putting it into practice. Mr D. also had a contagious enthusiasm for the content, particularly Physics, that rubbed off on me. I particularly remember lessons about the dual particle/wave nature of things and coming away with a sense of wonder as a result of those lessons.

I also have many memories of the Outdoor Ed camp associated with Mr. D. There were many unique experiences on this camp. Cooking over a makeshift stove in the middle of the bush, sleeping out under the stars, early morning runs in the crisp spring morning air, being concerned with raiders, succeeding on the cross-over.

I think Mr D’s catch phrase (at least on our camp) of ‘C’mon, let’s go!’ still rings in my ears.

Dr Andrew Hook, Year 12 School Captain in 2000.

Nottingham Research Fellow (wound dressings that promote healing with chronic wounds), University of Nottingham, 2019.

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Lothar Dunaiski – The outdoor enthusiast 1988-2018

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Board of Governors

continue to flourish, be well-resourced, and adhere to all legal and policy requirements, while staying true to the College’s vision and goals.

The College has had a succession of faithful Board members giving countless hours to serve the school community.

Special thanks must go to those in the key role of chairing the Board over the years.

Initially, members of Bethesda Christian Centre provided representatives on the Board. Later, as Tabor Christian College, we had two representatives from Tabor Adelaide.

When Emmaus Christian College came into being as a completely independent school, the College Board took on responsibility of oversight as the ECC Board of Governors.

The Board’s primary task is to seek godly wisdom and to act on behalf of those served by the College, including students, parents, staff and the wider community. The Board makes decisions regarding the direction of the College and oversees financial matters in order to fulfil the College’s mission of providing a distinctly Christian education.

Responsibilities of the Board are always governancefocused, and consider the strategic, legal, financial and compliance-based oversight of the College’s operations, which are delegated by the Board to the Principal.

Strategic planning enables the Board to think through and document what they are doing, and for whom, and why they are doing it. The process ensures that the College’s directions and strategies are relevant and delivering the desired results. The Board ensures a Strategic Plan is in place to provide overarching direction for new initiatives, effort and expenditure; and identifies outcomes that are achievable and measurable within the lifecycle of the Plan.

The Board is the guardian of the College’s mission and vision, what it plans to achieve, where it wants to be, and how it plans to get there. Its prime role is to keep the vision alive by taking a leading role in planning for the future.

Removed from the day-to-day concerns of the staff, the Board is ideally placed to stand back and take a holistic view of potential future directions.

There have been countless volunteer hours spent in the boardroom, ensuring that our College community can

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Dennis Slape – The wise servant Chairman 1995-2013 Dennis Slape was a man behind the scenes who made a significant impact on the successful growth of our school. The history of Tabor College, Adelaide (also known as Tabor Adelaide) connects to our own history. Dennis was instrumental in the growth of Tabor Adelaide from its beginning, and in our growth after the first ten years. Both institutions began in the same year. Dennis was involved from the beginning with the establishment of Tabor College Adelaide, originally House of Tabor. (Dennis even provided the initial deposit to secure for Tabor College their building in Northgate Street, Unley Park, using proceeds from the sale of his own home. This is evidence of a man who saw God’s priorities as above his own.) Tabor College began as a tertiary institution with an initial focus on Bible College education, but is now involved in a wider educational perspective providing additional educational and vocational opportunities for students to learn in different, post-school disciplines, including education – and all for the glory of God. A number of our staff and ex-students over the years have appreciated the educational opportunities that Tabor Adelaide has supplied, with some staff also providing instruction for students.

For most of Tabor Adelaide’s history, Dennis Slape was involved in leadership. For many years he was also involved in serving our school. During our financial difficulties at the end of our first ten years, and at the time that we were

facing being without any school buildings, Tabor Adelaide rescued us from being homeless. Under Dennis Slape’s leadership, the purchase of the Vermont High School buildings was secured. Two floors were leased to the Bethesda Christian College to enable us to survive as a school, with just two weeks to prepare for the start of the new school year. The leadership that saw the long-term wisdom of this investment was profound in our history.

Later, we also benefitted from the wisdom of Dennis Slape when he took over the Board leadership of our school. The Bethesda Church leadership was aware that someone with educational expertise should take over responsibility for school oversight and governance, and Dennis Slape was an excellent choice. His faithful service as Board Chairman, from 1995-2013, and his oversight of many changes was incredibly valuable. Tabor Adelaide eventually purchased their present buildings, and by the grace of God and with government assistance, our school was able to buy from Tabor Adelaide the South Plympton buildings and claim them for our own. Those who were there at the time acknowledge the incredible wisdom, humility and clarity of Dennis’ vision for our school, and our history acknowledges him as a significant participant leading to our present position. His prayerful reliance on God, his generosity of time and his faithful service was a gift of great worth to our school.

Michael was Deputy Chair in 2012 and 2013, before becoming Chair in 2014, filling the huge shoes left by our previous long-serving chair, Dennis Slape. Michael assisted on the Principal Selection Panel, and so worked closely with both Andrew Thomas and Andrew Linke. In 2016 Michael stepped down as chair, but graciously remained as Deputy Chair until completing his Board service in 2017.

Andrea Ferguson Chairperson 2016-current Andrea became Chair in 2016, and works together with a group of dedicated Board members to oversee the College, together with Andrew Linke as Principal.

Current Board members are: Myriam Swinburne (Deputy), Geoffrey Baraka, Louise Fielke, Jennifer Hills, Alice Hingston, Pamella Omondi, Andrew Linke (Principal), Mark Potter (Leadership), Heather Headland (ex-officio PA), Ben Raw (ex-officio Business Manager).

Michael Hogben Chairperson 2014-2016 In 2002, Mike was invited to attend a Board meeting, and began what he may have thought was a ‘short stint’ on the Board officially in 2003. As an engineer, Mike brought his excellent skills in Project Management, and served diligently.

He was on the Master Planning Committee, helping to plan the developments at South Plympton, and he was also heavily involved in the initial Brooklyn Park Planning SubCommittee. Michael was on the Governance Committee for many years, and worked diligently to revamp the Board Handbook, and review the Constitution.

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In 2012, the Board of Governors was concerned about ‘mission drift’, having seen many Christian schools drift away from their initially strong Christian education distinctive. The Board decided to establish an Advisory Panel, consisting of key Christian leaders associated with the College.

The duties of the Advisory Panel are: • to pray for the College including the Board, the Leadership team and the staff; • with reference to the College Constitution, to consider the direction of the College, the Strategic Plan, and the results of any school sentiment surveys and other reports; • undertake tasks as referred by the Board of Governors; • to pray for the activities of the Board and the College with regards to succession planning, as well as the College’s balance of Christian background, skills, knowledge, experience and diversity

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• to provide comment, encouragement and advice to the Board regarding any consistent differences between these areas of the Constitution and the College direction.

Current Advisory Panel members are: Sandra Scott (Chair), Lynne Aird (Interim Minister, Adelaide West Uniting Church), Jarrod Flack (Youth Pastor, Edwardstown Baptist Church), Greg Jones (Edge Church International), Rob Norman (Senior Pastor, Southland Church), Don Reddin (Lead Pastor, Citylight Church Glenelg), Deshan Solomon (Senior Pastor, Empowered Christian Church), Adam Wood (Chaplain, Emmaus Christian College and Community Pastor, C3 Church Melrose Park).

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Board and Advisory Panel members have our College community’s current welfare and future direction very much at heart. We thank God for calling these dedicated people to such vital leadership roles.

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Advisory Panel

9 7 8 9 1 198 CHAPTER

FIVE The first ten years

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Our school - A new beginning in 1979.

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Our aims... in the beginning

The first ten years 1979-1988

From the Prospectus: School text: “But the goal of our instruction is love from a pure heart and a good conscience and a sincere faith.”

1 Timothy 1: 5 Aims and objectives To provide Christian families with a school based soundly on Biblical principles.

1979 – A unique year

To present a God-centred curriculum, high in educational standards.

Bethesda Christian School began with 29 students and 3 teachers as a Christian outreach and church-led school (not specifically a parent-controlled school), with the strong influence of a community of charismatic Christians from the Bethesda Christian Centre. They were keen that the Bethesda Christian School would not be a ‘denominational’ school, but a school for the raising up of young people in a manner that would please God, and who would work alongside Christian parents in the care and nurture of their children.

Beginning simply and with limited resources in the ‘Jesus House’ at Bethesda Christian Centre on Marion Road, Mitchell Park, that first day of school must have seemed like a small ‘Sunday School’ gathering… but meeting on a school day.

To open the door for each student to have a personal relationship with God the Father, God the Son, and God the Holy Spirit in accordance with God’s word, the Bible, and to provide the environment for this relationship to develop.

To encourage in each student self-acceptance, self-respect, self-love and to help develop the God-given potential within each student; the ultimate goal is that each student may fulfil God’s purpose for them.

To equip each child for life by developing respect, courtesy and self-discipline within them and to encourage an acceptance and love for all people no matter what their appearance, colour or creed.

To encourage students to:

- develop an enjoyment in learning

- desire to seek out information

- thirst after understanding, knowledge and wisdom To encourage students to appreciate the Creator and His unique and intricate handiwork.

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What did we look like?

Uniform Looking neat and tidy and reflecting care in our dress was important from the beginning. An early prospectus indicated that it was important for our students to wear their uniform neatly and tidily as this also was an indication of attitude; there was to be a perspective of care reflected in dress, behaviour and response to school work. A basic blue palette was chosen, with additional items beyond the specific uniform itself, including school bags, needing to be either mid-blue, royal blue or navy.

There was even the possibility for parents to make the uniform items themselves (it was certainly a different era!) with pattern details given for making the winter tunic for primary students, and the blouse and summer dress. Even wool colours were specified for those who were wanting to knit their own school jumpers.

Winter tunic Pattern: Style No. 4324 and 4325 sizes 4-14.

This pattern has round neck and needs to be altered to a ‘V’ neck style.

In the early years, winter options included a pale blue skivvy that could be worn under the tunic, on its own, or under the long-sleeved blouse for girls, and for the boys below Year 3.

School jumper

Our school attire for PE lessons included a pale blue t-shirt printed with the school name and Bethesda emblem.

Looking back on this outfit now it does appear to be a very basic clothing choice, but fashion styles in school attire were yet to be much more than utilitarian, and many of the beginning families at our school would have struggled to purchase extra uniform items.

Bluebell – 5 ply (shade No. 205) Villawool – Shade No.13 5 ply crepe Sirdar – French Navy (Shade No.912)

Films out:My Brilliant Career; Apocalypse Now; Mad Max

Population 14.5 Million

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1979 29 students

The ‘Happy Meal’ introduced by MacDonalds

• PM: Malcolm Fraser • Feb 15, Don Dunstan retires as Premier due to ill-health, replaced with Des Corcoran

Disco rules! ‘I will survive’ (Gloria Gaynor) is released

•M ore than 20% of Australia’s teenagers are reported as unemployed.

•S oviet invasion of Afghanistan

What did we do?

Curriculum In our first year we were indeed small, but we grew quickly.

Initially there were several teachers providing nurture and instruction, using a curriculum that would cater for a variety of year levels all working at the same time (ACE model Accelerated Christian Education). This mode of instruction provided opportunities for students to learn at their own pace, set their own goals and aim for individual success - in essence the equivalent of home-schooling, but with teachers present for assistance.

In a short space of time, a more specific curriculum choice was investigated and the Lifepac system was chosen for the students - a curriculum with American heritage that had been developed for home-schoolers and small Christian schools.

Evonne Goolagong Cawley wins Wimbledon for the second time.

14.69 Million

1980 111 students

Students set their own goals for their learning (within some parameters) and could choose the order of their focus in any day. Some of the content in subjects such as History, had a distinct American bias and focus, so teachers added their own Australian input. The biblical principles that were laced into the curriculum were very evident, with Bible verse memorisation a feature. Students were expected to achieve mastery of the individual study units and needed 80% mastery of the unit tests to pass on to the next unit.

The early individual learning curriculum following the ACE model had some quirky elements. Early students were required to raise a flag if they needed work marked (the school assistant in the classroom would respond to this request) and a different flag was raised for the assistance of the teacher to explain the curriculum material and to direct and guide the students. Students worked in individual study carrels or

John Lennon shot

Another Brick in the Wall by Pink Floyd is in the top 10

•D isappearance of Azaria Chamberlain from Ayers Rock • First Australian woman, Deborah Wardley, to become a commercial Pilot

Pacman (digital game) is released

• Indian PM, Indira Gandhi, is assassinated •S BS broadcasts begin in Sydney & Melbourne 45 • Iran-Iraq War

Early years at Bethesda (Emmaus)

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‘offices’ to complete their work. Life was slightly different for the very youngest students in this era, as they had more direct instruction and a more relaxed classroom model.

The other American influence was the recognition of the 100th day of learning with a celebration event. This is still a feature of the American Curriculum planning and is perhaps a way of teaching Junior School students about the mathematical concept of the number 100, but it may just be a marker for the halfway point of the school year! On one occasion our students celebrated the 100th Day with a trip to the Constitutional Museum and skating for the Seniors, while the Primary students went to Kuitpo Forest and caught frogs and had frog races.

In general society, the 1980s were a time for big hair and mullets, fluoro clothing and acid wash jeans; Michael Jackson, Madonna and even Nana Mouskouri; the American soap opera, Dynasty and Hey, Hey, It’s Saturday were popular on television; Top Gun and The Blues Brothers were screened in the cinema; and Rubik’s Cube and Pacman were entertaining the young.

There are so many things to love from the 80s! But it is inevitable that some things just seem out of place to us as we look back in time. This is also the case as we look back at our school’s history. What to us now may seem strange, we can also recognise as being part of the change that was evident in society. Sometimes we were responding to influences in society, and sometimes to the spiritual influences of the time.

Proverbs 22: 15 (KJV) Foolishness is bound up in the heart of a child; The rod of correction will drive it far from him.

New King James Version (NKJV) Scripture taken from the New King James Version®. Copyright © 1982 by Thomas Nelson. Used by permission. All rights reserved.

Gallipoli - debut, starring Mel Gibson and Mark Lee

14.9 Million

1981 149 students

Education and behaviour Discipline was deemed important in the fledgling school community. The school leaders were keen that the children would know and follow a behaviour code that was not only respectful, but that would set the children up for a life in community that was God-directed and morally sound.

Behaviour needed to be channelled in the right direction.

The desire was that the children who were Bethesda students would reflect God’s purposes for right living.

The expectations of the era were different, and disciplinary modes may have been similar in other schools, but perhaps expressed differently (i.e. minus the quoted Proverbs verses).

Standards of behaviour in the wider community were also causing concern. In an era when the fragrance of the church and of Christianity in wider society seemed to be losing its influence, many people were bemoaning the loss of standards in society. The appeal of Christian education, and particularly its regard for behavioural standards of respect and honour, was something to be esteemed by those who had sought our school for enrolment for their children. Many of the parents who had sent their children to Bethesda Christian School were keen for their children to know God and to know His influence in their lives. Parents were aware of the codes of conduct expected at the school, and in fact may have been attracted by the robust guidelines that were in place.

Not everyone loved everything about discipline in the early years of Bethesda. In the minds of the staff, it was loving to direct and guide their young charges. In some students’ minds this did not always seem to be understanding of children’s needs or personality variations. It is a rare child who enjoys and appreciates being corrected and admonished.

Sometimes these lessons are only appreciated with the passage of time. Teachers of our school recognise that there are times when they too make mistakes.

Chariots of Fire wins Best Picture Oscar

Bette Davis Eyes by Kim Carnes Top of the Pops

• The ‘underarm ball’ is bowled in the test between Australia and New Zealand, with the resultant outrage overriding the games result

• The South Australian Parliament passes the Pitjantjatjara Land Rights Act •P rince Charles and Lady Diana Spencer marry 47

Educational change Curriculum This was a different era in education, but the tide towards more understanding of student learning and the influence of educational research took time to change education at Bethesda. Our financial constraints and the speed at which we had gone from vision to full operation impacted our educational offerings. From 1981 we used a program named Lifepac (curriculum material from Alpha Omega Publications), to cater for our students’ educational needs.

At this time in teacher education and in the rest of the state, schools were beginning to see changes in the nature of the delivery and practice of education to cater for individual differences and with a prototype ‘inquiry approach’ in some subjects to replace the ‘chalk and talk’ and information sharing and teacher-led approach. Although the early Bethesda years had individual progress and focus in their individual Lifepac

modules and ‘offices’, it could also be argued that for social learners and those that needed greater guidance or peer engagement, that Bethesda Christian School may not always have engaged all learners. The American content, and focus of the curriculum, was also problematic. Bible passages requiring memorisation were taken from the King James Bible.

Were it not for the love and care that flowed from the staff, the sacrifices that they were making to enable education to be the best that they could achieve, school life may have been difficult. There were many young people who flourished and thrived, because the learning environment suited them and they felt cared for and were allowed to aim high within the Christian care of Bethesda Christian School. Teachers too were beginning to change their outlooks and the use of the Lifepac educational system was eventually phased out and replaced with teacher-guided instruction in all subjects.

The Man from Snowy River released

15.1 Million

48

1982 178 students

Commonwealth Games in Brisbane

The very young students, those who needed direct instruction to learn to read, were not impacted by the strictures of the formal instruction in the Lifepac system. They were gently guided in their learning with direction from caring staff and received sound phonics training and the best opportunities that the school could provide.

Proverbs 22:6 (NKJV) Train up a child in the way he should go, And when he is old he will not depart from it.

New King James Version (NKJV) Scripture taken from the New King James Version®. Copyright © 1982 by Thomas Nelson.

Used by permission. All rights reserved.

Thomas Kenneally is first Australian to win the Booker Prize for Literature for Schindler’s Ark

The first CDs released

• Tasmanian Government decides to dam •S ydney Swans formed - first nonthe Franklin River - with much opposition Victorian club to participate in the VFL • SA Government authorises Roxby Downs • ‘ The Computer’ is named Time Uranium Project Magazine’s Person of the Year

Offices The initial learning environment for older students was noted for its regimentation – with a personal ‘office’ or cubicle for individual students. Students were allowed to decorate and adorn their space to allow some personality to shine through. Students initially also had a two-flag system to raise the attention of either teachers or teacher aides who would support them as they worked through their lesson material.

Regular testing was a part of this regime of instruction. The pedagogy behind this mode of instruction had conservative roots, and was highly formalised with a character-building direction, with Scripture memorisation, character traits to strive for, and information ‘packets’ to progress through. Teachers would test their students to identify appropriate starting points, and then would release them to complete their lessons in their own space for learning. With reviews at regular intervals and the requirement to pass each module of work, there were some who found this style of learning a benefit, and others who found it difficult to thrive.

Mrs Meleese Thompson’s Junior Primary class - early 1980s

Students in their offices 1984

‘BMX Bandit’ with Nicole Kidman is released

15.3 Million

1983 217 students

Redgum release the Vietnam war reflective single ‘I was only 19’

•7 2 perish in Ash Wednesday fires across Victoria and South Australia •P rime Minister: Bob Hawke

Microsoft releases ‘Word’

•A ustralia wins America’s Cup •P aul Keating announces that the Australian dollar is to be floated on the international money market

49

“I like the Lifepac system… though it’s very demanding.”

“I like Bethesda. The people here are nice. They are Christians and love God. They are not snobs, and I love the Lifepac system.”

“I think this system [Lifepac] like all systems has its good and bad points. I think it is a much better idea working in offices on your own, rather than a conventional open class situation. It makes it easier to concentrate and study.

Having your work in books and setting goals is better because it enables you to know what work you have to do and the time to finish it in. The demerit system is an excellent discipline system because you know when you have done something wrong and you know what will happen, so the standard of behaviour is high.”

1984 298 students

50

Let us raise a standard high above our nation We’re lights in the world So brightly we must burn For our God desires a holy generation To possess this land before Our Lord returns

Student comment from report to Bethesda Christian Centre Despite what may now seem to be a less than perfect mode of delivery, many still grew, learned and progressed to participate in higher education, careers and trades. Change was coming and educational needs and responses to learning would experience new dynamics over the decades to follow. By 1984 we were able to present our first students for the Matriculation examinations.

And they experienced success.

Hey, Hey, It’s Saturday moves to evening television

15.5 Million

School Song (Mrs C Sparrow)

INXS have 2 top Australian selling singles: Original Sin & Burn For You

• Medicare scheme begins operation • I n cricket, Greg Chappell surpasses Don Bradman’s run record of 6,996 first Australian to pass 7000 test runs

“

As with all education provided by our school over the years, there will always be times when individual responses to learning will be influenced by personality and expectation. Being a young learner, and responding with joy to everything that is offered in a school environment, are not always comfortable companions.

There were some students who loved the opportunity to progress individually, while others found the rigours of the constant testing, and the strict behavioural demands of ‘not turning around and remaining focused on the page in front of them’ to be a challenge. Perhaps the desire for a spark of something different led some to accumulate the occasional demerit!

“

Quotes and song from Bethesda Christian School Magazine 1982

•A dvance Australia Fair proclaimed as the new Australian Anthem replacing God Save the Queengreen & gold become Australia’s national colours

Subject choices The Lifepac system was used to cover Bible, Language Arts (English), Maths and Science, and where necessary, was supplemented with other more locally relevant material to match the demands of the educational requirements in South Australia. An early curriculum document notes that certain electives were offered as part of the original Lifepac system subject choices: Spanish, New Testament Greek, Consumer Maths, Home Economics and Art. These may not have been offered at Bethesda.

Other subjects taught in a more conventional manner outside the Lifepac model included: Social Studies/ Australian Studies, Art, Craft, Physical Education, Music, Typing, Technical Studies, French, Guitar, and Public Speaking/ Drama.

Our first matriculation year was 1984, and students took a range of subjects offered by the South Australian education system and taught within the school. There were up to 18 students in the first Year 12 class.

The following year, students were also offered a Business Strand of education that was not intended to proceed to Year 12 Matriculation. The subjects offered at Year 12 in 1985 were English, Physics, Chemistry, Maths I and Maths II, History, Geography, Biology, and Geology.

Outside the classroom From the beginning of Bethesda Christian School, learning was happening outside the four walls of the classroom. Geography students went on regular outdoor learning experiences including the vegetation survey work in the Onkaparinga Gorge in 1985 - in 40 degree weather. Other students went to Belair National Park, the Planetarium, the Pioneer Village at Tailem Bend, to Victor Harbor and the campsite at Mt Brecken, where some saw a commercial dishwasher for the first time. Many of these off-site excursions used parent transport. The era of on-site buses ready for every off-site excursion was something they could only dream of.

Neighbours begins on television

15.75 Million

1985 269 students

Top selling single: We are the World, USA for Africa

Microsoft Windows is introduced

• Adelaide hosts the first Australian Formula One Grand Prix in a city street circuit - Keke Rosberg is the winner • Capital Gains Tax is introduced

Donald Duck’s 50th birthday

• The Mutijulu Aboriginal community is given freehold title to Ayers Rock and the Uluru National Park •C oles-Myer amalgamation occurs

51

Statement of fees from the School Prospectus, 1988

Excerpt from a school newsletter, 1983.

52

The first decade of Bethesda Christian School life was marked by sacrifice and the gracious giving of many.

The Bethesda Christian Centre worshipping community were generous in their support of the school - gifting administration staff time, monetary gifts and the use of facilities, to enable the school to be established. Parents, including some with limited means, made considerable sacrifice in paying fees for their children to attend.

Staff sometimes made incredible career sacrifices in order to participate in educating the students. Many staff in the early years did not receive a wage that went anywhere near matching the Education Department’s salary scale. (Note: It was not uncommon in denominational schools of the era to create an in-built ‘tithe’ system in the salary structure by paying 90% of the Education Department salary.) Christian teachers were aware of the mission of their school, and often were prepared to make personal sacrifices. At Bethesda, however, some of these sacrifices continued deeper and longer than in other places. It should be acknowledged that some of the early teachers were prepared to accept minimal compensation for their service. When superannuation was being introduced, Bethesda teachers were strongly encouraged to ‘donate’ this extra sum back to the school as the extra financial demands would have crippled the school’s finances. The Schottelius family were especially generous in working for far less compensation than they might have received in a more established school context. On top of reduced salary, there were some staff who donated the school fees for students whose families could not afford the required fees. Our school therefore stands on the Christian foundation of sharing what we have for the benefit of others.

It is no wonder that school uniform requirements included ‘low cost’ options.

Crocodile Dundee released

16 Million

1986 262 students

Staff sometimes made incredible career sacrifices in order to participate in educating the students. Many staff in the early years did not receive a wage that went anywhere near matching the Education Department’s salary scale.

“

“

Finances and sacrifice

However, it must be stated, that our school was in a precarious financial position for all of its first decade. We were a low-fee school and many who were involved in the first 10 years were not able to pay full fees. Fees were adjusted according to family income and the number of children in the family attending the school. At various points in the school’s life, fee income and Government funding levels were insufficient for the needs of the school.

Difficult decisions were being made about all aspects of school life with limited financial reserves. Teachers bore the burden of providing the best education possible with limited resources, and sometimes purchased their own equipment or supplies. It must be remembered that during this era there were no computers or internet to search for resources at low cost. Blackboards and pencil and paper were essential equipment. Students were involved in fundraising in order to raise money to cover the costs of excursions and camps.

Parents were never unaware of the difficulties and the 1985 Spring Fair was an opportunity to raise finances and build the community. They were well involved in making the school as successful as it could be despite the financial stresses.

Royal wedding between Prince Andrew and Sarah Ferguson

• Halley’s Comet is visible in the night sky •L indy Chamberlain released from jail after over 3 years, accused of the murder of daughter Azaria, despite her claim a dingo took the baby - NT

Edinburgh Commonwealth Games broadcast live

Government grant unconditional release [to receive full pardon in 1987] • Fringe Benefits Tax introduced •F irst DNA testing in a crime case in UK • Chernobyl nuclear disaster 53

From 1986 Enrolment Information document.

Other challenges:

Maintaining a Christian worldview

Hot weather

Every Christian school desires to present a biblical worldview that recognises our shared Christian heritage, and their reason for existence is to give glory to God. Sometimes though, there are challenges in the way this is expressed. In our early years, as we worked out what this would look like at Bethesda Christian School we also had to consider that we did not live in a vacuum and that our children would need sometimes to know about how others lived in the world. With a varied background for our school community it was sometimes necessary to state

The multiple locations of our new school are covered in Chapter 3, but it should be remembered that the facilities of the time presented other challenges. Hot weather was always a struggle for school students in the era before air conditioning. Hot weather required a policy for change that would protect students from extra distress.

Countdown on the ABC airs for the last time

16.26 Million

54

1987 273 students

and share what we would do when information or reading material entered the school that was not overtly ‘Christian’ or that was outside of the patterns or norms for some Christian people. The enrolment information included some basic information about how this would be handled within the school community. Some parents would have liked to protect their children from all external influences that they deemed would not align with their understanding of the Bible.

However, a sensitive approach was employed to ensure that students gained exposure to a well-rounded and biblical worldview.

Thomas the Tank Engine debuts on Australian Television

•P roposed ‘Australia card’ is rejected

by Senate • 319 d eaths from AIDS since 1982

First Where’s Wally? published

•M ary Gaudron becomes first female Justice of the Australian High Court

55

Sharing facilities Many facilities were shared across the first ten years of our school – bringing with it ample opportunities to build community links and learn to show grace to other church and school communities.

In the first year of the school’s life, we shared with the Bethesda Christian Centre; at Sturt Road we shared with the Education Department; and at Wheaton Street we shared with Vermont High School – we shared the oval, gymnasium, home economics, technology and laboratory facilities.

Mostly this enabled us to have what we needed… at the time we needed it. For some, the importance of

sharing the canteen facility at Vermont High School was also significant, with orders placed at the beginning of the day. Learning to share was a wonderful skill, and certainly gave us opportunities to flourish as a young school.

We also shared in sporting contests.

The competition that was provided

First episode of Home and Away goes to air

16.5 Million

56

1988 250 students

against Vermont on Sports Days was beneficial for both schools, to explore talent and to create a competitive momentum in preparation for the event. Sharing the opportunity also meant that many more students could be involved in sports contests, benefitting both schools.

John Farnham’s Age of Reason and Kylie Minogue’s I Should Be So Lucky hit the top 10 chart

•Q ueen opens the New Parliament House in Canberra •B icentenary celebrations across Australia

Australia wins 3 gold medals at the Seoul Olympics

•D eath of Sir Pastor Douglas Nicholls, former SA Governor from 1976-77, first Aboriginal Governor

9 8 8 9 1 199

CHAPTER

SI X

The second decade 57

The second decade the ‘teen years’ 1989-1998 Movement at the College At the beginning of the second decade we were in a state of insecurity.

The Education Department’s property in South Plympton – Vermont High School – was offered for sale at an approximate value of $3 million. This was eventually sold to developer, Tom Gannon, for development as a Retirement Village. This would create uncertainty for our school, as we were renters of the transportable school buildings on the property and had shared other facilities with Vermont High School. The ramifications for our school community were enormous. The school oval and the area where Bethesda College had their classrooms could be easily developed, but there was a threat that the main buildings might be demolished. With incredible foresight and considerable discussion, Dennis Slape, on behalf of Tabor Bible College, eventually negotiated the purchase of the buildings and the remnant of the grounds that make up our current school for $1,000,000. In discussions, Dennis Slape reminded the developer that the buildings had intrinsic worth beyond their land value and it would be a costly waste to demolish the buildings. With competition from other tenderers, this bid was never a certainty. Tabor Bible College saw the value of the buildings for their own needs, but also in the process, gave us a potential rental ‘home’ that was literally only walking distance from our former classrooms.

In the period prior to Tabor’s rescue of our school, we suffered greatly from the insecurity. Families with children in secondary years felt the need to investigate alternate school possibilities. Others remained faithfully linked to the school despite the uncertainty. Our position at the end of our first decade was that we were a school with buildings that were soon to be removed. Although we had known uncertainty before, this level of apprehension could have meant the end of our school. Prayer was fervent, and although it seemed that we were in a position with no solution, God was aware and was at work. That many families were prepared to weather the uncertainty was a testament to the faithful work that had been done over the previous ten years to create a Christian School that was seen as valuable and worthwhile.

Change in location… again!

The move from renting facilities from the Education Department, to sharing the old Vermont High School buildings with Tabor College was to occur at the beginning of 1989. With a timely agreement made with the developer, Tom Gannon and with Tabor College, the Bethesda Christian College could begin moving from the transportable buildings on the western perimeter of the Vermont High School grounds into the shared multi-storey buildings… with just two weeks until school was to begin for the year! The new arrangement was a significant improvement and gave hope for Bethesda Christian College into a new future. But ‘walking in faith’ was still required.

Imagine ending a school year with the lease on the old buildings due to finish on January 22nd, but with no idea whether there would be anywhere to move the school’s equipment and contents, and no certainty about where the students could be accommodated for a new school year! With incredible joy, a letter dated 15th January 1989 advised the school community that they needed to transfer everything from one ‘Vermont’ location to another. The work that needed to be done involved leaving the old

Fast Forward comedy sketch show begins, launching careers for Australian comedians

16.8 Million

58

1989

Like a Prayer by Madonna - top of the charts

• Asian immigration to Australia rises by 11.5% from 1988-1989 249 students

•N ewcastle rocked by an earthquake, with 12 deaths

transportable buildings completely empty to enable their removal, moving play equipment, cleaning the new building thoroughly (it had become a little run down as the Vermont High School declined), removing rubbish and setting up for a new school year with associated stationery and fee-paying days, prior to starting the new school year with students. Help was needed! That this happened in such a limited time frame is an amazing testament to the cooperative community of Bethesda Christian College and the families involved, and of the resilience of the administrative and teaching staff, and the school’s leadership team.

The shared relationship with Tabor College and shared facilities on the corner of Lynton Avenue and Wheaton Street worked comfortably (and would continue throughout the decade until Tabor purchased the old ‘Orphanage building’ on Goodwood Road in 1997 and then moved there in 1998). Sharing meant that the western stairwell provided access to the top floor for Tabor College, and Bethesda Christian College used the internal stairs at the eastern end of the building.

[Note: In 2012, those stairs were removed, and class and office space were created in the former stairwell, with a lift and new stairwell also created.] Our College rented our facilities from Tabor College with an increase in rental when compared to our previous transportable buildings, but we benefitted significantly from this relationship.

Imagine ending a school year with the lease on the old buildings due to finish on January 22nd, but with no idea whether there would be anywhere to move the school’s equipment and contents, and no certainty about where the students could be accommodated for a new school year!

First episode of The Simpsons on TV

• Australian airline chaos with pilots’ strike and mass resignations

“

“

A move is imminent! 15 January 1989

• The Berlin Wall comes down, signalling the end of the Cold War

59

Change at the top... and the bottom line – 1990 After the first decade’s establishment years, the second decade saw a change of leadership with the announcement that Rod Klimionok would take over the role of Principal from Barbara Schottelius in 1990. Initially there was discussion that Barbara might be involved in setting up a pioneering ‘satellite school’ in the southern area, and some investigation and Commonwealth Government funding requests did occur, but financial constraints for our College would be the challenge that needed to be addressed as a priority before another campus could be considered. Expanding bus services to the southern suburbs became the ‘virtual’ method of creating opportunities for southern suburbs residents.

Rod Klimionok took on the challenge as the newly-appointed Principal with prayer and firm dedication. He was prepared to meet the needs to increase enrolments, continue with providing appropriate building works, improve financial stability, appeal to the government for appropriate funding, and to continue to challenge every Bethesda Christian school staff member and student to develop in ‘character and maturity’.

“The relationship between Tabor and ourselves, has been absolutely wonderful. The unity, the love, the interaction between the two colleges is indeed an example of the love of Christ, binding two groups together and causing them to work in the harmony of the Holy Spirit.”

Pastor Peter Vacca, 1990

60

The funding dilemmas of the initial years of our school needed to be addressed quickly. The school would not be able to continue, despite its new premises, if finances did not improve. A funding review was necessary and government requests needed to be made with required ‘red tape’ paperwork and deadlines to enable the appropriate school funding. The funding tiers at the time were to reflect need and the socio-economic position of families who were sending their children to private schools. The funding tier that we were allocated was not reflective of the true circumstances of our school community, and the lack of income to keep the school operational in the face of growing need was a significant issue.

New facilities were needed to replace those that had been ‘swallowed up’ by the Vermont Retirement Village development. Home Economics and Technology facilities would need to be replaced and government funding was required.

Roger Rice’s involvement through the ISB (Independent Schools Board) Block Grant Authority Advisory Group should

be acknowledged, as this was significant in making money available for building works in our second decade. As evidence of this, the Block Grant Authority granted $210,000 towards the costs of the Library redevelopment (initially forecast to cost $285,000, but on completion was to cost $335,000).

This development was completed in 1993 located above the previously completed Home Economics/Art Building.

Rod Klimionok arrived in the school at the same time as Reg Wilson, the College Bursar, and together they worked tirelessly to restore the school to financial stability. Both men contributed significantly in terms of hours worked and wisdom required to create financial security enabling the school to continue operating. At one time in these early years, Rod needed to go to Canberra at short notice to personally submit evidence to have the school’s funding reviewed. A whole night of preparatory work was needed to collate and prepare the evidence which would enable a change in our circumstances to be considered, before flying to Canberra to make the submission. Despite the lack of sleep, this meeting had some positive results.

That our school was successfully steered out of the financial mire is also evidence of the prayer to our gracious God that accompanied this era. We had been deemed to be a Level 6 school for government funding, while operating with the demands of a level 8 or 9 school due to increased expenses from the relocation costs, so there were significant shortfalls. The result of these submissions for a change was to eventually mean a reallocation of funding at Level 8 from the Commonwealth Department of Education, Employment and Training (DEET). Reg Wilson’s work, with support from Nelson Zweck, the Bursar from Concordia College, was pivotal in providing the pathway for change.

Staff, too, had faced financial dilemmas in all the years of our school’s existence. The information in the 1991 Principal’s Report demonstrated that although staff had been paid their full entitlements in 1990 and 1991, they also made significant donations back to the College - $20,000 in 1990, $65,000 in 1991 and then $50,700 in 1992. The sacrifice of many was necessary to maintain a healthy school, but staff contributions provided scholarships for some students and helped the school considerably, perhaps even at the expense of their own family needs.

“Total Expenditure: The Capital expenditure in the past 4 years has totalled over $600,000 of which we only owe $60,000. This has been spent on the Home Economics and Art Centre, Music Rooms, teacher’s work stations, storeroom, Library Resource Centre, Pre-entry Reception room, Playground Equipment, Cricket Net and furniture and equipment for the new areas.”

Principal’s Report - Rod Klimionok, as reported in the 1993 School Magazine

Fees at Bethesda were adjusted according to parental income and were set at approximately 6% of annual income for a single primary child and 8% for a secondary student.

However, there were a significant number of families who were attending our school that had a relatively low income.

As a single father himself, Rod understood that some families would need extra support, and the percentage of School Card holders was quite high within the school – in 1991, 40% of the student population were School Card recipients and therefore deemed to be in need; this increased to 54% in 1993, and 57% in 1994, as assessed by the Government. This acknowledgement of the relatively low socio-economic circumstances of many of our school families at this time in our school history was important in proving that altered funding was necessary. That so many families were from low socio-economic backgrounds also demonstrates that our school has changed over the years, but we have never considered ourselves an elite private school. Our humble beginnings have shaped our school.

Despite the difficulties in the early years, management of finances was occurring, and the 1993 Principal’s report demonstrates that the school was growing and developing to enable education to occur with quality facilities. [Note: A separate, tax-deductible contribution to the School Building Fund was required as part of school fees, amounting to $50 $200 per family.]

61

New Principal, same godly principles… but a significant turning point In 1995 Andrew Thomas arrived as the new Principal, replacing Rod Klimionok who was returning to pastoral work.

Andrew’s service to the College included oversight of continued growth and development in the educational focus of the school, and always with the desire to honour God. The first year of his appointment saw the success of a Block Grant Authority application to provide $880,000 to enable Bethesda Christian College to purchase the main building and grounds of the school site from Tabor College.

This significant grant from the State Government was enabled due to the hard work from Rod Klimionok, Andrew Thomas, Reg Wilson, Roger Rice and Dennis Slape (who coordinated and negotiated for associated bank loans to enable the purchase to go ahead).

In May 1996, the College buildings were finally our own! Loans, unprecedented government grants, and contributions to the Building Fund from staff and the parent community

Toyota Landcruiser goes on sale for the first time

17 Million

62

Tina Arena and Jimmy Barnes have singles in the Top 10 Australian charts

1990 303 students

enabled a new era of ownership. Staff even elected to waive a pay rise in order to assist the financial basis for school operation for the year. And the school continued with its focus on providing Christian Education with a high standard.

Naming of the buildings within our new ‘home’ with the placement of plaques would later acknowledge the foundational input of Barbara Schottelius and Rod Klimionok.

Barbara’s name appears in the main three-storey building acknowledging her foundational input as Principal, and Rod’s influence would be connected to the music suite of the school.

The entire College was dedicated to the work of God by Pastor Peter Vacca.

First web server and browser (known as World Wide Web) developed

• VFL officially becomes AFL. First AFL Premiership won by Collingwood • Australia wins 52 gold medals in the Auckland Commonwealth Games

First commercially available digital cameras released

• Chinese Gov. criticises the Hawke Gov. for allowing 20,000 Chinese students to remain in Australia • Gov. announces Australia is experiencing a recession • Nelson Mandela released from prison in South Africa

Parents and friends Parents were advised of the true impacts of the financial situation after Rod Klimionok’s arrival and the Parents and Friends of the school continued their active involvement, raising a significant amount of money to support the operation of the school through the difficult times of the second decade.

Parents would have well known that they needed to be fully committed to school life. The chocolate drives, working bees, fetes and various fundraising efforts were significant. P&F contributed significantly towards the cost of playground equipment, outdoor seating, contributing to the building costs of the Library Resource Centre and enabling it to have shelving and books.

1992 saw the formation of the official Parents and Friends group, enabling them to continue developing the strong background of voluntary involvement and commitment to the school by the parent community. The International Food Fair and Spring Fair activities gave opportunity to bring the school community together and raise money. The dunking machine also gave children a chance to ‘dampen’ Mr Klimionok and Mr Osborne,

Yothu Yindi’s Treaty is in top 50 ARIA charts

17.3 Million

1991 299 students

and to raise some money! In 1993 a walkathon raised $5,000 for the Library and playground equipment; the provision of parent-created and donated morning and afternoon tea for the Christian Community School Conference in 1993 raised $1,200 for new playground equipment, and a chocolate drive also raised a further $4,700 for this new equipment.

During this period, the Bethesda Christian Centre Church community also demonstrated that they were friends of the school and contributed significantly, making $40,000 available for building projects.

In 1996, the P&F set itself the goal of raising funds to provide air-conditioning for the College, with the goal of achieving this aim by 1998. They were so committed to the fundraising opportunities, that they raised the $21,000 required by the end of 1996.

Students appreciated the respite from the heat provided by these new airconditioning units in each classroom.

UK animation Postman Pat premieres on Australian television Mr Bean makes his debut on TV

P&F FUNDARAISING

The internet becomes available for unrestricted commercial use

• Prime Minister: Paul Keating, replaces Bob Hawke • Adelaide Crows win their first game in the AFL

‘The Wiggles’ are formed

• Australian troops sent to the Gulf War • State Bank collapse • Soviet Union dissolved

63

Grounds, building and technology changes in the second decade New rectangular playing field this development of playing facilities would first need to see the removal of a basketball court, trees and repositioning of playground equipment in order to create the space for a grassed soccer pitch.

uilding works to create B the Home Economics and Art Room in 1990; the separate construction of the second storey of this building to provide a home for the Library in 1993; the Technology Centre at the end of 1994 (NB: the Vermont High School Technology Centre remained in the grounds of the Vermont retirement homes), with the new Technology Building alongside the Gymnasium, built by Ian Martin, who had children at the school; Music tuition and classroom facilities (in the space that is now the staff room); a Reception/Student Services room; a Year 6/7 classroom; teacher workstations and offices; a canteen and storage areas.

Buddies use the playground equipment.

[Note: the soccer pitch is yet to replace the Wheaton Street grounds.]

Playground development to cater for younger students.

Achy Breaky Heart top of the Australian charts

17.5 Million

64

1992 329 students

Tim Winton’s Cloudstreet, wins the Miles Franklin Award

1998 - new Science laboratories and refurbishment; second floor redevelopment; and Music Suite refurbishment.

Strictly Ballroom wins accolades at Australian Film Awards

• Adelaide receives its highest recorded • D eaths of arts luminaries: Brett rainfall to this time - 883.2mm Whiteley, Peter Allen, Sir Sidney Nolan •F irst WOMAD in Adelaide’s Botanic Park • H igh Court ruling - Mabo Ruling, gives Native Title rights to indigenous people

The second storey to provide the Library facilities in progress. This space currently incorporates a Year 12 Study Room as well as the Library Resource Centre, 1993.

Schindler’s List wins an Oscar for Best Picture

17.7 Million

1993 331 students

Whitney Houston’s I Will Always Love You 10 weeks at No.1 on the ARIA charts

• Nation mourns death of ‘Weary’ Dunlop (hero of Changi Prison and the Burma Railway) and poet, Oodgeroo Noonuccal (aka Kath Walker)

Intel Pentium Processor developed

• Native Title Act comes into force • “And the winner is… Sydney!” Sydney announced as host of 2000 Olympics

65

Music program - Make a joyful noise!

The introduction of the instrumental music program in the school was encouraged during the time of Rod Klimionok. In 1990 instrumental lessons were provided for concert band instruments and violin. By 1991 there were 80 students learning an instrument through the college program and bands and ensembles were being formed. By the time Rod Klimionok left the school, 130 students were involved in the instrumental/vocal program. Developing talents and skills to aid worship was a wonderful benefit to the College and many church communities, and provided many hours of enjoyment for the students themselves.

Welcome

Year 12 Music as a Publicly Examined Subject (PES) was begun in 1995, completing the goal to improve the Creative Arts in the College. School musicals also continued to display musical talent and offered opportunity to explore God-given talents and share them with the school community.

Overseas students Due to the uncertainty of our future in this decade, the addition of full fee-paying students from overseas provided mutual benefit. With significant amounts of paperwork, and government grants to enable these students to attend our school, this was a significant time for everyone in administration. Many of the students needed to be ‘sponsored’ by an Australian connection, and an immigration agent (Mr Moon) with a focus on education was needed to negotiate the overseas connections.

Forrest Gump becomes Best Picture at the Oscars

17.86 Million

66

1994 379 students

The Hyundai Excel launched in the Australian market

• Adelaide rocked by bombing in the National Crime Authority office • Telephone numbers in Australia transition to 8 digits

Muriel’s Wedding is released

•R wanda massacres shock the world •C hannel tunnel directly connects England and France

This influx of overseas students was not without difficulty as the occasional student appears to have been expected to also work outside of school time for a sponsoring local connection… and consequentially, their school work suffered. The Principal was also threatened on one occasion when advocating on behalf of one of these students.

All the overseas students were offered many opportunities to learn, to develop their ESL skills (English as a Second Language), to learn about Australia and its culture and to hear the gospel. There was dedicated chaplaincy for the overseas students provided by Pam and Phillip Murphy, and later Robert and Gaylene Kellaway, after the Murphy family left for missionary opportunities in Hong Kong. These students were a significant part of our school community. 1990 saw the first year with ESL as part of the Matriculation subjects offered. Students had come from many places during our time providing ESL education: Korea, Malaysia, Japan, Thailand, Hong Kong, Indonesia and Taiwan. The multicultural influence in our school and the overseas students themselves were a blessing to our school. The 1994 school magazine shows a photograph of all 13 overseas students for that year, and in 1995 it is recorded that there were 22 overseas students from Years 8-12 who were from a non-English speaking background. In 1998 there were 30 secondary students and 6 primary students from a non-English speaking background in the school. The overseas students were mostly accommodated in a homestay situation, some of whom were College families. Integrating into Australian life was difficult with limited English skills, but many of the overseas students were able to shine in their learning.

eBay is founded

18 Million

1995 377 students

Indonesian language Primary students were introduced to language learning in an Asian Language during 1998 with the introduction of Indonesian lessons. This change in curriculum offering was in response to governmental concern that Australian students should connect (through language learning) with our neighbours in Asia.

The founding teacher for these lessons was Sharon Stoyanoff, introducing a new language and cultural experiences for the primary students. This was the beginning of significant cultural input for our Primary School, adding to the flourishing teaching of French in the Secondary School.

Selamat datang di pembelajaran bahasa Indonesia!

Trans: Welcome to Indonesian language learning.

[Teachers of Indonesian in our school since 1998: Sharon Stoyanoff, Fiona Crockett, Mei Turnip… with occasional assistance from other staff.]

Oscar nominations for Best Picture: Braveheart, Babe, Apollo 13, Sense and Sensibility

Java computing language introduced

• Last Adelaide Grand Prix • The rabbit Caliciviris is accidentally released and results in initial large • World Trade Organisation reduction in rabbit numbers created

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The Lion King released

18.3 Million

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1996 407 students

Shine - film about the life of musician David Helfgott is released

•P rime Minister: John Howard, replacing Paul Keating •P ort Arthur massacre in Tasmania

Friends sitcom premieres in Australia

• 9 Australian gold medals at Atlanta Summer Olympics • Princess Diana and Prince Charles divorce

Technology Technology and speed usually go together. If we look back to the introduction of Technology within our school, we would need to acknowledge 1995 as a significant year… but the computing speed we reported and were so grateful for in 1995 is now incredibly slow! A new secondary computing centre was created with the financial assistance of government grants to enable upgrades to the computer system. A Pentium file server and school network were introduced to enable the whole school to access software and information from any connected computer. Upgrades replaced a classroom half-filled with IBM compatible 286 computers and some old 128 Amstrads. In 1995, teacher Bernie Valente noted, “The Amstrads had the same power as the first computers that helped put man on the moon!”

In the previous year, 1994, Sam Wilson had earned a 20/20 in Personal Information Processing and was awarded a SSABSA Merit Certificate, so we had still been providing the best that we could with what we had. By 1996 the internet was available at Bethesda!

Primary students revelled in the opportunity to have access to computers - “So many children are proficient and at ease in the use of all the equipment there [the computing suite] including the CD-Rom.” Richard Osborne, as reported in the 1995 Bethesda School Magazine.

Looking back 1986 the first year for the school to utilise a computer in Office Administration with the purchase of a Wang computer.

1995 Computer technology is integrated into student learning across the school.

The Castle enters Australian theatres… and later into Australian vernacular… ”Straight to the pool room”

18.5 Million

1997

•P ort Power enters AFL • Adelaide Crows win AFL Grand Final 456 students

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1998 - Tabor moves out!

During 1998, Tabor College students were able to move from our buildings to their new home on Goodwood Road at the former Goodwood Orphanage site. Their departure marked the end of a very close and cooperative relationship that shared the same geographic location. However, the relationship was not really over, only the close physical proximity that came from sharing the same building! Dennis Slape continued as Board Chairman and there were going to be continued connections into the future, not forgetting that we would eventually share a name.

At this time, redevelopment of the College Science facilities could occur with further classroom modifications coming from mid-year in 1998 with more to be completed prior to the beginning of the next school year.

Tabor College’s new location – the former Goodwood Orphanage (Photos credit: Tabor College)

Google company is incorporated, 2 years since it was first developed as a research project

18.7 Million

70

1998 523 students

Apple introduce the iMac computer

•S hane Warne captures his 300th Test wicket • Adelaide Crows win back-to-back AFL Grand Finals

•F irst ‘Sorry Day’ to acknowledge the hurt done to Australian Aboriginals

9 9 8 9 0 1 20 CHAPTER

SEVEN The third decade 71

The third decade - Maturity and change 1999-2008 1999 - The ‘end of the millennium’ or is it?

In the world at large, there was debate about whether the millennium ends at the end of 1999, or at the end of 2000.

Do we start counting new millennia with a year 0 or a year 1? The prospect of the ‘Y2K bug’ destroying everything controlled by computer operation impacted the collective discussions of the world… and our school. What we do know is that 1999 marked the 21st year of life for our school. In the past, turning 21 marked the entry into ‘adult’ life and was a significant milestone. For our school it signified our entry into a stage of maturity.

In 1998, temporary transportable buildings, standing at the rear of the Art and Home Economics building, were sold because space was becoming available for our growing school population. The space once occupied by Tabor College was now able to be used by Bethesda Christian College, and redevelopment had occurred to make the facilities suitable for the school, which had a population of over 500 students at the beginning of 1999.

Y2K: Until the 1990s, many computer programs (especially those written in the early days of computers) were designed to abbreviate four-digit years as two digits in order to save memory space. These computers could recognize “98” as “1998” but would be unable to recognize “00” as “2000,” perhaps interpreting it to mean 1900. Many feared that when the clocks struck midnight on January 1, 2000, many affected computers would be using an incorrect date and thus fail to operate properly.

Encyclopaedia Brittanica, 2019

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Maturing facilities

Napster (music download service) is released

18.9 Million

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1999 504 students

Did you know: The original Vermont High School had science laboratories in the top floor area later occupied by Tabor College.

This new development was dedicated to the education of the students who would pass through our school… to the Glory of God. Both former principals of the College were present and were acknowledged for their input into our school’s life.

A reflection by Pastor Peter Vacca in 2000 highlighted what had been planned and dreamed about in the past, and what was now being realised for the future. It was reflective of a Scripture that God had brought to his attention: Proverbs 24: 3-4 (Living Bible). ‘Any enterprise is built by wise planning, becomes strong through common sense and profits wonderfully by keeping abreast of the facts.’

Our maturing school was reaping the hard work of the previous years and was building on the foundation that

Hugh Jackman makes his film debut in Paperback Hero

• The Euro is released •R eferendum for Australia to become a republic is defeated

• Y2K causes fear and preparation ready for any eventuality at the end of the year

The value of Christian education for students is that every student has the opportunity to learn that they are loved by God, uniquely made and deliberately created, and that Jesus demonstrates the love that God shows each of us. The pursuit of excellent education is a response to this… each student should have an opportunity to grow to maturity, and grow to maturity in their faith in a God who loves and cares for them and desires a relationship with them. Recognising the talents that are given by God and building on them with educational opportunities is part of the role of Christian schooling. Having teachers who also are living out their faith to walk alongside the students as they grow and mature is a blessing.

Gladiator wins Academy Awards

19.2 Million

2000 482 students

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God’s light is shining through a human institution and through the people God has placed within it!

Nintendo GameCube is released

Popstars - first reality talent show

•Q ueen opens the New Parliament House in Canberra •B icentenary celebrations across Australia

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others before us had provided. The quality of teaching that was evident and the common-sense approach to learning was being revealed in Benchmark Assessments to confirm this success. The facts were telling us that our school was doing education ‘well’. Biblically-based and Christ-centred education was also appealing… enrolments continued to remain stable or increased from 504 in 1999 to 528 in 2008.

The Dish & Looking for Alibrandi are released

•D eath of Sir Pastor Douglas Nicholls, former SA Governor from 1976-77, first Aboriginal Governor

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Opportunities to shine

CAS Hawker Scholarship Fund information

Opportunities to shine: Student leadership roles

2000 In 2000, Andrew Hook was a Bethesda College School Captain. He was awarded a Flinders University scholarship for study in nanotechnology at the completion of his Year 12 studies. From there, success has followed with a significant amount of hard work. His Flinders University PhD has led him to research opportunities in the University of Nottingham, and he now works as a Research Fellow, utilising his nanotechnology skills in the medical application of developing wound dressings that promote healing within chronic wounds. Andrew himself has made the following comments related to his time at Bethesda:

1999 Faye Ashworth, a Year 12 student in 1999 and School Captain, attended the Global World Leadership Conference in Washington DC, alongside participants from across the globe. She was able to develop a greater understanding of what leadership actually meant, and how interactions with other voices from around the world could contribute to international understanding and would impact personal understanding of the complexities of leading the world into the future. Faye was also privileged to

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In 1998 Faye became a member of the State Youth Parliament Taskforce. She saw this as an opportunity to share with other young people her experiences in civic education and to assist them to discover the benefits of active citizenship. As a result of those efforts, Faye received the Commonwealth Youth Services Award for the Asia Pacific Region.

Her other achievements include being selected to represent Australia on two occasions at the Global Young Leaders Conference in Washington DC in 1999 and also at the World Summit of Children held in San Francisco.

“

I think what really strikes me was the genuine kindness of the teaching staff. I am really grateful that I was able to be in a school environment with such supportive teachers.

The older I get, the more I appreciate their hard work and decision to invest in me and the many students that have passed through the school.

I’m sure not everyone has the same experience, but for me at least, my time at Bethesda was overwhelmingly positive.

Andrew Hook, 18/2/2019 (See more in Chapter 4)

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Although not new, student leadership roles in 1999 included School Captains and Prefects, and SRC (Student Representative Council) at both secondary and primary levels, and also Sports Captains. At various points in our history, these leadership roles have changed names (Sports Captains referred to as House Captains) or the roles have been modified or changed completely. What is evident though, is that for all the students who were offered leadership or elected to serve, they considered this an honour to represent the school or their fellow students.

be able to attend the National Youth Science Forum in Canberra after going through a gruelling selection process.

Her introduction to the possibilities of Science were significant, as were the interpersonal and leadership skills that were exercised.

“My time at Bethesda/Tabor was excellent! The teachers were a huge encouragement, and it was definitely through their love of teaching and their subjects that I came away with such a passion for learning. The excitement of science and discovery in high school classes were certainly a compelling reason for me to study Science at Uni. But it was more than academics – I grew in a love for music, for people and for God. I made lifelong friends there, and was given the opportunity to grow in knowledge, character and leadership. I still look back on my time at school as a huge blessing in my life and thank God for all the staff I crossed paths with.”

Microsoft releases Windows XP

19.4 Million

2001 476 students

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2007 2007 College Prefect: Malcolm Purdey. In the College Magazine in 2007, Malcolm makes the following statement to the request for Further Comment in his Year 12 Profile: “I’ll tell you when you are older.” Now that he is older we are able to see the path upon which God has led him. This is his reflection written in 2019:

Not every school leader goes on to win state, national or international recognition, but Bethesda, and later Tabor, and then Emmaus Christian College has provided wonderful opportunities for students to shine.

Malcolm did go on to pursue opportunities in Science, and in 2011, received First Class Honours in Chemistry for research on short peptide strands for inhibition of amyloid fibril formation. Malcolm continued studying for his PhD, working on fluorescent sensors for hydrogen peroxide in reproductive health. He is an Adjunct Research Fellow in the Institute for Photonics and Advanced Sensing at Adelaide University. Currently he is also pursuing theological study at the Bible College of South Australia.

2003 In 2003, four students (Liliana Ferriera, Michelle Mignone, Paul Mills and Ian Purdey) assisted in organising a South Australian Youth Leadership forum, hosted by The Australian–the Step to the Future Youth Leadership Forum.

Their work behind the scenes with

Powderfinger wins ARIA Single of the Year with My Happiness

other students from around the state and other adult assistants as part of the organising committee, reminded them that leadership often involves lots of work and sacrifice of time. Although some might be seen in the public arena, there are always others who lead quietly in the background, working diligently to make things happen.

Not every school leader goes on to win state, national or international recognition, but Bethesda, and later Tabor, and then Emmaus Christian College has provided wonderful opportunities for students to shine.

These are just a few of the many students who have demonstrated that our school has provided a firm foundation for later success.

Capital cities have digital television introduced

• Death of Donald Bradman • Rescue of asylum seekers leads to the Tampa crisis and political controversy

iPod and iTunes launched

• Centenary of Federation • Ansett Australia in liquidation and grounded • September 11 terrorism attacks in USA

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76Year 12 Formal, 2006

Year 12 Formal, 2006

Opportunities to shine: Year 12 Formal In 1998 the College Magazine reported, with photographic evidence, the Year 12s enjoying a ‘Prom Night’.

By 1999, this had changed its name to the ‘Year 12 Formal’ - the Prom had been transformed. With photographic evidence the only reference material, it seems that the students took every opportunity to shine, sparkle, suit up and dress to impress. Conversations

about this ‘rite of passage’ often dominated Year 12 interactions in the lead-up; it is a significant event for the individuals involved. Photographs reveal the amount of attention that all students have given to their preparation for this event in the school calendar, and it provides evidence of their growing maturity.

Time for an informal group photograph at the front of the College for the 2006 Formal (above).

‘Kath and Kim’ premieres on ABC TV

19.7 Million

2002 475 students

Arise, shine; for thy light is come

Rabbit Proof Fence movie released

• Bali bombings claim many lives • Steven Bradbury wins Australia’s first Winter Olympics gold medal in a ‘last man standing’ win

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Opportunities to shine: The Arts, from BARTS to STARTS (Bethesda ARTS to School of Tabor ARTS)

The first public occasion for the redeveloped Music Suite (sited above the Administration Area) was the Year 11 and 12 Music and Poetry Evening in 1999.

Students had opportunity to perform at the Combined Christian Schools Festival (2000) with other Christian Schools around the state.

This event at the Paradise Assemblies of God Church provided a significant audience for our Music students.

Angklung, a traditional Javanese bamboo musical instrument appeared at the school in Term 2 in 1999. Students were given the chance to experiment in performing with these unfamiliar instruments during their Indonesian lessons. Proficiency may not quite have been the aim, but Mr Cope’s Year 4/5 class in 1999 were able to hone their skills in order to shine at Assembly and again at the Middle Primary Asian night.

Delta Goodrem wins ARIA for Born to Try

19.9 Million

78

2003 490 students

Several students were invited to present their Year 12 work at the 2007 display events hosted by SSABSA (Senior Secondary Assessment Board). Elisha Vlahalios exhibited at the Art Show, and Aasha Moore and Nathan Townsend were asked to submit their Year 12 Construction Technology projects. Joel Fuller had his painting ‘Boy with Cap’ on the front cover of the nationally distributed ‘The Boys in Schools Bulletin’ magazine.

Shakespeare is alive and well! ‘Much Ado About Nothing’ was presented at an Elizabethan banquet in an outdoor setting in 2006, utilising the backdrop of the Library balcony and with amazing support from the Home Economics catering students.

Australian Idol debuts - with Guy Sebastian the inaugural winner

•H uman Genome Project completed - record of the human gene sequence

Finding Nemo released

• The Iraq war begins

Opportunities to shine: Curriculum

Opportunities to shine the light of Jesus to others: Service

VET (Vocational Education Training) studies were included towards SACE recognition in this decade.

Home Economics and Child Studies were introduced as SACE subjects for Year 11 and 12.

Home Economics students were feted by the media, appearing on the current affairs ABC program Today Tonight, when they created a Restaurant Venture – Heaven’s Above in 2005. Students were involved in catering for school events, public sub-contracting assignments and research work in the Food and Hospitality industry.

20.1 Million

2004 456 students

Students visited the Vermont Retirement Village to cross the generations and provide entertainment and conversation opportunities Catering for Caleb’s - a ministry of Bethesda Christian Outreach. For ten weeks in 2005, students provided 80 meals a week for distribution.

Psychology as a subject was introduced into the curriculum to Year 12 level in 2006. Music Technology was also available to Year 12, and ‘Extension Studies’ was also offered as a subject in the same year, and three students pursued their own Personal Interest Project as part of this subject.

Simon Story received high commendation by moderators for his Extension Studies presentation.

[Current Senior students now participate in the SACE Research Project – a similar self-directed research and extension opportunity.]

Facebook founded

The Red Cross group worked hard to raise money to provide this charity with donations towards their important work.

Musical input into the Rundle Mall precinct was provided by students as part of the program by Fusion to bring the Easter message to public attention in 2006 and 2007. With clowns, colour, games and music, students presented the impact of the message of Easter.

Students gave performances to the Bedford Industries community of solo performances and background music at their ‘Christmas in July’ event.

‘Diary of a Wimpy Kid’ begins as an online book on website: Funbrain.com

• Major earthquake and resulting tsunami off the coast of Indonesia results in over 300,000 deaths

• J ohn Howard wins fourth term as Prime Minister •P ort Power win AFL Grand Final

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New directions Grounds and buildings New developments to keep our school progressing for a third decade included the development of a grassed playing field. To keep learning, playing, and moving ahead, opportunities and facilities had to continually be improved and required wise planning and wisdom as we looked ahead to life and education in the new millennium. The Technical Studies facilities were also ready for refurbishment in 2006, with an increase in working space needed for our students.

The tennis courts were also ready for redevelopment and improvement.

Middle School begins at Bethesda – 2003 With planning by Peter Karran and other potential Middle School staff, parent meetings, and information provided for students, the move to a Middle School model for students from Years 7-9 was developing in this decade. With a lead-up of two years

of preparation, the Middle School as a separate entity began in the year of our 25th Anniversary as a school – 2003. Leadership of the Middle School was initially provided by Peter Karran, followed by Rob Ellis in 2005, and then Andrew Edmondson in 2007.

Interestingly, this new way of looking at education for Middle Schooling was also a chance for the Year 6s to shine as leaders of the Primary School, and for there to be new leadership opportunities for Year 9 students. Change always provides new possibilities, and with the reconfigured organisation in the school, there have been new opportunities for both students and teachers.

Middle Schooling acknowledges the social and learning distinctives of the early teenage years. Creating a recognisable ‘School’ within the College as a whole also provided opportunities for pedagogy that could target the learning in these years, and provided staff who could specialise in teaching to this cohort. On a practical level, Middle Schooling at our school also has given opportunity to provide stronger connections with students during a season of their life when change can create personal challenges, along with wonderful opportunities for independence.

Senior School identity The flow-on effect from creating the Middle School was that Year 10 students were able to be recognised as Senior students and vertical Home Groups were introduced into the Senior School in 2004. A vertical Home Group contains students from Years 10-12, and students would stay within their Home Group for three years with a teacher or teachers who could develop a strong rapport and support the students across their Senior years. The Home Groups would then be linked to a House Group so that identity and competition between the houses could take place in a forum other than sporting contests.

Out of School Hours Care begins – 2006 In 2006, opportunity was provided to enable working parents to have supervised care of their children after school. The OSHC program is a registered program, and being a provider required all the relevant and appropriate planning and certification.

YouTube is launched

20.4 Million

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2005

• Eyre Peninsula bushfires lead to 9 deaths • Cronulla race riots in Sydney 451 students

Debut of Al Gore’s ‘An Inconvenient Truth’

20.7 Million

2006

Google purchases YouTube

• Pluto is no longer considered a planet • Saddam Hussein is executed 520 students

Twitter is launched

• Australian troops involved in peacekeeping operations in the Solomon Islands and East Timor

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P&F - continued faithful support Christian education is always a partnership with families. Our school has always benefitted from the support of gracious and involved parents as we endeavour together to raise a new generation who value learning, and who hopefully also come to know Jesus Christ, the reason for a distinctly Christian School.

Parents and Friends made further significant contributions in the third decade of our school’s life. In 2006 it was acknowledged that the P&F raised $30,000 towards the tennis court area upgrade. This was a significant input from our parent community, who were also paying fees for their children to attend our school!

2007 Fair Day

2006 was the year of the inaugural Father’s Day Breakfast! As these photos show, this was an opportunity for the students to honour their fathers before the work and school day began – and always featured a hearty and delicious breakfast. It continues to be a wonderful connection point each September.

Parents were also involved in ‘Family Matters’ events, with valuable training and input on parenting skills.

iPhone released by Apple

20.8 Million

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2007

•K evin Rudd becomes Prime Minister 522 students

Grandparents Day

Parents could connect outside school hours, and were able to receive input from Family Life SA in their educational seminars, and receive additional input in the challenging area of understanding the impact of the internet. Other resources and information concerning drugs were offered for parents to enable them to be well prepared for parenting in a changing world. Some of this parenttargeted information was coordinated

by Sharon Ferdinand in her role as Chaplain/Student and Family Support worker. This role was facilitated through the provision of additional funding received from the National Schools Chaplaincy Program in 2007.

In this decade, the annual Parents and Grandparents Day was initiated – a rich time for these significant people to be entertained by the Junior School students and to see the talents of students (including catering by Senior School students). This is always a wonderful opportunity to share the life of the school with those who support the students physically, emotionally, financially and with love. When parents and grandparents attend it is a chance for the children to say ‘thank you’, and to feel proud of the work that they have done.

Primary children perform in the Activity Hall, 2006

UN announces actor George Clooney as Ambassador of Peace

21.2 Million

2008 528 students

Airbnb is founded

• Beijing Olympics: Usain Bolt & Michael Phelps • Barack Obama elected as USA President smash records. Australia wins 14 gold medals • G overnment apologises to the • Quentin Bryce becomes the first female indigenous population for past wrongs.

Governor-General of Australia •U S-led stock market crash occurs

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Change of name Tabor Christian College, 2006 A significant change 2005 was the last year for Bethesda Christian College.

From 2006 the school would be known as Tabor Christian College, firmly connecting the school with the governing body, Tabor Adelaide Board, and indicating that we were no longer under the governance of the Bethesda Christian Centre. This was not a break with acrimony, but rather an opportunity to fulfil the original vision for Christian Education from the early years through to the end of tertiary education. To the founding Bethesda Church this was an opportunity to

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recognise that maturity had come to the ministry ‘child’ that had begun its life in 1979. It was now time for the school to have its own identity.

Linking our school from Reception to Year 12, with the tertiary institution of Tabor Adelaide, would create a learning continuum under the governance of

the Tabor Board of Management, while maintaining the separate identities of the two institutions.

Although we now recognise that this was to be a name for just a short season, it is still a significant time in our College life.

9 0 9 0 1 2 20 CHAPTER

EIGHT

The fourth decade 85

The fourth decade Transformation and growth 2009-2019 The physical changes: Our home is renovated and transformed

In 2009 • New music facilities.

Building work began again in this decade and the results would transform the visual appearance of the school.

With an updated facilities Master Plan in operation at the beginning of this decade, facilities were able to receive an overhaul to make our College the best place it could be for learning. In addition, in 2008 the Federal Government announced that there was to be an Economic Stimulus package, with funding for schools to pursue much-needed building opportunities.

In 2008–09, the Australian Government committed $16.2 billion in funding over four years to provide new facilities and refurbishments in Australian schools to meet the needs of twenty-first century students and teachers through the Building the Education Revolution (BER) program, initiated by the Australian Curriculum, Assessment and Reporting Authority (ACARA).

The consequence of this additional funding meant that unprecedented facilities development was able to be put into action at the beginning of this decade of our College life.

With plans already in place for the priorities for development, the following building programs were able to start at the beginning of this decade, ready for improved student learning facilities.

Michael Jackson dies

21.7 Million

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2009 538 students

• Refurbishment and extensions to the Administration and Staff facilities, requiring the Administration staff to move into the old Activity Room on an interim basis, and for staff to have their recess and lunch breaks in a rather reduced space on the top floor of the main building.

• New classrooms for the Junior Primary students to provide additional room suited to Junior Primary students learning needs which could begin once the administrative area was complete.

• Improved Physical Education facilities and playground equipment.

• Performing Arts Space and Multipurpose Space.

By 2010, the following changes were also begun: • The Trade Training Centre was created adjacent to the southern Gymnasium entry, with funding provided in Round 2 of the Federal Government’s program to provide additional trade-related education within the context of secondary schools.

• The Lynton Avenue frontage of the school received major landscaping.

Pixar’s animated movie ‘Up’ is released

‘Slumdog Millionaire’ wins Oscar for Best Picture

• Black Saturday bushfires devastate Victoria with 173 fatalities • Swine flu declared to be a pandemic

Stan Walker wins 7th and final season of Australian Idol

•H aiti earthquake causes 230,000 deaths

In 2012 there was more transformation:

• A new internal stairwell was created near the Lynton Avenue entrance to the main building and an internal lift was installed, with an additional facelift to the Lynton Avenue streetscape.

By 2014 • New classroom and office spaces were created in the former stairwell at the eastern end of the College.

In 2015 • A new Senior locker area and seating area was created, and classroom entry in two Senior classes was changed from the interior corridor to the outdoor southern veranda.

This change enabled the Science area to be redeveloped.

In 2016 • The transformed Science Laboratories were opened.

With additional space created by utilising the former corridor space on the ground floor, the transformed laboratory spaces were updated, and additional space was created for storage and preparation.

iPad released

22 Million

2010 559 students

• T he Year 12 Study Room was created in the former Computer Room adjacent to the Library, providing external access and an additional staff office in the process.

Additional work on the external balcony was completed by 2019 to allow for a relaxed eating and socialising space.

In 2018 • The grassed soccer pitch and playground needed returfing, and the most northern area within the tennis courts zone was replaced with artificial turf to create an additional surface for Soccer and other Physical Education activities.

• Classroom walls on the first floor needed to be moved (again) to make room for more appropriately sized classes. The old Primary School Computer Room was downsized to allow some space to be gained.

The King’s Speech wins Oscar nomination for Best Picture

• J ulia Gillard becomes first female Prime Minister of Australia • Volcanic ash from a volcano in Iceland disrupts northern hemisphere plane travel

• Greece’s credit rating hits an appalling low, causing a reactive run in Global Stock Markets • Wikileaks releases classified information on the USA’s involvement in Afghanistan 87

1.

Constant change What a wonderful opportunity to grow our facilities… but no one who was a student or staff member during this era would forget the constant change that occurred as each new stage of the building program was being worked upon. With access to key areas sometimes limited, and the movement of transportable buildings and disruptions to parking, and then alternative pathways for egress and entry, there seemed to be constant change. For Business Managers - Reg Wilson and Ben Raw, and Principals - Andrew Thomas and Andrew Linke, there seemed to be constant work involved in coordinating building commencements and tradesmen, along with juggling the financial grants and payments for such a large number of complex building programs. Credit should also be given to all administrative staff who worked to support this activity, or who were required to direct and guide visitors within the school.

2.

More transformation in electrical work, air-conditioning, wiring, fire safety work and information technology infrastructure continued throughout this decade. The Library also experienced a multi-stage internal refit to make maximum use of its space. These transformations are often overlooked but are a vital part of the operation of a school in the 21st century, and certainly have kept our school buzzing with the possibilities of all things new.

This period of change provided much that was cosmetically an improvement, but also that provided facilities in keeping with 21st century learning.

Transformation in images: 1. New extension to the Junior Primary area under construction, 2009 2. Music Centre at foundation stage 3. Music suite close to completion, prior to the EPAC construction 4. Completed Music Suite multipurpose space 5. Administration area refurbishment – ready for the facelift 6. EPAC foundations 7. EPAC walls 8. Transformed grounds area: Stage 1, 2009 9. Transformed Courts – artificial turf laid, 2018

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Change in identity a transformation in name only

buildings was part of the growth in maturity in our School, with the aim of transforming students’ lives.

In taking on this new identity, the school confirmed that a transformational relationship with Jesus was part of the central mission of the school. The ‘Road to Emmaus’ experience for the early disciples gave them an encounter with Jesus that was life-changing and educational as Jesus explained the Scriptures to them. In the same way, our School has at its heart a vision for transformational education.

The School vision at the time was: To contribute significantly to the spiritual, cognitive, emotional, social and character development of children and adolescents to help these children and adolescents become mature Christian adults who will have a profound, positive and Godly influence on families, communities and nations, in the name of Jesus Christ and by the power of the Holy Spirit. The creation of our own identity and the continued transformation of

Game of Thrones debuts on US screens

22.3 Million

90

2011 599 students

To quote Andrew Thomas (retiring from the Principal position in 2015)

“

… our mission [is] to inspire young people by providing excellence in education within a caring Christian Community [and this] will continue in an environment where the values of Faith, Learning, Community and Service are evident and the vision of

“

2010 was the last year our school was known as Tabor Christian College. The name change to Emmaus Christian College in 2011 came after the Tabor Adelaide Board chose to solely focus their attention on Tertiary Education.

Emmaus Christian College therefore was able to transform the management or governance of our school into an independent entity. A name change was also necessary as we unlinked our connection to Tabor Adelaide. Transformation was happening.

By 2015 the Vision Statement was also being refreshed.

Utilising external consultants - Frank Crowther and the IDEAS Project team - we were able to refine what our vision for education was to be as we moved forward.

After considerable consultation with staff and the wider community, and with oversight provided by the College Board, Inspiring Hearts, Inspiring Minds became the new Vision Statement and motto for our College.

INSPIRING HEARTS, INSPIRING MINDS is fulfilled.

The Oprah Winfrey Show airs for the last time in the US

Steve Jobs resigns as CEO of Apple

• Queensland hit by severe flooding • S yrian civil war begins following Cyclone Yasi • J apan 9.0 earthquake leads to a tsunami and • Osama Bin Laden is killed by US destroys the Fukushima Nuclear power plant special forces • Fidel Castro resigns after ruling Cuba for 45 years

New SACE - The transformation of Senior education in South Australia This decade saw the major transformation and implementation of the SACE assessment program in Senior education. In line with other schools in South Australia, the two-stage SACE (South Australian Certificate of Education) was being implemented in South Australian schools (Note: this process began some time before but was now deemed complete.

Our school records that 1992 was the first year for the SACE Certificate.) With new processes and subject outlines and assessment procedures, there were significant times of learning for staff as they adjusted to the requirements of SACE. The process of choosing subjects in line with SACE guidelines became a learning experience for teachers, students and their families. As part of this change, the Personal Learning Program (PLP) was introduced to the Year 10 curriculum, in advance of SACE subject selection, in order to prepare students to own their individual learning pathway, and to give them opportunity to select wisely.

The introduction of Vocational subjects (VET - Vocational Education and Training) into the SACE program enabled

End of the ‘Encyclopedia Brittanica’ as a printed encyclopedia

22.7 Million

2012 618 students

students to consider a wider range of options in their planning and preparation for life beyond school. Some students were able to participate in ‘on-the-job’ workplace learning and others were involved in certificate training in a VET subject. The Trade Training Centre was functional in 2011 and was able to provide on-site training in electrotechnology trades, and some students were able to explore an array of other certificate-level courses outside of the normal academic offerings at school.

Subjects that have been explored through the VET program include Hospitality; Community Service (Child Care) and (Aged Care); Creative Industries - Live Sound and Lighting, and Music and Events; Electrotechnology (through a partnership with PEER Group Training); Construction; Hairdressing; Business; Make-up Services; Plumbing; Fitness; Interior and Design; and Christian ministry through Vetamorphus. This is not a complete list, but highlights the opportunities that are possible within the context of the VET offerings within SACE. VET students have needed to manage normal school expectations and the demands of external work or study, and many of our students have had great success in securing employment following their VET studies.

Sachin Tendulkar becomes first cricketer to score 100 international centuries

•K im Jong-un appointed as Supreme Leader of North Korea •L ondon Olympics

•L ance Armstrong stripped of his 7 Tour de France titles due to drug infringements

91

The transformation of education delivery Individual laptops for Senior students begins in 2012 2012’s Year 10 students were the first to benefit from the 1:1 laptop program for the whole of their senior schooling, with a school-supplied laptop. The education transformation was underway! By 2013, all Senior students had access to their own laptop computer for school or home use under a three-year hire scheme. (In 2013, Year 12 students were allocated laptops that had previously been used in the Library as they had not paid the full three-year hire fee.) The Library maintained a bank of laptops that could be borrowed to enable assignments to be produced at school, until a complete roll-out of devices made this unnecessary.

The old mode of delivery and digital connection - the Library computer room (now the Year 12 Study area) and individual use Library computers.

Teachers, too, were being stretched to make the best use of software for lesson delivery. With data projectors in every classroom and wireless connectivity throughout the school, it was possible to change the way assignments were delivered and submitted, and the way information was sought by students. Primary classes were also using Interactive Whiteboards (IWB) with touch sensitive screens to enable interactivity and control. Teachers were also being supplied with laptops, and the IT Department was doing amazing things in managing the difficulties of connectivity. The more dependent teachers and students became on good internet speed and connectivity, the more demands were placed on the school’s servers.

Malala Yousafzai addresses the UN calling for worldwide access to education for all

23.1 Million

92

2013 633 students

The Terrible Suitcase by Emma Allen wins CBCA Book of the Year: Early Childhood

• Pope Benedict XVI, first Pope to resign since 1415 • Kevin Rudd returns to power as Prime Minister after leadership challenge and considerable period of ‘in-fighting’

•F ederal election occurs with Tony Abbott becoming Prime Minister • ‘ Stop the boats’ policy introduced and enforced

The paperless world that was hinted at has not quite appeared, but the opportunity for connectivity and innovation was certainly beginning - and assignments can now potentially be assigned, submitted and marked without a piece of paper being produced or a pen lifted. Parents and students can also be advised of the marks obtained via the digital communication platform.

iPads for Middle School Middle School students were also given their own devices as a learning tool in 2015. Firstly, the roll-out was for Year 7 students only, with a voluntary uptake for Year 8 students.

Middle School students used iPads, utilising the touch screen and the features of the iPad to research information and to respond to assignments, or even to give real-time responses to questions in class. Education delivery was undergoing significant change. The problem of losing work if a device needed to be reformatted led to the investigation of using Google Classroom at the end of 2015.

Chromebooks The discovery of the Chromebook by IT staff at the end of 2015 created a shift in the devices to be offered to students beyond 2015. This device gave a much greater flexibility and ease of use for students. Chromebooks were introduced into the school in 2016 to the Year 7 students in their 1:1 rollout, giving them the benefit of a device with a touchscreen and a keyboard. As Chromebooks were relatively unknown in South Australia at the time, this was a ground-breaking move by the IT team. Students also became connected to Google Classroom - a management system allowing teachers to set and mark student work online.

Shirley Temple dies

23.5 Million

2014 681 students

By 2017, Junior School classes were also provided with a class set of Chromebooks to use within the school environment. They too were then connected to the online Google Classroom and could submit work for assessment or review via their devices. The connected world of the 21st century had entered the classroom. These Junior School devices stay at school to ensure their longevity, but the data and assignments can be accessed from home computers.

iPads for Junior Primary And the youngest students were not forgotten! iPads were initially provided in Reception to Year 2 classes in small numbers with a 1:4 ratio of device to students in 2016. The following year the ratio was 1:2 and by 2018 all students had access to an iPad in the classroom at the direction of their teachers. The iPads were used for story writing, reading activities, maths activities and learning how to code. Small robotic devices, Beebots, were also introduced to the school in 2017 for the students to learn fundamental skills of coding.

This brief overview highlights that ICT (Information and Computer Technology) is undergoing rapid change, and integration into learning is assumed. Some of our staff remember a time before home computers, when a home typewriter was considered a breakthrough technology! And do you remember a floppy disc, or the incredible storage of a 16MB USB? The speed of this change does create its own challenge as teachers come to grips with multiple changes in hardware and software development, and a large collection of USB storage devices! The current Google Drive storage of data has saved many from the ‘lost file’ dilemma.

Sia releases her single Chandelier

Australian cricketer Philip Hughes dies after being felled by a head-high delivery

•L indt Cafe siege in Sydney - terrorism in our country •M alaysian Airlines Flight 370 disappears with 239 people on board

• Malaysian Airlines Flight 17 is shot down over the Ukraine • General Sir Peter Cosgrove appointed as Governor-General

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Information Technology - Reaching for the sky

At the start of 2016 we were connected to dark fibre and it looked like our demand would finally be met. With a 100MB/100MB 2TB-a-month plan, we could see clear skies ahead of us for a while. By now the NBN was being planned for our area and we could see future expansion ability.

Clouds and blue sky!

‘Geek Speak’ information or “What the IT Crowd knows” and many of us don’t understand.

At Emmaus, internet access was initially a single ADSL link with opportunity for 5MB down/8MB up, with 200GB of data a month. This was doubled in 2011. By the end of 2012 we added a Wimax connection which lifted our combined download speeds to 30MB. A second Wimax was added in 2013 and we retired one of the ADSL connections. By mid-2014, we shifted to a microwave connection and retired one of the Wimax connections. By then we were offering 40MB/10MB and 1TB of data.

Demand for speed and data was now being driven by increased access to Google Classroom. Another factor was the increasing use of online learning tools being integrated into subjects.

Adelaide Crows coach, Phil Walsh dies

23.8 Million

94

2015 706 students

At the end of 2017 we were making enquiries about the cost of increasing speed and data, as the 2TB-a-month was being exceeded regularly. During 2017, the battle to actually join the NBN cable at the bottom of the pole in the street to the NBN feed at the top of the pole kept IT in communication with various organisations, with emails eventually reaching the Minister for Communications. Early in 2018 the join was finally made. We now had an extra 100MB/50MB and 2TB of data.

During 2018 we still regularly exceeded our data allocation, and in the middle of 2018 representations from TPG were made to install and shift us to their system. As the initial contract for fibre was expiring, this was followed up and in February 2019 we achieved 1GB/1GB with no data cap.

We might finally have the blue sky we were looking for in 2016!

Matt Starczak 2019 (IT Manager)

Windows 10 released by Microsoft

• Leadership challenge leads to Malcolm Turnbull taking over as Australia’s Prime Minister • Queen Elizabeth II becomes Great Britain’s longest reigning monarch

Facebook announces logins have reached 1 billion users

• European refugee crisis with many Syrian refugees arriving to escape conditions due to ongoing Syrian conflict

Library OPAC

The Library and ICT The Library operating system changed at the end of 2015, providing access for students and staff in a more visually appealing system, and which also provided online access to the catalogue. Moving from the library management system known as Bookmark to Accessit, and moving large volumes of data was a significant undertaking, but the students and staff are now comfortably connected to the system, and younger students are particularly proficient at making reservations and searching the online Catalogue (OPAC) for resources using their own Chromebooks to access this information. Home access to the Library catalogue is also available.

The discussion about delivery of information has led some to believe that books are ‘old technology’; however, the Emmaus College Library continues to give opportunity to develop reading skills, and allows students to explore areas of interest and to develop their Information Literacy skills.

Reading is still needed to utilise ICT in a comprehensive way, and a book continues to offer portability and does not need an internet connection or charging to provide access. A book can still entertain, delight and inform.

Pokemon-Go game released

24.2 Million

2016 696 students

Transforming our structure DoTL: Directors of Teaching and Learning Changes in learning have required changes in the way that teachers are supported through change. In 2014 the position of Director of Teaching and Learning (DoTL) was created within the school. The initial role of supporting teachers in coordinating the development of pedagogy and in improving practice within the school was filled by David Arnold. The direction of education and changes that were taking place with the National Curriculum implementation required some consistency.

Over time, the role has changed to accommodate the sub-schools’ different needs. With oversight by the Deputy Principal, sub-school DoTLs provide direction about how curriculum is recorded, documented and coordinated.

Teaching staff work in a climate of change, and there is a constant need to stay abreast of these changes. The DoTL staff fulfil a Position of Responsibility within the school and allow other teaching staff to have support in their teaching roles.

South Australian swimmer, Kyle Chalmers, wins gold medal for 100m freestyle at Rio Olympics

•Z ika virus outbreak causes concern prior to the Olympic Games • Vote to leave the EU in Britain

• Donald Trump elected to the Presidency in USA

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P&F transformed Community building The P&F underwent a transformation in the manner and style of operation in this decade. With the restatement of the mission of the school to be intentional in the areas of Faith, Learning, Community and Service, the P&F were to be involved in community building and service, rather than to have a fundraising focus. In 2016, ECG (Emmaus Connect Group) officially began. Marking the new way that parents could be involved in the school and make connections with one another, a series of opportunities were extended.

through the Class Representatives. And to the delight of many, a Coffee Van regularly makes an appearance on the school grounds towards the end of the week to give parents an opportunity to connect before the end-of-day school pick-up time.

As our school has grown, this opportunity to live out the mission of the school and to involve parents in the life of the school has found new life.

The change in framework saw the creation of Parent Class Representatives in the Junior School so that each class could have a nominated representative to coordinate activities and service opportunities within the school. Individual classes were given responsibilities to host parent-involvement activities, through their parent representative. This divided the work amongst a bigger team and gave opportunities for more families to be involved. Some parent representatives were also proactive in creating connections within their classparent community, with many social connections made.

Events have been organised to involve parents and families (moving beyond just an event at the start of the year to welcome new families). The Coffee Connect Group has met weekly in the Staffroom to provide opportunities for connection and conversation… and coffee! Pastoral care and practical help have also been coordinated more effectively

Bob Dylan receives Nobel Prize for Literature

24.6 Million

96

2017 733 students

Parent representatives meeting in the Board Room, 2019

#MeToo movement escalates after high profile film industry public figures accused of sexual harassment

• Parliamentary eligibility crisis begins (status of citizenship of many ‘Australian’ politicians under review)

• Brexit negotiations begin between Britain and the EU • UN Refugee Agency reports more than 65 million people are ‘displaced’ around the world

Facebook admits to ‘making mistakes’ following third party data mining accusations

Est. over 25 Million

2018 708 students

Australian cricketers caught in a ball tampering scandal

• Malcolm Turnbull steps aside after being • North Korea accepts South Korea’s challenged from within his party and is invitation for high level talks replaced by Prime Minister Scott Morrison

97

Transforming the learning environment

Outside our country Cambodia/Vietnam trip

Beyond the classroom and out of the state for Junior School students In 2011, for the first time, Year 6 students were able to extend their learning by leaving the state, to discover what Canberra could teach them. With the aim to experience more Civics and Citizenship understanding and the way that Government is organised, students travelled to Canberra.

They were able to see and experience the innovative ways that politics can be explained to young students. The National Capital also has some wonderful exhibitions and museums that added to the learning experience.

Every year since 2011, the trip has provided opportunity for independence and resilience to be practised as families were left behind. (Sometimes it was the parents who needed to learn to be resilient as they watched their child fly far from home.) The chance to understand preferential voting, to experience the political process in operation with a mock debate, to see what treasures the National Capital and the National Gallery holds, to look at a variety of scientific pursuits at CSIRO, to explore the hands-on scientific mysteries of Questacon, and maybe even to experience their first plane flight - these have all been possible through this out-of-class learning opportunity.

Learning does not cease when a school day or school year ends, but from 2015 a specific effort was made to create an overseas learning opportunity to learn about the history of Vietnam and Cambodia, particularly as this relates to the History curriculum, while also combining this with a Social Justice learning opportunity.

In 2015, 13 students and 3 staff left Australia on the day immediately following the Senior School Speech Night. With opportunities to see for themselves the places where history unfolded in the Vietnam War, and for them to understand the consequences of political turmoil in Cambodia, this tour creates wonderful learning and incredible cultural immersion experiences. Reading about places like Long Tan and hearing about the ‘Killing Fields’ does not have the same impact as actually being in those places and seeing the country and the people for whom these places or history have had an even greater or more emotional impact. Tours have continued each year since 2015, with small groups of students exploring and learning in this immersive experience.

Our students were also reminded while they were away that tourists should not cause more damage to a people and culture by their visits, and should be aware that ‘fly-in/fly-out’ aid can be damaging to long-term social development. The visit to Cambodia has included some significant Social Justice awareness, with visits to some non-government organisations that are working with the local communities to find solutions to the problems that have arisen since the historical Civil War in that country in the 1970s.

The consequence of this learning has been that our school avoids orphanage ‘tourism’ and has made a significant choice to support Justees - an organisation that assists skill development to young men from the slums of Phnom Penh, through providing business opportunities (and T-shirts for sale).

The flow-on effect of these visits continues in the lives of the students who attend, and now also in the fund-raising and outreach efforts of the school. The group within the school that now coordinates our outward focus for fundraising and support (ECCO - Emmaus Christian College Outreach) has included Cambodia as a focus for our fundraising efforts.

25.1 Million

98

2019 740 students

• Australian Cricketers retain “The Ashes” following 2018 ball tampering suspensions

“

Outside our country

Seeing kids in tough life situations, begging and getting into trouble because it’s what they need to do to survive, was heartbreaking.

But seeing all the amazing organisations encourage the education, well-being and faith of these kids was so encouraging and really made me realise how blessed I am.

The Cambodia / Vietnam Trip, 2016

The Year 6s experience voting, 2018

Outside our country

“

“

“

Kelsie, 2017 student

The flow-on effect of these visits continues in the lives of the students who attend...

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The focus areas for our ECCO fundraising have included:

Bible Translation support in the APY Lands - through supporting David and Lil Barnett and Wycliffe Bible Translators in the project to translate the Bible into Pitjantjatjara language.

Transforming our giving ECCO: Emmaus Christian College Outreach

International Focus: Cambodia and Indonesia (supporting an Indonesian sponsor child through Compassion and through Justees - Shirts for Justice).

The formation of the ECCO group within the College is designed to provide opportunity to coordinate the focus of our fundraising efforts and to give a greater awareness of the process. Over many years in the life of our school, we have responded to needs in the world and in our community, but as our school has grown, so has the difficulty in being wise as to how we ask families to support fundraising initiatives.

Student-led initiatives through SRC at Junior School or Middle School have raised support for World Vision or Compassion sponsor children, and the student Social Justice group have also created opportunities to look beyond our own needs. With a complex world and many requests for fundraising support, it was necessary to make sure that we did not have a constant stream of requests to support an array of events and activities that could disrupt the organisation of the school. The difficulty both in coordinating all of the financial implications (especially after Junior School SRC ceased to meet at the end of 2017), and in ensuring that we considered the R-12 nature of our school, has led to the formation of the ECCO group.

25.5 Million

100

2020

Local Social Justice: Support for refugees.

Casual Days have often provided opportunity for donations to be made… and who could forget the ‘Where’s Wally?’ dressup event in conjunction with the 2015 Book Week theme: ‘Books Light Up Our World’. This enabled us to support the Bible translation work in the APY Lands and to ‘light up their world’ with the Word of God. The event pointed out the possibility of coming together as a whole school to make a difference in the world.

Fundraising for Social Justice has also included a physical collection of foodstuffs at Christmas time, to be made available to refugee groups in Adelaide. Donations have also been given to local Salvation Army community programs to provide Christmas hampers.

FORECAST 810 students (780 South Plympton | 30+ new Brooklyn Park campus)

CHAPTER

NINE

The Arts - an opportunity

101

Year 8 Ensemble, 2019

102

The Arts An opportunity to shine Music Music has always been a part of the worshipping community at Bethesda, and then later Tabor and Emmaus Christian College. Assemblies offer praise and worship opportunities using the musical talents of staff and students. But Music came to the fore with the introduction of the Music tuition program in the College in 1990, offering individual tuition to students on site, across a range of instruments. Rod Klimionok was a champion of this educational experience in the school, and the original Music classroom and Music tuition rooms were built to give students an opportunity to grow and develop in this area of expressive life.

The development of an expanded Music Centre, with additional classroom space, a larger performance space and more tuition rooms, was built to cater for the increase in participation of students, and to recognise the need to continue the Arts program in the Middle School and High School. Music as a Year 12 Publicly Examined Subject began in 1995.

Long-term life skills of the discipline of practice and persistence to master a musical instrument and the fostering of talent were developed through the tuition program. Many different instruments have been offered, and considerable talent has been shared. Â

103

Instrumental tuition offered: drums, guitar, voice, violin, viola, cello, flute, oboe, clarinet, saxophone, trumpet, trombone, piano/keyboard, ukulele, fife.

Did you know?

Guy Sebastian was a vocal tutor at our school prior to his win as Australian Idol in 2003. His replacement was Jules Egan, who would later become his wife.

Did you know?

Some of our instrumental teachers have served for over 20 years!

Long-serving staff who have made a difference in students’ lives through their instrumental tuition include Darren Williams (guitar), Inese Lainis (strings) and James Wight (piano). Their faithful input to the students they have taught cannot be underestimated.

Did you know?

Peter Furler and George Perdikis, students from our school in the early 1980s, were members of The Newsboys, one of the leading Christian groups in Australia. Peter Furler was lead singer of the band for 12 years, and also created a contemporary Christian music label.

The music of The Newsboys was included in the movie, Jonah: A Veggie Tales Movie.

104

Vocal talents on show in the musical ‘The Pirate Queen’, 2009

Instrumental program for Year 5/6, 2019

‘TRY AND LEARN’ PROGRAM as part of Music lessons.

“

“

Primary students have also been introduced to the joys of learning an instrument with recorder, and also through the instrumental concert band

105 Big Band performing at the Music Showcase held at Adelaide West Uniting Church, 2009

Performing in Rundle Mall as part of an Easter presentation, 2009

The Senior Worship Band performing at the Music Showcase at Adelaide West Uniting Church, 2009

Music Ensemble performance, 2019

106

Personal instrumental music tuition

Christmas is shared at Marion Shopping Centre, 2018

Students are encouraged to pursue personal music instruction. The current recommendations for each student year level: Endorsed year level

Instrument

Year 1 +

Recorder, Viola, Violin

Year 2 +

Piano (classical or modern), Guitar (acoustic, electric or bass), Fife, Ukulele, Cello

Year 3 +

Flute

Year 4 +

Clarinet, Drums, Saxophone

Year 5 +

Trombone, Trumpet

Year 6 +

Voice

Over the years, various ensemble groups have also been formed with contemporary bands, concert bands, jazz ensembles, vocal groups, choirs, worship bands, flute and string ensembles, chamber groups and even timbrel groups formed. The regular musical productions have also utilised the skills of instrumental students in the orchestra pit, as well as the vocal talents of students on stage.

Musical students also performed at Display Nights, and end-of-year celebrations. The enhancement of worship has been a highlight over the years of our College life. Participation in the Jazz Festival in Mount Gambier has also been a high point of the musical year.

The development of the current Music teaching spaces and instrumental tuition and practice rooms, and the EPAC (Emmaus Performing Arts Centre) has given opportunity for even greater musical expression and learning. This building program was completed in 2011 and is well-used. Â The EPAC provides an opportunity to perform in front of an audience on tiered seating, but too often there are too many people willing to listen and insufficient seating, so larger venues are needed for end-of-year gatherings and musical performances. Local churches have sometimes been used to provide a suitable performance venue.

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Art Art expression has taken on many forms over the years of College life. Students have displayed incredible talent and expressed this in a multitude of different media.

Staff support and development of skills has fostered this talent and as a result, we have seen student work displayed in exhibitions within the school and externally. It is always an honour when a Year 12 Art student’s work is requested to be displayed in a public exhibition, as has happened on a number of occasions. The work of many of our students is displayed in our School Magazines, or is displayed in the corridors of our school buildings.

As a reflection of the value of copyrighted material and the ownership of the rights to creative works, we have chosen not to display here work that is owned by its creator. You are encouraged to revisit our School Magazines, because with the student’s permission, their work is displayed in these publications. Current students also display their work at school.

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Drama

“

“

...the ability to express ideas in

THE DRAMATIC ARTS

has been encouraged and has flourished.

Drama at school is always happening! But the subject of Drama and the performance of dramatic expression have provided many moments of learning and opportunities to shine. From clowning to Year 12 moderated performances, scripted and impromptu performances, public performances and assembly presentations, drama continues to thrive… with flair.

Learning lines, blocking action on a stage, direction and costume are all required to bring a completed work to an audience, and students have entertained and excelled in a wide variety of performances. From Shakespeare to more modern interpretive pieces, comedy and drama or even ‘pop-up’ dramatic works, the ability to express ideas in the Dramatic Arts has been encouraged and has flourished.

Moses, Prince of Egypt, 2006

109

Much Ado About Nothing, 2006

Peace Child, 2018

Peace Child, 2018

Be My Baby, Year 12 Drama, 2008

110 Go Noah! cast, 2008

School Musicals (with some Drama as well!): Year

Primary/Junior School

1984

Bullfrogs & Butterflies

Secondary

Year

Primary/Junior School

2000

Hallelujah Christmas Cruise (JP)

1985 1986

Voices Out Of Time - ISB musical involvement

1987

1989

Oliver Twist - Drama

Catacombs - Drama The Inn Kaper

1992 1993

KAOS - Drama CHA - Crucify Him Again - Drama

Primary Music Night

Secondary Music Night + Christian Schools Music Night Gordon Discovers Tissues (Written by teachers Adrian Francis and Andrew Hogarth)

1994

Sir Oliver’s Song

1995 1996

Joey Ackhurst in the Vaudeville Circus of Life The Music Machine (JP)

1997

1999

Why Me? Kings Cats

2003 2004

What a Day for a Daydream Reigning Cats and Dogs

2005 2006

2008

Moses, Prince of Egypt Wonderland Go Noah!

2009 2010

The Pirate Queen The Giant Slayer

2011

Man of Steel Praise His Name

2013 2014

Burger Brain Cool in the Furnace

2015 2016 Living on the Edge

Kids Alive & Cat’s Alive

The Jungle Book Seussical

2017 2018

Added Salt

2019

Wakakirri Story Dance Dance of my Life BARTs Showcase Bethesda Arts

2007

2012

Antshillvania (Yr3-7)

1998

2001

People of Power

1990 1991

More than Gold (Primary)

2002

1988

Secondary

Beauty and the Beast Peace Child High School Musical on Stage

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Do you remember any of these themes?

CBCA Book Week themes: 1979-2019 In the Library, books have always held a special place. From our early beginnings as Bethesda Christian School there have been books barcoded, covered, promoted and read. And in most years, Book Week has been celebrated and has created opportunity to enjoy a different focus.

The theme for Book Week is chosen by the Children’s Book Council of Australia (CBCA) and provides a route which is a wonderful opportunity for the Library to investigate new books released into the Australian market.

It is amazing when we consider the creativity of all the books that have been checked out of our Library over the years and the wonderful way that this has enhanced the learning and enjoyment of students from Bethesda, Tabor and Emmaus.

1979 Build With Books

2001 2001: A Book Odyssey

1980 Care For Books

2002 Book Week – Book Feast

1981 Operation Booklink

2003 Oceans of Stories

1982 Branch Out With Books

2004 Doorways

1983 Books Bridge Gaps

2005 Reading Rocks!

1984 Books Have it Covered

2006 Book Now!

1985 Key Into Books

2007 READiscover

1986 Book Banquet

2008 Fuel Your Mind

1987 Sail Away With Books

2009 Book Safari

1988 A Page of History

2010 Across the Story Bridge

1989 Dream Time

2011 One World, Many Stories

1990 Imagine If You Will

2012 Champions Read

1991 Book Into the Future

2013 Read Across the Universe

1992 Windows Into Worlds

2014 Connect to Reading

1993 Go Under Cover

2015 Books Light Up Our World

1994 Carnival of Books

2016 Australia : Story Country

1995 H appy 50th Birthday CBC: Celebrate With Books

2017 Escape to Everywhere

1996 Anywhere Anytime Anybook

2019 Reading is My Secret Power

1997 Bookaleidoscope 1998 Put Yourself in the Picture 1999 Weave the Book Web 2000 The Edge of Tomorrow

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2018 Find your Treasure

Learning in the Library continues throughout the year.

CHAPTER

TEN

Sports and competition

113

Sports and Competition – An opportunity to stretch

Bethesda Christian School: House names Over the years we have had many chances to compete as a school under our school banner, but also within our school houses. Those identified houses have undergone several changes over the years.

In the early years, the explorers Mitchell, Lawson, Tasman and Flinders were house names.

Tasman: Abel Janszoon Tasman (1603-1659)

Stretching in many directions Sport has been important from our very beginning.

Our first Principal, Barbara Schottelius, was keen that our students would be given every opportunity to embrace sporting chances and to develop their skills and talents. A culture of participation began early.

Even while our school was small, and then once we had grown, we were active!

The following quote made in the school magazine in 1982 highlights the ambition to aspire in the sporting arena:

Early mariner and explorer. In the 1640s he was one of the first Europeans to sail near Van Diemen’s Land (now called Tasmania), in his journeys for the Dutch East India Company.

Lawson: William Lawson (1774-1850) Explorer, surveyor and fellow traveller with Wentworth and Blaxland in opening up land to the west of Sydney beyond the Blue Mountains.

Flinders: Captain Matthew Flinders (1774-1814)

For our competitive sport I believe in the mustard seed principle - that start strong, start small and our foundations will be well established and our growth straight, tall and strong.

John Alexandrou, Sports Master

Explorer, navigator and Captain of The Investigator, the ship that sailed the coastline of South Australia in 1802, mapping and collecting data for the British Admiralty.

Mitchell: Sir Thomas Livingstone Mitchell (1792-1855) Surveyor-General and mapper of the inland river systems and the course of the Murray River to its mouth.

114

Franklin House Captains Andrew Silwood and Sylvie Ngu display their banner, 1992

In 1982, Vermont High School asked Bethesda High School students to compete in their Athletics Carnival or Sports Day. Bethesda was successful on the day, despite the Vermont students being observed undergoing significant training on the shared oval prior to the event, and even prior to their invitation to Bethesda to join them in competition. In 1983 Vermont again asked Bethesda to join them for the Sports Day, although this time they would request that Bethesda would compete as two separate houses. Consequently, the two Bethesda houses, Light and Franklin, were created, and the school competed under these names, with Light winning the day (much to the delight of the Bethesda students). In 1983, the Primary students had their first Primary Sports Day, with Mitchell House being the winner on the day.

Interschool competition with Vermont High School was also displayed in a swimming carnival at the Unley Pool in 1987.

Bethesda again proved too strong.

Light’s banner declared, Arise Shine the Light has Come.

While Franklin proudly stated, We Run for Him. The Primary School Sports Day in 1983 would still compete within their four original House names, Tasman, Flinders, Lawson and Mitchell. Light and Franklin would appear again in our later years.

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In 1988 more house names appeared in the Primary Sports Day, run as a tableaux-style sports event. Elliott, Nelson and Clarke were the house names for this day, with Elliot House narrowly winning. The use of these House names was reported for this year only.

Elliott: Herb Elliott was the gold medal winner in the 1500 metre race in the Rome Olympics in 1960.

Nelson: Marjorie Jackson-Nelson was a dual gold medal winner in athletics at the Helsinki Summer Olympics of 1952, competing as Marjorie Jackson. Marjorie married Peter Nelson, also an Olympian at the Helsinki Olympics in cycling.

Later in life, Marjorie was involved in community service as Governor of South Australia.

Clarke: Although never winning a gold medal in Olympic competition, Ron Clarke was feted as a champion athlete in long distance events, and famously lit the Olympic flame at the Melbourne Olympics in 1956; and then in the Mexico Olympics staggered to complete his event in an altitude-impaired race.

So, with some shifting and changing of the banners under which competition occurred for Athletics Carnivals and Swimming Carnivals, and with variations in the style and competitive nature of the events, particularly for the Primary students, the Bethesda cohort continued to use their talents in the sporting arena. Participation in inter-school events continued, with Christian Schools competitions (CSA – Christian Schools Australia) being a regular part of the College’s involvement.

New house identities In 2003, marking the 25th Anniversary of our school, a significant change in Bethesda’s house identities occurred. With suggestions from students, the decision was made to name the sporting houses as Emerald, Ruby and Topaz, with their appropriate colour connections. The heart of the choice was for house names that recognised God’s impact on the lives of those He blesses. And so, our house names reflect that we are all precious to Him, and as jewels on the sporting arena we can all proclaim our worth to Him whether we win or lose.

(Thanks to Isaac Retallick, a Middle School student in 2003, for his suggestion.)

By 1993 the School magazine reports that the Primary Sports Day and Swimming Carnival had adopted the Light and Franklin house names for competition, and these houses remained until a change in 2003.

Light: Colonel William Light (1786-1839) Surveyor-General of South Australia and planner of the city of Adelaide.

Franklin: Sir John Franklin (1786-1847) Fellow traveller with Matthew Flinders on The Investigator, and later Lieutenant Governor of Tasmania, noted for introducing public education to Tasmania, and being a supporter of the settlement of South Australia.

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In current school life, house competitions flow from sporting contexts into many areas of school life. Senior Home Groups have allegiance to one of the house groups, with opportunity to work together with other Home Groups of the same house to earn points. Senior School students even compete in Home Group challenges, in order to accumulate House Points for recognition, above and beyond the Athletics and Swimming Carnival.

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Sporting activities across 40 years From the very beginning of the life of Bethesda Christian School, through Tabor Christian College to Emmaus Christian College, students have participated in a variety of sports. With the emphasis on doing their best - win or lose - students have taken part in a multitude of sports over the last 40 years.

CSA Athletics Carnival, 2009

Additional PE and fitness activities:

Other competitions and events:

Competition sports:

3-on-3 basketball

Team sports in competition with other schools, SAPSASA and Christian Schools competition (SACSA).

Aerobics

The Great Frog Race (1980)

Baseball

Chess

9-a-side AFL

Netball

Boot camp

Tournament of Minds

Athletics

Rugby

Cycling

Weightlifting

Badminton

Soccer

Gaelic football

Basketball

Softball

Gymnastics

Canoe polo

Squash

Lacrosse

Grand Prix Classic Fun Run - 5km run around the Grand Prix track

Cricket

Surfing

Rhythmic gymnastics

Cross country running

Swimming

Rock climbing

Fast 5 netball

Table tennis

Touch football

Football

T-Ball

Ultimate Frisbee

Golf

Tennis

Volleyball

Handball

Ten-pin bowling

Walking

Hockey

Wrestling

Wheelchair basketball

CSA event:

Indoor cricket

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Bike for Bibles 3-on-3 Summer and Winter Basketball competition (in school holidays)

Year 7 Surfing

Active After School Program The government-supported, Active After School Community program gave students the chance to participate in a range of sports and programs after the school day had finished.

Some Senior Students attained coaching accreditation to enable various programs to be offered.

The variety of sporting activities included some non-traditional activities e.g. Dance, Parkour and Wrestling, as well as the more traditional sports. Students have received coaching from outside agencies and coaches in a variety of sports, including the Milo in2Cricket Program, Football, Tennis, and Rugby.

Active 8

Wheelchair basketball

Year 7 Dragon Boat activity

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Sports Day Tug-of-War

Canoeing

120 Taylor Walker as a ‘rookie’ provides some wise counsel on technique, 2010

Swimming Carnival joy, 2019

Year 7 Surfing

Primary Swimming Carnival

121 Wrestling participants – with their coach, a 1956 Olympian wrestler, Mr David Schumacher and Mr Roman Golabek

Did you know?

Lifting above our weight - Weightlifting successes in our school life!

In 1988, weightlifting was happening at Bethesda Christian College.

A weightlifting program involving lunchtime activities and individual student involvement and training was reported in the Adelaide Advertiser.

Year 10 student, Sam Davis, was competing in State championships with some success.

For most of our School’s life our sporting involvement meant that students were engaged in competitions against larger or better-resourced schools. And yet there were successes!

3/4 teacher in 2011. An Old Scholar returned to lift the learning of our current students!

Max was selected as a Commonwealth Games participant for the Glasgow Games in 2014. For his students this was an enormous thrill, and for his colleagues it was an incredible privilege to work alongside someone who was so focused, and so passionate about teaching and about lifting incredible weights (along with eating enormous quantities of food)! Although he did not return with a medal, to our community

he gave evidence of the way that a man of faith can demonstrate incredible talent in an incredibly humble way.

To us he will always be an inspiration and a reminder of the power of God to shape and guide a life. And he made his family proud too!

Other students of our school also experienced success along the way in weightlifting, with consistently high results and individual medals. The Bethesda Girls Team were ranked as number 1 in School Teams in Australia in 2003.

Later in our history, in the year 2000, students were again competing in weightlifting competitions with success. One name stands out in this involvement - Max Dal Santo. Winning competitions while still a student in High School - 2nd place in Weightlifting Championships when in Year 10, a gold medal in Year 11 (and he broke the Australian record in a 98kg snatch); and continuing into Year 12 with a gold medal again and another National Record!

This success was the beginning of a passion for Max, leading him to intense training and competitions in order to make himself eligible for Olympic or Commonwealth Games selection.

At the same time, he was training to be a teacher, and joined the staff of Emmaus Christian College as a Year Max Dal Santo, 2014

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Bethesda - always climbing high!

A rock climbing wall in our Gymnasium began with the inspiration of an electives unit in 1993 with Year 10 students going rock climbing. The resulting enthusiasm led the students to seek to have a rock climbing wall built at the school in 1994 for easy access. Their investigations and visits to other schools stimulated the idea of a ‘build yourself’ wall. A Rock Climbing Club was created with a membership fee, and the original 20 members raised $3,000 by washing cars, selling sausages and organising movie afternoons, with the money raised to offset the costs of the new wall.

The College contributed an additional $1,000 in order to complete the project. In 1988, an abseil station was added to the western wall on the main building to give the Rock Climbing Club another opportunity to pursue their love of the sport. The students were able to demonstrate their skills, dropping from great heights during the 1988 Open Day.

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The wheelchair opportunities began with PE lessons run by Wheelchair Sports, and have continued at varying times in the PE program to the present day.

Overseas sports tours

On wheels

1987 saw an unprecedented opportunity - the “Trans-Tasman Secondary School Sports Challenge”.

Bethesda sent their Open Boys Basketball Team to Auckland, New Zealand for the competition, with Mike Potter (now Principal of Tyndale Christian School) as organiser, and with Mark Potter as additional staff support. The team experienced tight competition during the tournament, coming fourth, with narrow losses proving that they were of similar standard to the teams above them on the ladder. This was an amazing experience and gave the boys opportunity to represent the College favourably, both in their sporting talents, and in their personal qualities as demonstrated throughout their competition. They also had opportunity to tour the North Island for the remaining week of their school holidays.

Whether it was Wheelchair Sports or Bike for Bibles, there have been opportunities to use wheels to be active.

Bike for Bibles operated as a fundraising program coordinated by The Bible Society.

Students were involved in 1988 and 1989.

Initially a small group joined staff member Rob Fitzgerald on a ride to Victor Harbor.

The following year, Year 10 students were involved in raising money to enable Bibles to be distributed into Asia.

On the waves Surfing the waves as a school sport?

In 1988, the possibility arose to enter a team in the Australian School Surfing Association’s Schools competition. With 18 schools involved and five contests during the course of the year at Middleton/Goolwa, five of our students were able to explore another sporting opportunity beyond the school gates.

In recent years, Emmaus students have also been able to participate in mountain biking competitions.

The wheelchair opportunities began with PE lessons run by Wheelchair Sports, and have continued at varying times in the PE program to the present day. Every time these opportunities arise, students have remarked on the challenge presented to remain upright, and the skill and talent required to manoeuvre the wheelchair and play a sport at the same time. The athletes involved in wheelchair sports are elite!

The Active 8 program activities also gave opportunity for students to be active in many ways, including on wheels.

Active 8 was a government initiative to ensure that activity was encouraged, that students were involved actively in their communities, that they developed personal skills and that leadership opportunities were explored.

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Teacher Andrew Cope faces a student delivery

Outstanding achievements A ribbon on Sports Day can be an outstanding achievement.

An opportunity to be selected in a school team for Interschool Sports events can be an outstanding achievement.

A win in an individual event may demonstrate outstanding skills.

Making the team on a staff-student contest can be an achievement to relish.

Swiming Carnival

Accepting the House trophy for Ruby, 2007

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At Bethesda/Tabor/Emmaus there has always been the desire to have everyone involved in physical activity, to be a worthy team participant, and to demonstrate the talents that have been honed by hard work and practice.

Occasionally, students have shone in a particular sporting endeavour that has given them the opportunity to demonstrate superior skills and talents.

This list of achievements will undoubtedly miss some who have earned awards and rewards, and therefore is merely a glimpse into the ‘trophy cabinet’ of students from our school.

The ‘Trophy Cabinet’ Information gleaned from School Magazines, giving just a hint of the achievements of our student cohort over the years. This is just a selection of the achievements of our students, and no offence is intended for those whose names have been overlooked.

1988 Sam Davis - Weightlifting SA U16 Champion

2004/2005 Sam Harding - selected for SA Boys Basketball age team

2000/2001 Adam and Daniel Djekic - Tennis: Individual State Age Championship winners

2004 Dominic Poignard - Two gold medals at National Weightlifting Championship in Qld

2001 Claire Ashworth - SA Cross Country representative

2004 Joey Morley wins two National Weightlifting titles in U18 and U21 Weightlifting in Qld and Tasmania

2001 David Resce - Shot Put winner - State School Athletics Championship 2002 Claire Ashworth - Gold medals at SA Athletics Championship and in separate SA Championship events for 3km, 5km, 10km events

2005 Open Canoe Polo team comes second in High Schools Championship 2005 Tanaka Dzimano - selected for SA U16/ U18 Rugby teams and invited to AIS, Canberra.

2002 Joey Morley - Weightlifting - breaks State record

2005 Sarah Morrison represents Australia in Diving at Junior Pacific Games

2002 Jamie Cocks represents SA in Rugby

2006 Joel Fuller and Jesse Rance selected in National U18 Handball Development Squad

2002 Handball team wins bronze medal in Sydney competition 2003 Weightlifting - Girls team ranked as No. 1 school in Australia 2004 Paige Graham - Three gold medals at the National Athletics Championship in Canberra

2008 Phuong Nguyen - Gold medal in SA Wrestling Championship 2009/2010 Morgan Davies selected and competes in National Christian Schools Swimming Carnival in Perth

2013 Daniel Grear - SA representative in National CSA Basketball competition, selected in the ‘Team of the Carnival’ 2013 Open Boys Handball - Winners of Southern Zone Carnival 2014 Tamsyn Morriss and Jessica Newman - Selected to represent SA in Soccer at National CSA Games in 2015 2014 Mark Ochieng becomes a contracted professional soccer player with Adelaide United, whilst completing his Year 12 studies 2014 Sullivan Heil and Daniel Grear chosen for SACSA State Basketball teams 2016 U11 Soccer team (competing Saturday mornings) are undefeated all season 2017 Primary Netball teams in the Thunder Cup - Undefeated all season 2017 11 students chosen in Netball, Basketball, Soccer and Tennis teams for National CSA Games held in Sydney 2018 Nathaniel Wood chosen to represent the State in the Male Netball U17 Team 2019 Scarlett Griffiths has been added to the SANFL Next Generation Talent Squad for Football, linked to the Port Adelaide Club

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Thinking and talking can also be sport The Gifted and Talented Program - ‘Launch’ into the world of the thinking sports Gifted and Talented students are those who display skills and expertise in a range of areas. Identifying those who need to be extended or who have talents that are under-utilised in the classroom context is part of the role of the Gifted and Talented Program. Sometimes known as ‘Extension’ or ‘Launch’ in more recent years, it also provides opportunities for students to stretch and extend their capacities, and also to explore new avenues for learning.

The thinking person’s sports include Chess competitions, Tournament of Minds (TOM), Trivia Quiz Competitions, the History Challenge and Debating - all of these activities require competition against other teams or participants, and hence can be termed a sport!

Debating Students in our school have challenged their grey cells to compete against other schools in these competitions at various points in our school life. Debating Competitions were highlighted in the 1996 extracurricular list of activities, with one team being involved in the Debating SA competition. The

Trivia Quiz participants, 2006

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following year, teams in Year 8 and 10/11 were fielded, and in 1998 teams in Year 8, 9, 11 and 12. Debating continued in the Secondary School, fielding a variety of teams until 2004, and again in 2008 and 2009. A return to debating competition with Debating SA began again with a team of Primary School debaters in 2014, encouraged by Jeremy Coggins (a parent of one of the debaters). With growing interest, the competition has continued with more teams being added in subsequent years, and in 2019 there were 11 teams from Years 5 to 10. A significant success was achieved in 2017 when the Year 8 debating team won the competition for their age group, competing in the House of Representatives Chamber in the South Australian House of Parliament.

Did you know?

Tabor 2006 College Captain, David Morton, was recognised as Tabor’s Senior School Debater of the Year when he was in Year 10 (2004), and was Debating coach for the Year 9 team in 2006. He has been a Board Member for Debating SA, the organising body for the interschool competition, and has been regularly seen at the evening Debating SA contests.

2017 Year 8 Debating team: Winners, after the Grand Final at Parliament House, Adelaide.

Kaitlin Turland acknowledged for her speaking skill

Public speaking

Chess

Competitions have been entered with students competing to demonstrate their ability to speak! Legacy Public Speaking Competition and Rostrum Voice of Youth Competition have provided opportunities for our students to excel.

Chess championship participation over the years has waxed and waned depending on the interested participants. Over many years, teams were fielded in an external competition.

We even claimed the State Under-12 Chess Champion, Peter Gregoric, in 2010. Chess competitions after school hours were hugely dependent on family support and encouragement.

During school hours, students have been involved in interschool competitions, in coaching and in lunch-time training.

In 2017, Kaitlin Turland won the State Final of the Legacy Junior Public Speaking Competition, and then participated in the National Final in Tasmania, attaining second place. In 2018, she went one better and won the National Title in Sydney! Kaitlin was the first South Australian student to have ever won since its commencement as a national competition in 1995.

Several of our students have also reached finals in the Rostrum competition.

Tournament of Minds Tournament of Minds is a competition involving a challenge or problem, a presentation and teamwork to present a point of view on a given topic, and all should be done without adult input. Drama, costume and thinking skills must be woven together to create a presentation that impresses the judges. In addition, they must respond to an impromptu task and involve all team members in responding with wisdom to present their viewpoint. Teamwork with a competitive edge! Our students train hard in presenting their team ‘game ready’ for the TOM day presentations. Their grey cells get a significant work out.

This ‘sporting’ involvement began in Bethesda days and has continued through the Tabor and Emmaus eras.

Chess

History

History - as a competitive ‘sport’ Students have displayed History knowledge, and demonstrated that even being able to remember historical detail can have a competitive edge. In History Bowl contests and in the International Geography and History Olympiad we have had student participants. In 2018, Drake Nemorin (as a Year 10 student) competed in the competition held in Berlin in the July school holidays. Drake represented our School and Australia, as he is the first and only Australian student to have competed in the international competitions.

Science and Engineering challenges In 2018, some Year 9 and Year 10 students competed in the State Finals for the Engineering Challenge. The students competed in 8 different STEM challenges. Our Emmaus team came first in the Confounding Communications component of the competition, and ended up as 4th in the state.

Science and Engineering

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The Aurecon Bridge Building competition has provided opportunity for teams to compete in the creation of bridges!

The Oliphant Science Awards have allowed students to expand their horizons and compete by displaying their scientific thinking. We have had multiple winners and participants.

Likewise, the Da Vinci Decathlon has stretched students to cover a diverse range of thinking skills.

FIRST® LEGO® League Even LEGO® bricks have provided opportunity for students to compete and succeed. The FIRST® LEGO® League (FIRST®: For Inspiration & Recognition of Science & Technology) had participants from Emmaus Christian College for the first time in 2011. The robotics challenge of this competition, involving LEGO Technics, stretched the problem-solving skills of the students involved. Our students have been remarkably successful, even competing in National finals.

FIRST® LEGO® League award

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Language

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The FIRST® LEGO® League (FIRST®: For Inspiration & Recognition of Science & Technology) had participants from Emmaus Christian College for the first time in 2011.

Language competitions Even for students who are learning another language, there have been Compétitions [French] or Kompetisi [Indonesian] (Competitions) to demonstrate talents and skills. The challenge for students of French did sometimes just involve ordering from a French restaurant using their language skills, but when this was combined with a competitive contest, the challenge was indeed stretching!

Indonesian students have been involved in a variety of competitions: NAILA - National Australia Indonesia Language Awards, Indofest School Program Speech and Skit Competition and ReelOzInd student movie competition.

There has been success along the way for some students, and for others, appropriate ‘stretching’ to do more than they imagined!

CHAPTER

ELEVEN

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Beyond the classroom An opportunity to explore Exploring the Aboriginal Lands In 1994/95 our school began its long connection to the APY Lands (Anangu Pitjantjatjara Yankunytjatjara Lands area). Making the connection primarily with the Ernabella community, the Year 11 students travelled north for over 1200 km in December of 1994. The 35 degree heat did make this initial trip a challenge, so in 1995 the Year 10/11 students completed the same trip in June. The inaugural trip was supported by accompanying teachers, Susanne Bartlett (later Milne) and Neil Blenkinsop, both of whom had previously taught in the APY Lands region. The students were introduced to the area and to Aboriginal culture by the local Aboriginal community. Eating witchetty grubs and camping in swags, sharing faith, song and story, and exploring the wide open spaces of the Far North were all part of the experience.

Did you know?

1993 was the UN ‘International Year of Indigenous Peoples’, 1994 was the ‘International Year of the Family’ and 1995 was ‘The International Year of Tolerance.’

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The experience of visiting the Lands communities and people, with the opportunity to connect to the local school children, opened eyes, ears and hearts to the rich indigenous culture and the amazing people of the APY Lands region. Their love and acceptance demonstrated to our students the tolerance that was necessary to bridge cultural diversity and to enable understanding to develop. The first return visit of the Ernabella Anungu School students to Bethesda in 1995 gave them a taste of the city in return.

This experience of encountering a different culture and exploring and challenging our own view of the world, and what this exposes when we step into the country of the indigenous people, has continued to the current day. Return visits by the children of the Ernabella School to Adelaide also continue.

The connection of the Aboriginal Education subject in Secondary school (under the direction of Neil Blenkinsop) to the experience of life on the Lands, is important in growing generations of people who have greater insights about Aboriginal culture. As we learn more than we can ever provide, this opportunity to explore is immensely beneficial to all the students from Bethesda/Tabor and Emmaus who have travelled to the Lands. We trust that the young students from Ernabella who have travelled south to our school have also benefitted from visiting our

school families and school community, and have learned about life in the city or about our coastal environment, which is so different from their own home country. The view of Gulf St Vincent for some young people from Ernabella has been an eye-opening experience, and language does not quite prepare them for the encounter.

2019 marks the 26th year since that original ‘Lands Trip’. Many students have explored beyond their own cultural understanding in this time. For most, this experience has created routes to understanding that remain with them in a continuing way and for some it has even shaped their career paths.

The connection to Aboriginal life continues through our support of the Bible Translation Project into the language of the people of the APY Lands. One of our former TRTs (Temporary Replacement Teachers), David Barnett, is now involved in Bible Translation work.

Together with local Christians, he is working to translate the Word of God into local Pitjantjatjara language. Our ECCO focus includes this work as one of its fundraising aims. [ECCO: Emmaus Christian College Outreach]

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Exploring the Outdoors Outdoor Education The Outdoor Ed program - its genesis!

Who? Outdoor Education and Lothar Dunaiski are almost synonymous for our school.

His arrival began the program that morphed and changed over the years to become ‘The Outdoor Ed Camp’ for Year 9 students.

Lothar Dunaiski was interviewed from Africa via a conference call phone line that dropped out part way through the interview and did not reconnect.

Fortunately, then-Principal Barbara Schottelius and Lothar had learned enough to confirm his appointment for the Science teaching position at Bethesda, with the assumption that he would also introduce Outdoor Education or survival skills. Initially he was able to introduce ‘Bush Survival Skills’ as part of this program. In his first year at Bethesda in 1988, the School Magazine reported the activities of the Bush Exploration Club.

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By 1989, Year 9s were introduced to Outdoor Education, with a programmed lesson per week to learn important skills in Communication, Orientation, Bush Skills, Survival Methods and Conservation. This then led to what was initially termed the ‘Survival Camp’ for Year 9 students in Term 3, with activities designed to allow the students to practise some basic outdoor survival skills.

Later, the emphasis was to enable the exploration of resilience - taking personal challenges in the outdoors as an opportunity to grow through apprehension and uncertainty, and then to rise beyond. Year 9 students would often go with trepidation, but would return with considerable joy at having met challenges head-on.

Times of doubt were replaced with the personal swell of pride at having achieved things that they did not think were possible.

Where?

The Outdoor Education Camp experience was originally held on the property of Bill and Esma Pole, Bethesda Christian Church attendees who lived in the Ironbank area on a property, El Carim, noted for its native vegetation. The campers made use of the adjoining, aging Scout facility Pioneer Springs Hall (belonging to the Latvian Scouts). The students camped with whatever resources they were given, in and amongst the natural grandeur of the Adelaide Hills.

In later years the adjacent Shiloh Hills camp became a base (particularly suiting those who were supporting the Outdoor Ed adventure). The Scouts building was deemed unsuitable for repair and therefore unsuitable as a facility for continued use by the school.

The students were challenged with the ‘survival resilience’ activities in the open air, held rain or shine!

Note: Bethesda students were involved in keeping the Scout Hall in the best condition possible as part of their involvement.

Outdoor Education also involves learning how to cope when things do not go well. Weather can sometimes cause its own challenges, especially for students who have had to create a cardboard box shelter, or who are sleeping in a suspended bed, or have a tree for their shelter. The Outdoor Ed program evolved over the 30 years of its existence, under Mr D’s watchful and creative eye, but he did not have control over the weather! Rain was an inconvenience on a number of occasions. Despite the concerns of some students and parents, there has been only one year when the weather conditions created enough concern to curtail the camp! In 2016, the severe storm event caused a state-wide blackout and extreme wild winds.

There was enough concern to allow the students to bunker down and watch a movie indoors prior to the blackout. And eventually they all returned from camp one day early. Unprecedented!

Activities at the Outdoor Education Camp have varied over the years… evolving and changing, and sometimes they were created in response to

specific needs or in response to a student’s unique creativity. From survival skills came the emphasis on resilience - to be able to cope regardless of what was placed in their path.

Ultimately, the camp experience became a deliberately small self-functioning community with its own currency and rules, its own newspaper and shop… a self-contained Year 9 entity.

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It is so cold, my teeth are flapping in my gums… being here makes sitting in a freezer on a rainy day pleasant.

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What happened? The format of the camp

[One student’s reflections after a night in the cold.]

Activities included:

• Apple Tree Sit - an overnight experience when all the student has is an apple and a tree to sit with.

(Later, they were allowed to have a friend, an apple and a tree!) Students were expected to stay with their tree until they were collected.

• Tree sit - solo challenge overnight.

• Candle-light walk - through the scrub in silence at night.

• The Esther challenge - remain standing all night. (Named for a student who chose not to sit on wet soggy ground, and instead remained on her feet.)

• Heights, lakes, physical challenges, long walks and the ‘Lolly Challenge’, involving students seeking and finding certain ‘special’ items to be exchanged for lollies.

• All requirements during the camp must be ‘purchased’ by earning Camp Dollars. This would provide meal ingredients and other essentials. Camp Dollars were special ‘washers’ to be stored on a bolt-wallet, but bolts were never going to be replaced if they were lost, so needed to be guarded carefully to prevent their loss and to maintain ‘financial’ viability.

• Some camp visitors were involved in plotting extra challenges. These ‘Raiders’ were specially tasked with removing anything that the students might have with them (while they were not looking). There was an element of uncertainty about them, and this almost created fear in the

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campers, as whatever was lost had to be redeemed with Camp Dollars. This led to the ‘Night Watch’ duty… the need to remain awake for long stretches of time overnight to prevent the Raiders’ success.

• Camp Kangaroo Court - Trials were conducted, charging those who had breached camp ‘rules’ or etiquette.

• Meals were always a challenge in themselves. Ingredients needed to be purchased from the Camp Store, and then all cooking was done in small groups. Assessment of food quality was also ‘marked’.

Even the worst of cooking efforts needed to be consumed… or at least a pretence of pleasure needed to be made while consuming the ‘delicacies’.

Year 10 and 11 students, who were former participants of the Outdoor Ed Camp, were selected to support the camp in leadership roles and were always keen to be offered positions.

They were also happy to participate in support roles, e.g. in First Aid support, camp store role, camp newspaper… or in helping Lothar Dunaiski in any way necessary. Other helpers - parents, staff and former participants - were also involved for many years; all keen to see the good work of this endeavour continue.

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Why? Although personal development and burgeoning personal pride in meeting challenges were a natural response to the Year 9 Outdoor Education Camp, something else was also happening.

Faith and trust were also being developed.

One of the joys of this out-of-class experience was the opportunity to explore faith and to hear about God and His impact on life in a new setting.

The environment in Ironbank had its own spiritual influence. The local Prayer Mountain would cause students to make the journey to seek God and speak to Him. Mr D developed a wonderful way to remind the students of the story of faith in his devotions. The creation of a pendant, that would grow and change as the God-focused story unfolded, was both an inspiration because of the hours of work invested into the creation, but also because of the connection to the gospel story. The wooden, leather and stone pendants were a reminder that would be cherished by the students; we trust that faith in God was also cherished.

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Outdoor Ed Pendants, 2004-17

The environment in Ironbank had its own spiritual influence.

Rite Journey: After Outdoor Ed Camp…

The Rite Journey The Rite Journey program is designed for Year 9 students and explores their place in the world - leaving childhood behind and moving towards adulthood.

This time can be an interesting time of personal challenge and growth physically, psychologically, spiritually and emotionally. Parents, too, must adapt and adjust to their children’s growth in independence and the exploration of who they are as an individual. The Rite Journey began at Emmaus in 2017. It reinvents the traditional process of Rites of Passage to assist students as they move from dependence to responsibility, and the program is deliberately designed to focus on ‘Boys to Men’ and ‘Girls to Women’ in separate classes. With Rites of Passage celebrations and challenges to explore, the journey affirms the completion of Middle School, and the journey of life and the personal discoveries that are critical at this time in a student’s life prior to the rigours of Senior School.

As part of this program, instead of the Outdoor Education Camp, a new exploration of resilience and a journey of many kilometres occurs.

Stretching themselves in new ways and exploring their own faith walk is part of the experience. With some similar elements involving ‘stretching’ what each student thought was possible for themselves, The Rite Journey experience in 2018 involved a long, supported walk over a number of days.

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The beginning of understanding and the exploration of a compassionate view of the world is important.

With many not experiencing this level of continuous movement very frequently, the need to keep persisting and to keep putting one foot in front of the other was an important aspect of the learning. It also gave lots of time to think and reflect! Camping and cooking outdoors, and exploring parts of the countryside that they may not have seen before were all part of this extension of their discovery of who they are and of what they are capable. Staff involved in the initial phase of this new learning experience were Ben Squire, Paul Mills, Heather Edwards and Melissa Keen.

(Paul Mills is an Old Scholar and was a former ‘graduate’ of the Year 9 Outdoor Ed Camp experience.)

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Camping and cooking outdoors, and exploring parts of the countryside that they may not have seen before...

Service and Social Justice From 2018, the Year 10 cohort of students explored their understanding of how Social Justice is active in our community. Staying at Nunyara Conference Centre, they also explored how to work together and how being a team (or ‘tribe’) could empower them for action. This then led to an exploration of what Social Justice looks like and how it is practised in our community. With visits to outside agencies, students were able to see how many of these agencies were supporting people whose life experience had many challenges and also volunteer themselves. Many of the places they visited had origins in a ‘Christ-in-action’ ethos, and all were trying to make a difference based on seeing each individual as a person of worth, wherever they live and whatever their background or circumstances.

Social Justice and social change require significant changes to our thinking. The beginning of understanding and the exploration of a compassionate view of the world is important. Learning this while at school can make a difference for a lifetime, and the overflow may affect many lives.

Social Justice and service of others has been a component of school life for many years, with many activities and ventures designed to raise awareness or to fundraise for community and service organisations who are already working in areas of need.

In 2018, the captains and vice captains developed a partnership with the local Forbes Primary School. Twice a term the Senior Leaders organised games and activities to build connections in our local area.

Some older students even gave their own blood! As part of the ‘Young Bloods’ group, these students were involved in the Red Cross Drive to increase blood donations.

Exploring overseas: Cambodia/Vietnam Technically, the trips to Cambodia and Vietnam beginning in 2015 were not solely about exploring Service and Social Justice, but it is in fact an important part of the learning. To have one’s eyes opened to the intricacies and the dilemmas of other cultures and the longterm impacts of conflict, can remind us of the privileged position in which we live. The consequence of this journey of discovery to Vietnam and Cambodia was not just about learning about their history, although that was important.

It also provided a focus to understand the predicament that might be caused by our ‘show of wealth’, and how this might be a problem for the people that the students were visiting. Is there the potential for damage to young vulnerable children if overseas visitors ‘drop-in’ to a local orphanage as tourists?

Is there a way of supporting a local business so they have the opportunity to create wealth for themselves or their community? Learning happens outside the classroom, and sometimes our misunderstandings are made patently clear when confronted by how others see us.

Indonesia At the instigation of Ibu Fiona Crockett and accompanied by Ibu Sandra Scott (CSA) and Ibu Alna Briel, five secondary students (Isabella Cheesman, Tarni Heath, Tabitha Hunter, Jaimie Newman and Brooklyn Phillips) expanded their language learning with a trip to Indonesia in 2014. (Indonesian was offered as a secondary subject from 2011). The opportunity to expand cultural understanding as well as to be immersed in the Indonesian language was an important aspect of the trip. In addition, they were able to share with the young boy who had been supported by student giving at Emmaus, and with whom students had communicated as part of their learning in Indonesian

lessons in the Primary School. They also visited an orphanage and school where we had created a connection arising from the visit of one of their former students to our school. Being out of the classroom and in another country adds layers of knowledge that go beyond just expansion of vocabulary, and the care and connection with Indonesian people was important too.

France In 1989, three Bethesda students (Heather Dalby, Melissa Knight and Michelle Outhred) travelled to France to continue their French language studies.

What an opportunity! As this was the Bicentenary of the French Revolution, there were wonderful opportunities to experience spectacular celebrations in their month-long ‘out-of-school’ learning. As part of this excursion, they participated in a language school on the Riviera, and added to the adventure with language learning as they soaked up the sun, sampled French cuisine and went shopping!

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Camps From early years of Bethesda School life, and through to the current day, teachers have been encouraged to take their students out of school!

Excursions and camps are vital in providing opportunities to learn.

In 2011, the first cohort of Year 6 students and their intrepid teachers travelled to Canberra by bus to explore Australia’s Capital. The initiative for this venture in learning off-campus was provided by teacher Robyn Butler, with the support of Primary Principal, Annette Craven. Robyn’s efficient organisation, with the help of administration staff, enabled this trip to go ahead with rich results.

Later in the history of this excursion, students were able to fly to Canberra, initially in only one direction, and then later for both legs of the journey.

Planning for the financial implications for families has always been considered, and booking early has enabled the costs to be reduced. Staff have enjoyed supervising our students in this exploration of the National Capital, but seldom enjoyed a lengthy overnight bus trip to return to Adelaide on the first Saturday of the holidays!

This Canberra learning experience is action-packed with visits to The Royal Australian Mint, The National Museum, the Australian Institute of Sport, the CSIRO, Questacon, The GovernorGeneral’s residence, Old and New Parliament Houses, The National War Memorial and the National Gallery; and

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as the timing of the visit coincides with Floriade, the students also discover the wonders of this display. Included in the trip are educational programs to teach about federal politics, the history of Canberra itself, and the electoral process. From 2017, a visit to the Indonesian Embassy was also included into the program and students were able to utilise the gamelan musical instruments held there.

One of our students, Phoebe Wildman, has even had the privilege of playing the grand piano in the GovernorGeneral’s Yarralumla residence - in the same room where dignitaries and royalty are welcomed. The GovernorGeneral, Sir Peter Cosgrove (or his Aide-de-camp) has greeted and addressed students.

Part of the benefit of the camp experience is also the social experience. Students develop confidence in their own ability to be independent, have a wonderful time exploring the campsite (for most years this has been at Camp Cottermouth), and interacting with one another in games, camp concerts and over meals.

Other camps or out-ofschool experiences Camps have been a regular feature of learning experiences at Bethesda/ Tabor and Emmaus Christian College.

Learning beyond the school perimeter has occurred from the early years of school life. In the early days of Bethesda life, fundraising was vital to ensure that many could attend.

As camps became a regular fixture

of school life and planning, the costs were often incorporated into school fees. Most students cite the camp experience as one of the highlights of their school year.

• Year 1/2 students have enjoyed overnight sleepovers… at school, the zoo, Narnu Farm.

• Year 3-6 students have been to Mylor Baptist Camp, Wirraway Camp (Year 6 and 7s together in 1986), Arbury Park (in 1987), 6/7s Camp at Adare, Victor Harbor in 1988, also Woodhouse Scout Centre, and Aldinga.

• High School Camps: notable experiences include - Year 10 travelled to Swan Hill (1984); Year 11 Geography Camp to Onkaparinga Gorge (1985) in 40 degree heat; Kangaroo Island (1986) for the Jubilee Camp; Year 11 Arbury Park Geography Camp (in dismal weather); Year 12 Geography Camp touring National Parks in Victoria and South Australia (8 parks in total); the Rural/Urban Camp with students participating in city-based activities and also travelling to country areas, including to Burra; Year 7 and 8 camps to Wirraway, Woodhouse Scout Centre, Douglas Scrub, El Shaddai and Murray River activities.

• Senior students were able to participate in the Arts Camp to Melbourne from 2007. Many arts experiences were provided, with performances and galleries visited.

As an example of the delights of this tour, in 2009 students were

treated to a performance of The Jersey Boys, viewed a Salvador Dali exhibition, had a dance lesson, a session in a recording studio, tours around arts centres and an evening at a jazz club with a big band. Each year the students have had the benefit of a rich variety of experiences to expand their view of the arts.

• Year 12s have been involved in a number of camps to encourage their studies. Varying in the timing - beginning of year, to focus on what lay ahead… or the end of the term, to remind them of the need to persist - these are important times of growth and connection.

Aboriginal Studies students have also travelled to Yorke Peninsula to explore their subject and to speak to local Indigenous people. The Senior School leaders have also travelled to Canberra to participate in the Compass Christian Leadership Conference.

Did you know?

In February, 1992 the Year 4 Bethesda students visited the Queen!

To be honest, they walked to Anzac Highway and saw the Queen as a ‘waving flash of red’ through her well-protected black vehicle as she headed to her royal duties as part of her tour to Adelaide.

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Year 3/4 students solving a challenge at Mylor camp, 2007

Year 8 camp, 2018

Year 5 campers, enjoying free time at Aldinga, 2015

Indoor tenting in the EPAC, 2018

Did you know?

In 1990, the staff were on camp in Victor Harbor, prior to the start of the School Year.

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Water challenges at the Year 8 camp, 2009

Year 12 camp, 2019

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Special Education: Exploring differences in learning Bus travel can be fun!, 2006

Buses Bethesda, Tabor and Emmaus buses have been mobile advertising banners for many years! They have also been very important in enabling our students to have access to easy transport arrangements for excursions, as well as being the mode of transport for many students to travel to and from school. Our bus drivers are vital members of our school community, caring for the safety and travel of our students.

In 2019 there are 6 buses with regular routes before and after school, and many of these buses are also required during the school day.

Bus drivers over the years have safely transported many students over many kilometres. They have been the first and last point of connection to our school for many regular bus travellers, and sometimes they have been both counsellor and champion for our students. One retiring bus driver even acknowledged that driving the bus was his ‘ministry’ for many years. Our school has valued the participation, involvement and the good humour of many of these important members of our community.

Bus drivers, along with the canteen staff and volunteers, our cleaners, grounds staff and administrative staff, who support our students in providing care and services at school, are all vital to our school.

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Rainbow Room/Gifted and Talented/Launch Room/E-Centre Although technically the Rainbow Room support, the E-Centre and the Gifted and Talented program do all happen within the school walls, it does involve students leaving their own classes to give opportunities to explore and extend their learning.

Teachers at our school have always wanted to ensure that all students have access to education in a manner that suits their learning. Consequently, learning support sometimes needs to be given for students with Reading, Spelling and Mathematics as the focus areas. Support has also been provided for those who do not have English as their first language (ESL); Additional English support for Middle School students and provision of extension learning opportunities for those who are ready to ‘launch’ into different areas.

2007 team

The Rainbow Room - named for the diverse ways that we learn, and the variability in the needs for students to achieve their potential - has a faithful group of staff who can support students in a variety of small group contexts and in accessing external support. This room has now been re-named the E-Centre - E for encouragement, ESL, enabling, excellence, extension, and exploration!

In 2019 the MacqLit program was introduced, with additional staffing, to enable students, who might otherwise struggle, to flourish in reading. Over the years, students have used other programs to support their learning, including ‘Reading Doctor’ and ‘Reading Recovery’. Whatever the program, the ethos of these opportunities has been to provide as many different supports as possible to give every student a chance to thrive.

The ‘Launch Room’, currently under the direction of Susanne Milne, is now ready to cater for teaching whole classes about how to exercise Higher

Order Thinking skills in order to extend their learning potential, and to cater for small groups of students as they explore a variety of subjects beyond the standard curriculum. Other staff provide opportunities to develop a variety of skills in different ways.

Teacher David Chu has a team of student tech-manipulators who use their lunchtimes to deconstruct and reconstruct pieces of technology for a purpose - a ‘Makerspace’ with endless possibilities. Problem-solving and incorporation of technology enables students to develop capabilities in a practical manner. ‘Coding Club’ - for younger students to develop their understanding of computer coding, and First® Lego® League – for Middle School students to design and program, have occurred as part of this extension learning.

Opportunities to explore learning beyond the curriculum – developing skills in logic, construction and physics.

Opportunities for competitive achievement for those requiring Extension Learning have been provided through the Tournament of Minds (TOM) competitions, external quiz competitions, and through Lego League and engineering challenges.

LAP (Learning Assistance Program) volunteers have also provided connection and support within the Rainbow Room or E-Centre (as it is now known). These volunteers have given many hours to create wonderful moments of connection, learning and fun in many diverse ways. From making kites, folding origami, playing games, to sharing conversation and building rapport, these have been wonderful opportunities for students to explore who they are, and to have some one-onone attention from a supportive adult.

The Rainbow Room 2007 team Annette Craven, Keryn Ferguson, Robyn Reeve, Trish North.

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Exploring Hospitality Throughout the life of the school, hospitality has been an enjoyable focus for our senior students to explore.

Students have catered for a multitude of internal and external events. They have prepared and served food at weddings; run their own cafe and restaurant (the restaurant, named ‘Heaven’s Above’, was highlighted on local Television); fed parents and grandparents and important guests… and they have done this with flair and flavour!

Catering team before a catered lunch for a CSA Library event, 2007

2006

2006

The images of food prepared by our students are both mouth-watering and impressive! And behind the student achievement are teachers and other staff who have guided, instructed and stressed as deadlines approach and preparations are made.

2006

2006

2009

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Exploring the business world: ABW (Australian Business Week) Since 2006, Year 10 students have explored the world of business through the ABW program at the end of their school year. The program gives the students a taste of adult life in the business community as they explore the world of enterprise and business.

ABW requires the students to prepare a business plan, market a product and follow the financial trail to create a profit. Participants are in small teams or ‘companies’, and compete against one another in a high-stakes business simulation. The ABW program gives the chance to serve in various roles, utilising skills that have been accumulated throughout their school life and to apply them to a real-world situation. The teachers’ role in this program is to serve as a mentor, but the student Company Director is in control of his/her workforce and leads their company to meet stringent deadlines.

Students present company reports and display their results to the wider community with interesting marketing strategies. They continue to enjoy this unique learning experience, and regularly report that they have worked harder in this final week of the school year than for any other week of the year. Quite an achievement!

In recent years the students come to school wearing their company T-shirts (purchased from Justees in Cambodia), and then ‘suit up’ in appropriate business attire for their final Product

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and Business presentation to the judges, who may include external Rotary mentors. Transforming the Year 10s from students to independent entrepreneurial participants in the real world is an exciting part of this educational experience.

As an example of the challenges presented in ABW, the following is a list of companies and products from 2007 that required marketing and product presentation:

ABW 2019

Awkie Talkie Inc. - with a solution for awkward conversations Vimihara

- a vacuum toothbrush Fenetre - creation of a view of your choice Medico’s Choice - a super-healing strip made from gum-nut essence Handy Music - a magic glove that turns the user into a rock star

The ‘Shark Tank’ experience of promoting these products would have made interesting viewing!

The development and investigation of entrepreneurial endeavours continues at the end of the school year for Year 10 students.

CHAPTER

TWELVE

The future - growth continues

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Brooklyn Park - a new life begins

The Future Growth continues 2019 and beyond…

Emmaus Christian College will become more than one!

And a new life begins.

Finally, the vision is fulfilled… from the planting of “Bethesda Christian Schools” in 1979 with just 29 students, a new school is growing at Brooklyn Park.

That original vision from the days of Bethesda, of having multiple schools offering a truly Christian education, is now a reality under the one history. With the Emmaus name, the Bethesda vine has been transplanted into new ground at Brooklyn Park, via South Plympton. This new growth is from the same stock, and with God’s grace will continue to flourish, offering Christian education to many more young people in South Australia.

Brooklyn Park Campus will begin with students in the youngest cohort of a Junior School, with the addition of the Early Learning Centre providing Christian pre-school education of a high quality alongside the Junior Primary classes. Demand for places is growing and with continued growth over the coming years in the refurbished buildings, this school will soon be flourishing in its own right.

The vision is for a school that can grow to cater for a double-streamed Junior School.

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South Plympton Campus – Continuing to inspire and being the best that we can be The original R-12 Campus at South Plympton will continue to offer education that is deliberately the best Christian education that we can offer. Prayerfully and with humility, we will continue to strive to serve the students who have been placed into the care of the staff, for their education and spiritual guidance.

What this will look like in the future, only God will know.

Learning will continue to prepare students for the future.

Mathematics, English, History, Geography, Language study, Science (Physics, Biology, Chemistry, Psychology), technology-based subjects (including Food Technology), artsbased subjects (Art, Music, Dance, and Drama), Vocational Learning and other learning opportunities will continue to be offered to ensure that every student has the best preparation for life beyond school. When we began in 1979, we could not have imagined how our world would change in 40 years, and so as a school we must always be ready to respond to change. Giving every student a firm educational base on which to build will remain a priority. We will also have the aim of ensuring that every student understands who Jesus is, and will continue to provide opportunities for growth in understanding which leads to worship and service. There will always be support for those who struggle, and opportunity for those who wish to be challenged in their learning.

The two Emmaus Christian College campuses, at two different locations, can foresee a time when they will need to consider how they can adjust to cater for further growth. Old Scholars sending their own children to attend our school has been happening for some time, and we trust this will continue into the future. How many buses will we need, or will there be a time for another campus? How will God direct His people to faithfully serve Him? And how many people reading this book will be caused to praise Him for His faithfulness in the past and His answers to prayers for our future?

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Even more importantly, will there be a generation of people raised up who boldly acknowledge that God is good, and that His faithfulness revealed by His Spirit through Jesus Christ has shaped their destiny, and who declare that Emmaus Christian College was an instrument in their spiritual growth?

Will there be Old Scholars who will offer to enable other students to attend by sharing financial gifts, with a spirit of generosity that reflects what was seen in our early years?

Many questions lie ahead, but the Emmaus Road continues with Jesus walking alongside, and as Luke 24 reminds us,

“

“

Were not our hearts burning within us while he talked with us on the road and opened the Scriptures to us?

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“

“

When we began in 1979, we could not have imagined

how our world would

change in 40 years...

CHAPTER

THIRTEEN Our changing face

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Our changing face

Bethesda Christian School classroom, early 1980s

Change happens Classroom appearance and uniform expectations have altered significantly during our school life.

This early Bethesda Christian School classroom photo above at Sturt Road in the early 1980s, shows some students dressed in the ‘uniform’ of the day, while others have ‘slight’ variations in combinations.

Witness our journey.

Heads down and deep in thought. Uniformly dressed. Science labs, 2003

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enior School students have S worn blazers, a long way from “knit your own jumper”!

unior Primary students J featuring the striped T-shirt uniform

aving fun in creative ways, H even ‘losing our heads’ doing inventive things!

elebrating achievements in C Premier’s Reading Challenge and athletics.

ports uniform (and Climbing Wall with Spiderman S in the background).

Sun-safe in legionnaires hats in the playground, 2003

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ressing for specific purposes, and working together - Senior School D working with Junior Primary. (Note the tie as part of the Senior uniform.)

Moving to lessons in all kinds of weather, 2003.

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Being guided in the learning of technology skills.

Using the stairs – keep to the left!

Using technical equipment.

Creating Technology projects.

We have run and smiled!

Enjoying sports.

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We have aspired to be leaders‌ 2019 Junior School Captains wearing their Year 6 jumpers.

We have learned about growing.

And we have learned, pondered and shared.

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Spent plenty of time out in nature

e discovered that Business Stalls are W fun and profitable for Maths learning.

We have listened at assembly.

We’ve aspired to great heights.

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We have created...

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We have made friends, ‌ and considered the BIG questions of life.

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“

“

Whatever we have looked like, and whatever we have done… we have been a part of our school’s history.

CHAPTER

FOURTEEN

Staff roll call over the years

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Staff roll call Staff names across the years 1979-2019

Avion, Beverley

Butler, Robyn

Baker, B

Buxton, Alicia (formerly Goode)

Bates, Janine (formerly Grootenboer)

Carpenter, Jonathan

Beaston, Terry

Carson, Chad

Beaty, Andrew

Castle, Julia

Beaty, Debbie

Chandler, Tracy

Bignell, Rhyllis (formerly Morgan)

Chapman, Craig

Bleeze, Robert

Chapman, Jenny

Blenkinsop, Neil

Chapman, Sue

Blenkinsop, Helen

Chapman, Thomas

Blom-Cursaro, Christine

Cheesman, Heather

Blucher, Ian

Chessell, Tami

Adams, Carolyn (formerly Nesbitt)

Bodein, Dianne

Chesser, Amy

Aiken, Mary

Bonnard, Raelene

Chilarski, Sarah

Alakaris, Rebecca

Bothma, Kevin

Christodoulou, Nick

Alexandrou, John

Brailey, Paul

Chu, David

Amoy, Esther

Brandwood, Karen

Colak, Elisa

Amoy, Vivonne

Brenkley, Joshua

Connor, Anne

Anderson, Andy

Brice, Kate

Cook, Penny

Anderson, Marie

Brill, Helen

Cooke, Sue

Anemouri, Christos

Broad, Linda

Cope, Andrew

Antoniou, Georgia

Broad, Winston

Cooper, Philippa

Argent, David

Brougham, Jason

Coppins, Michelle

Argent, Peter

Brown, Abbey

Cornish, Roger

Argent, Ros

Brown, Anthony

Cotterell, Adrian

Argent, Sarah

Bruce, Faye

Craddock, Leonie

Argent, Stephen

Bullock, Robert

Craven, Annette

Arnold, David

Burrow, Sarah

Crockett, Fiona

This list includes teaching and auxiliary staff in multiple capacities available at the time of writing. This section remains a ‘work-in-progress’. Please let the College know of any omissions in this document for future reference.

Every staff member is valued and participates in creating our community and in serving the students.

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Croser, John

Fielding, Elaine

Harris, Vicki

Cuthill, Tammy

Finlayson, Francoise

Harrison, Peter

Dabrow, Jon

Fisher, Carol

Harry, Carol

Dahlenburg, Natasha

Fitton, Alicia

Hatedakis, Miranda

Dal Santo, Max

Fitzgerald, David

Hayman, Melissa

Dal Santo, Rebecca (formerly Hardy)

Fleming, Bev

Haynes, Mike

Dalgarno, James

Fleming, Chad

Headland, Heather

Davis, Adrian

Foreman, Mr

Heath, Lesley

Davis, Paul

Foreman, Susan

Heidrich, Mr

Davis, Sadie (Chaplain)

Foster, Debbie

Henderson, J

De Blazio, Julio

Fox, Mr

Hendy, Stacey

De La Fuente, Andrew

Fox, Heather

Hiosan, Michael

Dickerson, John

Francis, Adrian

Hogarth, Andrew

Dolman, Steph

Fusco, Chris

Hollick, Alexandra

Ducker, Angela (formerly Dyer)

Gallasch, Justine

Hopper, Carol (later Bourchier)

Duguid, Robert (Pastor)

Gay, Geoff

Hopper, Ian

Dunaiski, Lothar

Giles, Gillian

Hopper, Julie

Edmondson, Andrew

Giuliani, Nathan

Hore, Philip

Edwards, Heather

Goffin, Alison

Ellis, Robert

Golabek, Roman

Howard-Jones, Naomi

Emery, Amy

Goldney, Rebecca

Emery, Fiona

Gordon, Sonya

Evans, Samantha

Grear, Andrea

Ewens, Lesley

Greenslade, Barb

Jaekel, Tricia

Farnell, Merrill

Greenslade, Michael

Jarrett, Carol

Feddern, Angela (formerly King)

Grinter, Mr

Jasper, Rachel

Feddern, Rhonda

Grogan, Alynn

Jenkinson, John

Felice, Alison

Grove, Bronwyn

Johnson, Dianne

Ferdinands, Sharon

Gwynne, Miss

Ferguson, Keryn

Hall, Anne

Jones, Bernadette

Ferraro, Gabriella

Haran, Erica

Ferguson, Sarah

Harland, Stacey

Field, Sarah

Harper, Pauline

Hughes, Sharon Hull, Carolyn Ismail, Nadine

Jones, Jane Karpinskyj, Michael Karran, Peter

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Kearvell, Holly

Marinakis, Morgan

Nicholls, Hazel

Keen, Melissa (formerly Hawke)

Marsden, Peter

Nichols, Liz

Kellaway, Gaylene (Chaplain)

Maschmedt, Jan

Noble, Rebecca

Kellaway, Robert (Chaplain)

Mason, Kieron

Noga, Rina

Kenyon, Elizabeth

Mastrogiacomo, Sandra

Norman, Carly

Kettle, Sherylle

McCallum, Kezia

Norman, Wendy

King, Greg

McDade, Anne

North, Trish

Kiss, Shane

McGlone, Rebecca

Norton, Margaret

Klimionok, Rod ( Principal)

McGuirk, Noleen

Ormond, Linda

Kochergen, Anna

McIver, Maria

Osborne, Judy

Kolster, Wayne

McMeekan, Helenmary

Osborne, Rebekah

Koudelka, Marketa

McNicol, Cameron

Osborne, Richard

Kowald, Ben

Medhurst, Mark

O’Sullivan, Cathie

Kuchel, Judy

Medhurst, Tracey

Outhred, Lucille

Lambert, Robyn

Metters, Kathy

Page, Neil

Lampard, Georgina

Michael, Kellie

Parsons, Deborah

Langmaid, Andrew

Mienel, Nikki

Perkins, Trisha

Le Raye, Amy (later Johnson)

Miller, Jill

Perry, Anne

LeBherz, Karen

Miller, Rosemary

Perry, Belinda

LeBherz, Steve

Mills, Paul

Peters, Natasha

Lee, Paula

Mills, Steve (Pastor/Chaplain)

Phillips, R

Lehmeyer, Trevor

Milne, Susanne (formerly Bartlett)

Phillips, Sonya

Leibrandt, Esme

Monteleone, Tanya

Porter, Daryl

Leighton, Felicity

Montesi, Emma

Potter, Dani

Linke, Andrew (Principal)

Morey, John

Potter, Judy

Lonsdale, Jan

Morrison, Linda

Potter, Mark

Lugg, Julie

Moubarak, Maria

Potter, Michael

Magor, Sue

Munro, C

Prayoga, Neil

Maidment-Hodges, Amanda

Mureithi, Euticas

Price, Tracey

Malavich, Fred

Nicholls, Jayne

Pridmore, Gail

Pryer, Cherith

Sabine, Peter

Steele, Paul

Purdey, Jill

Salvatore, Margaret

Stewart, Bill

Purtle, Kayleigh

Sarre, Elizabeth

Stewart, Noelene

Racz, Jeanette

Sarre, Ros

Storey, Allison

Radbone, Tracy

Sautner, Julia

Stoyanoff, Sharon

Rampling, Kym

Scarpitta, G

Strybos, Denise

Rance, Helen (formerly Coats)

Scarpitta, Raelene

Stutterd, Keryn

Ravestyn, Keith

Schaefer, Magan

Swigart, Marisa

Raw, Ben

Scheepers, Debby

Swincer, Lyn

Rayner, Wendy

Schenk, Kym

Tessema, Solomon

Reachill, Paul

Schiller, Brendan

Thomas, Andrew (Principal)

Ready, J

Schmidt, Philip

Thompson, Meleese

Reedman, David

Scholz, J

Thomson, Joan

Reeves, Janelle

Schottelius, Barbara (Principal)

Tillott, Matt

Reeves, Robyn

Schottelius, Douglas

Tong, Lorraine

Rex, Katrina

Schottelius, Ian

Torjul, Cathy (formerly Dickerson)

Rice, Roger (Pastor/Chaplain)

Schultz, Heather

Traeger, Kathryn

Richards, Brian

Segneri, Mike (Pastor/Chaplain)

Trezona, Paul

Richards, Janine

Seidel, N

Triplett, Rachel

Ridley, Alison

Sharples, Karen

Tucker, Matthew

Roberts, Katharyn

Shields, Graeme

Turnip, Mei

Rodas, Michael

Sibly, Anthea

Ursino, Paul

Rodda, Irma

Simpson, Tiffany

Vacca, Angela (later Williams)

Roffe, Edwina

Slater, J

Valente, Bernie

Rogers, Joanne

Slater, Julie

Van der Merwe, Andre

Roper, Dean (Chaplain)

Smith, Corrinna

Van der Merwe, Susan

Roper, Lisa (Chaplain)

Smith, Kim

Verco, Andrew

Routley, Jessica

Squire, Ben

Vince, Chris

Rowden, Jennifer

Starczak, Matt

Vink, Jane (also Fedrick-Vink)

Russo, Jon

Starling, Sue

Vink, Nat

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Visentin, Daniel

Wood, Sonia

Vizzari, Lisa

Worley, Alexa

Vonow, Helen

Worley, Michael

Wakefield, Elyse

Wurst, Rebecca (formerly Wyatt)

Wakelin, Cathy

Young, Penny

Wallis, Merrilee

Younger, Peter

Weaver, Helen

Zerner, Sophie

Weightman, Timothy

Zimmerman, Mark

Welch, Leanne

Zybek, Melanie

Wells, Natalie Weyers, Shenay

Apologies:

Whalland, Andrew

This list has unintentional omissions and errors, we apologise for not including the names of all staff over our 40 years of service. The sources of information for this list were not always complete.

Wheeler, Janette White, Anne Wichert, Jenny Wicks, Caroline Wild, Chris Wildman, Rochelle Willcocks, Belinda Williams, Adam Williams, Faye Williams, Nola Willmott, Trevor Wilmott, Julie Wilson, Reg Wilson, Saxon Window, Penny (formerly Hancock) Winter, Alison Winter, Mark-John Wood, Adam (Chaplain)

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Apologies to those staff whose first name was not included in the School Magazine or who did not appear in an official photographic record in the School Magazine.

Many non-teaching staff have been missed from this list, simply because they did not appear in a school photograph. They are always considered to be a valuable part of our community, and the omission is not intended to offend.

Musical tutors have also been omitted from being recorded as staff members, as they are privately contracted.

However, they are greatly important in the life of our school, and we consider them to be a vital part of our community.

Teaching staff who served on a shortterm contract may also be missing from this list if they were not on the end-of-year database used to collate this list.

The omissions only serve to show even more clearly the impressive number of individuals who have served in many large and small ways to make our school a learning community.

Our school staff are an amazing collection of people who have served and shared their lives in many ways.

Thank you all for your service.

References ACARA n.d., National Report on Schooling in Australia 2009, viewed 24 February 2019, http://www.acara.edu.au/ reporting/nrosia2009/national-initiatives-and-achievements/ other-initiatives-(ber).

Baker, D. W. A., ‘Mitchell, Sir Thomas Livingstone (1792– 1855)’, Australian Dictionary of Biography, National Centre of Biography, Australian National University, http://adb.anu.edu. au/biography/mitchell-sir-thomas-livingstone-2463/text3297, published first in hardcopy 1967, accessed online 5 October 2018.

C A S Hawker Scholarship n.d., Faye Ashworth 2000, Charles Allan Seymour Hawker Scholarship Trust Fund, accessed 15 February 2019, http://www.hawkerscholarship.org/pages/ scholars/2000/faye-ashworth.php.

Cooper, H. M. ‘Flinders, Matthew (1774–1814)’, Australian Dictionary of Biography, National Centre of Biography, Australian National University, http://adb.anu.edu.au/ biography/flinders-matthew-2050/text2541, published first in hardcopy 1966, accessed online 5 October 2018 Dunlop, E. W. ‘Lawson, William (1774–1850)’, Australian Dictionary of Biography, National Centre of Biography, Australian National University, http://adb.anu.edu.au/ biography/lawson-william-2338/text3047, published first in hardcopy 1967, accessed online 5 October 2018.

Elder, David F. ‘Light, William (1786–1839)’, Australian Dictionary of Biography, National Centre of Biography, Australian National University, http://adb.anu.edu.au/ biography/light-william-2359/text3089, published first in hardcopy 1967, accessed online 5 October 2018.

Forsyth, J. W. ‘Tasman, Abel Janszoon (1603–1659)’, Australian Dictionary of Biography, National Centre of Biography, Australian National University, http://adb.anu.edu. au/biography/tasman-abel-janszoon-2716/text3823, published first in hardcopy 1967, accessed online 5 October 2018.

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Index Symbols 25th Anniversary........................................... 80 Edmonsdon, Andrew............................. 35, 80 Foale, John Crews, Snr................................12 Klimionok, Rod................................. 32, 60, 63 O’Neill, Margeurite.......................................18 Rice, Roger.............................................. 4, 28 Rivaz, Harold.................................................17 Schottelius, Barbara................................4, 114 Slape, Dennis............................................... 28

A Adelaide Christian Centre............................... 3 Adelaide College of Divinity.......................... 23 Adelaide West Uniting Church..................... 23 AISSA............................................................ 27 Angklung....................................................... 78 Annette Craven Craven, Annette............................... 145, 168 APY Lands.......................................... 100, 130 Ashworth, Faye..............................................74 Assemblies of God Church........................... 20

B Barnett, David..................................... 100, 130 Bethesda Christian Centre.2, 3, 4, 8, 15, 17, 20, 26, 29, 30, 36, 43, 53, 63, 84 Bethesda Christian College.6, 21, 30, 32, 39, 58, 59, 72, 84 Bethesda Christian School.2, 4, 6, 9, 20, 29, 43, 48, 53 Bethesda Christian Schools...................... 4, 33 Bethesda Movement...................................... 2 Blenkinsop, Neil...........................................130 Bourchier, Carol....................................... 30, 35 Broad, Winston............................................. 35 Brooklyn Park..................6, 12, 21, 23, 33, 150

C Cambodia/Vietnam......................................139 Chant, Barry.............................................. 4, 28 Chaplain Chaplaincy................. 83, 169, 170, 171, 172 Christian Revival Church............................... 28 Cosgrove, Peter. Sir.....................................141 Crusade Bible School...................................... 4

174

D

J

Dal Santo, Max............................................122 Dunaiski, Lothar..................................... 37, 134

Jesus House.................................. 3, 17, 20, 43 Justees.................................................. 98, 148

E

K

Early Learning Centre....................................12 ELC.................................................... 23, 150 Easter in the Mall.......................................... 79 Edmondson, Andrew.................................... 35 ELC.................................................................12 Ellis, Rob................................................. 35, 80 Emmaus road........................................10, 155 EPAC Emmaus Performing Arts Centre...........107 Ernabella......................................................130

Karran, Peter........................................... 35, 80 Klimionok, Rod..............30, 31, 60, 61, 62, 103

F Ferguson, Andrea......................................... 35 FIRST® LEGO® League.................... 128, 145 Lego..........................................................128 Flinders, Matthew, Capt..............................114 Forbes............................................................12 Franklin, John, Sir.........................................116

G Gannon, Tom (developer).............................. 21 Goodwood Orphanage ............................ 9, 70 Gorger, Oscar.................................................12

H Hallett Cove - New campus.......................... 32 Harcourt Gardens..........................................12 Harris, Leo. Pastor........................................ 28 Hook, Andrew. Dr......................................... 37 Hook, Andrew. Dr..........................................74 Hopper, Carol.................................... 26, 30, 35 House Captains.............................................74 House of mercy.............................................. 8

I Independent Schools Board ISB............................................................. 27

L Lands Trip.....................................................130 LAP - Learning Assistance Program..............12 Lawson, William...........................................114 Learning Assistance Program.....................145 Leibbrandt, Esme......................................... 35 Light, William, Col........................................116 Light, William. Col..........................................16 Linke, Andrew............................................... 33 Lipsett, Edward..............................................12

M MacIntyre Learning Centre...........................11 Manning, William and Ann............................17 Marion Community Centre............................ 3 Marion Pioneer Hall........................................ 3 Mayfield, John.............................................. 28 Mayfield, John. Dr......................................... 20 Milne, Susanne............................................130 Mitchell Park............................................12, 15 Mitchell, Thomas Livingstone, Sir................114 Mount Tabor.................................................... 9 Murray Learning Centre................................11

N National Schools Chaplaincy......................... 83

O Original owners..............................................15 Osborne, Richard.................................... 26, 35 Outdoor Ed.................................... 37, 134, 136 Outdoor Education.......................................134 Out of School Hours Care OSHC......................................................... 80

P

W

Pioneer Springs Hall....................................134 Pole, Bill and Esma......................................134 Potter, Mark................................................... 35 Potter, Mike..................................................123 Purdey, Malcolm........................................... 75

Walker, Taylor...............................................120 Wheaton family history.................................16 Wheaton, Philip..............................................17 Wilson, Reg............................................ 31, 61 Wilson, Sam.................................................. 69 Wycliffe Bible translation........................................100

R Rance, Helen.......................................... 26, 36 Raw, Ben (Business Manager)..................... 33 Rice, Roger.......................4, 20, 28, 29, 30, 60 Ridgeway.......................................................16 Ridgeway Farm..............................................16 Rite Journey.................................................137 Robotics.......................................................128 Rodda, Irma................................................... 35

Y Young, Joan....................................................19

Z Zweck, Nelson........................................ 29, 61

S Salesian College............................................ 23 School Board................................................. 39 Schottelius, Barbara.....................26, 27, 30, 60 Shiloh Hills...................................................134 Slape, Dennis..............4, 28, 38, 39, 58, 62, 70 Social Justice........................ 98, 100, 138, 139 Sturt Road Special School............................ 20 Sunrise Christian School................................. 4 Susanne Milne Milne, Susanne........................................170

T Tabor Adelaide........................ 9, 10, 38, 39, 84 Tabor Bible College......................................... 4 Tabor Christian College................. 6, 10, 30, 84 Tasman, Abel Janszoon...............................114 Thomas, Andrew.............................. 32, 33, 62

U Uniting College for Leadership and Theology.23

V Vacca, Peter..........................2, 3, 4, 26, 28, 72 Vermont Girls Technical High School.......16, 18

175

176

1979-2019 29 children.

3 teachers.

A church hall on Marion Road.

Home-made uniforms.

People with a vision.

God at their side.

This was Bethesda Christian School in 1979.

“That first day of school must have seemed like a small Sunday School gathering… but meeting on a school day.”

Through 40 years of bold prayers, faithful risk-taking, sometimes precarious finances, and all the joys and pains of “growing up”, Bethesda Christian School matured into Tabor Christian College. Then, in 2010, this South Plympton school grew in independence to become Emmaus Christian College.

Now on the eve of their second campus’ opening at Brooklyn Park, the College community reflects on the vision, boldness and sacrifice of their founders, the astonishing faithfulness of God, and the way He has led them to inspire thousands of hearts and minds over 40 eventful years.

And for the next 40 years ahead…