St Paul’s Grammar School Penrith No. 47 Autumn 2010
a top Year 12
WHAT the class of 2009 AChieved How they achieved it What they are doing in 2010 ITH NR PE
ST P AU L’S
AR SCH MM OO RA L G
In C h r i st o Fu t u r u m
ISSUE 47 AUTUMN 2010 St Paul’s Grammar School Penrith 52 Taylor Rd, Cranebrook NSW 2749 Locked Bag 8016, Penrith NSW 2751 Australia
CONTENTS The Principal
3
Year 12 2009
4
Service Learning
6
LITTLE SAINTS PRE-KINDERGARTEN
8
TEACHING STAFF
10
THEORY OF KNOWLEDGE (TOK)
12
PARENT-TEACHER PARTNERSHIPS
14
tECHNOLOGY & JUNIOR sCHOOL sPORT
15
FORMER STUDENTS
16
RUGBY
18
PYP EXHIBITION
20
DANCE AT ST PAUL’S
21
SCHOOL BOARD PROFILE
22
Summer Happenings
23
December Bushfires
23
From Those to Whom Much is Given, Much is Expected
Contact st paul’s phone: +61 2 4777 4888 fax +61 2 47774841 info@stpauls.nsw.edu.au
www.stpauls.nsw.edu.au
A top Year 12
Making the Gap Year Count for Others
An unforgettable make and play morning
The human beings behind the school adult community
2010 Term Dates Term 2 Monday 21st April to Friday 25th June Term 3 Monday 19th July to Friday 24th September Term 4 Tuesday 12th October to Wednesday 8th December
Events in 2010 Open Day 1st May 2010 Grandparents Day 2nd June 2010 Annual Debutantes Ball 17th June 2010 Spring Fair Saturday 18th September 2010
written & Edited by
Exploring Ways of Knowing
Working together for the students’ future
Hands on Technolgoy - Promising Junior School sports people Building lives after St Paul’s
Getting five grades up and running A triumph of student ownership A celebration of artistic merit
Bringing dedicated expertise to the school building program A Whole New Adventure
A Near Thing
Ken Goodlet ken.goodlet@stpauls.nsw.edu.au
Design & Photography by Daniel Weatherhead daniel.weatherhead@stpauls.nsw.edu.au ______________________________________
Do you like the new design of Futurum? What sort of things would you like to know about the St Paul’s community? We would love to hear your feedback. Please send us an email at: futurum@stpauls.nsw.edu.au
Cover photo The day their results were released in early January 2010: from left, Year 12 students Shanil Dhanji, Amelia Smith, Tess Mulock, Emily Willett, Matthew Bennett
Changed your address? Please email us at: development@stpauls.nsw.edu.au
Welcome to this, our Autumn FUTURUM for 2010. We seek to bring you a rounded picture of the school in late 2009 and early 2010 from many different perspectives – those of the Principal, members of staff and school board; parents; former students; and, most important of all, the students. Because it is their perspectives, the articles are, as far as possible, the words of those who are active participants in the life of the school. We hope you will feel that you are engaging with them as they speak to you of their activities, interests and hopes. We welcome our new Principal, Mr Paul Kidson, who provides an unrehearsed response to questions from the school captains on the page opposite. Our Year 12 of 2009 has a deservedly, we feel, important place in this edition. Over 70 interviews recorded here from across this school community give something of the diversity and flavour of St Paul’s. As part of this virtual conversation, it would help us if you get in touch with us in response to what the contributors say and give us your feedback on this publication. We’ll seek to incorporate your ideas in future publications. Read and enjoy.
At the invitation of the Principal, school captains Breanna Moore and Simon Walsh asked Mr Paul Kidson some questions without notice
From those to whom much is given, much is expected Mr Kidson, If you had not taken up teaching, what profession would you have Caption for any photos or images used on page wanted to follow? If I couldn’t be a teacher, I’d want to be in something supportive of education. Young people are vibrant; you never know what you are going to get, and that is what makes them interesting to me. Every Saturday, I read the employment section of the paper. It makes me realise that there is nothing I’d rather be than a teacher.
What is your favourite quote? In a book called Servant Leadership, management writer Robert Greenleaf poses three questions that test whether a leader is a servant: ‘Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? Will the least privileged in society benefit, or at least not be further deprived?’
How did you become a teacher? I did an Arts degree but had no career path in mind, though I ended up doing a teaching qualification to have something behind me. I went into retailing and, while there, felt I’d like to give teaching a try, even though it meant a drop in salary and conditions. After six weeks’ teaching, I couldn’t believe that I was being paid for something so enjoyable.
What are your opinions on mufti day? If the motivation is to share from my bounty for the purpose of helping others, it can be worthwhile. It all depends on the motivation. It can be an embarrassment for some students if it becomes an exercise in focusing on designer clothes.
If you could study any subject at this school, what would it be? Theory of Knowledge. It cuts across all subjects. What is your perspective on a wellrounded education? I bring great confusion. On the one hand, I am into the performing arts; on the other, I am into sports. I believe we have a diminished experience of life if we don’t cut across the stereotypes. Even if we don’t always succeed in every area, failure can be considered glorious when we learn from it. Concluding remarks? I have enjoyed the brief time I have been here. Administrative work needs to get done, but my real work is in relationships with people. Schools are first and foremost human communities.
If you could go to any one country, which one would it be? Probably England. There is a lot of cultural connection. I have a deep love of things British – though the British could loosen up a bit. My son in his gap year is at a school in England where they have buildings from the twelfth century! We have nothing like that here. St Paul’s is a school with a strong international outlook. Is there anything you can contribute to that? I hope to meet Dr Codrington in China in the future. I want to promote a ‘gap year’ program, a student exchange program, particularly with a school on each settled continent. The world is changing its geo-political shape, with the rise of the Middle East, post-colonial Africa, and perhaps an EU-type community in South America. The rest of the world is not like St Paul’s, which is in the wealthiest 5% of the world. Our thinking needs to be: ‘From those to whom much is given, much is expected’. If you could have lunch with one person, who would it be? Christian writer Philip Yancey, because he asks tough questions and puts pressure on people to be authentic and discerning with Christian faith. Or perhaps St Benedict, who established an Order that pursued serving others.
Mr Paul Kidson getting acquainted with the pre-kinders, youngest members of the school community – and their friends
A TOP YEAR 12 Caption for any photos or images used on page
Year 12 2009 was a top year. They achieved the best academic results in the school’s history – one perfect score, ten scores above 99, and 42 above 90, a third of students in the top ten per cent of ATAR scores. Also, they have demonstrated as strong a commitment to each other and the wider global community as any cohort. Here are some of their stories.
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Dux
Hannah Grant-Nilon with s score of 99.95 in her Australian Tertiary Admission Rank (ATAR) was dux of the year. She had a perfect score, one of only 28 out of 100,000 students in 120 countries that did so. She said: I was surprised at how well I did. I’ve finally decided to do Dentistry at Charles Sturt University rather than a general medical science degree which I had thought of doing earlier. I came to St Paul’s in Year 7 because it had a strong music program (I was very involved in music particularly violin), lots of extracurricular activity, the International Baccalaureate (IB), Christian pastoral care and strong academic credentials. The school exceeded my expectations. Year 7 was daunting at first, but the school staff proved caring and nurturing above and beyond the call of duty. I greatly appreciated all my teachers’ advice, encouragement and unwavering support.
First in the state
Kate Pralija came first in the state in HSC Textiles and Design: My grandmother taught me to sew from a young age. I did Textiles as an optional subject in Year 9 at St Paul’s. It was not hard work because I always enjoyed making things, but I don’t intend to pursue textiles as a career – it would take away the enjoyment for me. I received lots of pleasure in relaxing, sitting in front of the TV on a Saturday afternoon and doing the intricate work associated with my major HSC project,
SPGS PENRITH
350 hours’ work. I’m starting a Bachelor of Advanced Nursing course at UWS Parramatta this year. I have always been interested in helping people, in care research, in practical challenges and in general medical study. But sewing will always be a major part of my life. Kate’s Textiles and Design teacher, Mrs Helen Michalski, whom Kate described as ‘a fantastic teacher’, described Kate as a student this way: Kate’s superbly crafted textile art was recently chosen for the annual Texstyle exhibition, a showcase of outstanding major Textiles projects from the HSC, 2009. She is a highly motivated, self reliant and strongly disciplined student. She used multiple textile embellishing techniques including digital printing, natural dyeing, stump work, smocking and hand and machine embroidery to construct a highly detailed and ornate child’s dress. In addition, she sat a theory examination in which she demonstrated thorough, excellent knowledge. She proved that dedication, perseverance and continued persistence in pursuit of excellence attain results.
Mathematics and science
Among the top results were two IB Mathematics friends who are looking to do Advanced Mathematics at the University of Sydney, Alex Yang (99.8), and Cameron Silvestrini (99.7). Alex says: I am not entirely sure what I would like to do with this study, but perhaps something in the area of research and development. I intend to study full time and to
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Opposite page above, clockwise from left, Callum Geeves, Cameron Silvestrini, Matthew Bennett, Alex Yang, Nathan Brasier and Nicola Parise and Amelia Smith, and on this page above, Kate Pralija with Rhys left and Logan Starkey on either side
travel each day from my home in Glenbrook. Alex’s mother says of Alex as a student: I am very pleased for him. He worked hard. The family supported him in his IB Diploma study, something made easier by his not being too stressed. Cameron found the Open Day at the university last year particularly helpful: I talked to the lecturers and found them knowledgeable and helpful. I’ll be studying full time and travelling from my home in Springwood each day to university. Shani Dhanji (99.7) will be happy to do a Bachelor of Medical Science from the University of Sydney: My interest in the medical area comes from the fact that I enjoy the sciences, I like the idea of being able to help others and I come from a family of doctors. I’d like to do a specialty eventually, possibly cardiology.
A double degree based on two experiences
Amelia Smith has been heavily influenced by two experiences in choosing a double degree course at UTS in International Studies and Fashion Design: I have always loved sewing. I began as soon as I could pick up a needle and be trusted with one by my Mum. She and my grandmother were my inspiration. I did textiles at St Paul’s from Year 7 to 10 and, when I saw the textiles used in The Lion King, it sparked off an interest which I pursued in school productions. I hope when I graduate to work in a number of small shows, leading to working in Opera Australia.
The other experience that is important in my university course choice has been my connections with Tanzania as a result of my service trip there with a St Paul’s group in 2008. It awakened my interest in international affairs, enabled me to see how a lack of education holds people back, encouraged me to work harder for my examinations to take advantage of the privilege that my parents have given me and motivated me to do what I could for others.
HSC career entry points
Top HSC result
Logan is also doing Architecture, but also has a leaning towards Psychology and Philosophy which he may look into at a later stage: I tend to be a thinker and writer. I’m interested in the way people behave and the influence architecture has upon one’s experience.
Ella Raymond, who achieved the school’s highest HSC ATAR of 95.7, came to St. Paul’s in 2007 in Year 10 because she was intrigued by the IB: I decided, however, to do the HSC instead because it better fitted my academic strengths in a range of English and social sciences specialisations. As a selfconfessed English nerd my best academic experiences were spent in the classroom studying the works of Shakespeare and Gwen Harwood and working on my English Extension 2 major works. I worked consistently over 2009, giving schoolwork priority over social events, though at times I did absolutely no school work and took a complete break to clear my head. I plan on taking a gap year in 2010 to work and travel, though in 2011 I hope to begin a Bachelor of Communications (Writing and Cultural Studies) at UTS. I then hope to enter the literary world.
Brothers Rhys (93.1) and Logan Starkey (94.35) have grown up in a family with a building background. For Rhys, Architecture was a particular interest: I wouldn’t mind being in building. I like creating things from the ground up. I have met Dad’s friends in the building industry and they think outside the box. I’m commencing a Bachelor of Design and Architecture degree at UTS in 2010.
Jessica Evans is doing social work this year: I’ll do a Bachelor of Social Work course at the University of Sydney with a view to working with children, two possibilities being childminding in church and working with Mission Australia.
School Captains
Natasha Jones and Callum Geeves were school captains in 2008-2009 and achieved academically while making a significant contribution to the school and wider community. Natasha said: I am doing Arts/ Law at the University of Sydney and have been shortlisted for a scholarship based on academic progress, school leadership and my
A TOP YEAR 12 slalom activities both here and internationally. I feel that the skills I have learnt in slalom I have been able to apply to the academic sphere. When I heard the Vice Chancellor of the university speaking on the importance of being a thinker, something for which the IB prepared me well, it provided me with some direction. I am comfortable with Arts/Law because I think it will encourage me to look at things from different angles, though I am not sure whether or not I want a legal career. I intend to get back into slalom on a hobby basis and to get involved with Amnesty and human rights issues. I am working part time at an Italian restaurant in Penrith and hope to continue this as I travel from home to university.
Above a January 2010 photo of, from left, Zac Trappel. Kristen Troy, Emily Peters, Jemma Lewis and Edward Aczel and this photo, school dux Hannah Grant-Nilon, left, member of staff Dr Mary-Robyn Lane at the International Baccalaureate Diploma graduation ceremony
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SPGS PENRITH
Callum is going to do Landscape Architecture at the University of New South Wales, but may take a gap year in 2011: I value environmental sustainability, have an academic interest in human geography and enjoy creative design. I’d like to broaden my outlook, and want to do something worthwhile for those who are less well off than I am. I may spend time overseas as a volunteer in a less economically developed country, or might volunteer closer to home; for example, teaching English to Sudanese refugees in Western Sydney. During my school years, I particularly valued the Gold Duke of Edinburgh hike to New Zealand, the debutante ball, participation in the school musical Barnum and the opportunities that being school captain gave me to learn about working with others to achieve a common goal. While at times I found it challenging to balance captaincy and study commitments, ultimately I learnt time management skills that will be valuable in my life beyond school.
THE DATA The 42 students with an ATAR score 90 and above and their proposed course: Hannah Grant-Nilon 99.95 Alexander Yang 99.8 Hannah Degotardi 99.7 Shanil Dhanji 99.7 Tess Muloch 99.7 Benjamin Nunn 99.7 Cameron Silvestrini 99.7 Sophie Houston 99.3 Natasha Jones 99.3 Kristen Troy 99.3 Matthew Bennett 98.7 Nicole Folk 98.9 Inkeri D’Arcy Clarke 98.2 Callum Geeves 98.2 Jemma Lewis 98.2 Nicola Parise 98.2 Emily Peters 97.5 Amelia Smith 97.5 Caption for any photos or images used on 96.6 page Edward Aczel Samantha Cooper 96.6 Jessica Vatala 96.6 Emily Willett 96.6 Ella Raymond 95.7 Edmund Kirkwood 95.3 Loran Peisley 95.3 Logan Starkey 94.35 Nathan Brasier 93.9 Belinda Paterson 93.9 Annie Post 93.9 Rhys Starkey 93.1 Marina Choi 92.55 ErJie Song 92.55 Zac Trappel 92.55 Anthony Morrissey 91.95 Kate Pralija 91.85 Rokiah Alford 91.7 ZingZhou Chen 90.95 Breanna Holden 90.95 Paige McCarry 90.95 Sarah Richardson 90.95 SiYun Wang 90.95 Angelo Rouggos 90.25
BDentistry BSc (AdvMaths)/BLaws BArchitecture BMedSc BA/BLaw BInternStud BSc (AdvMaths)/BLaws BInternational Studies/BLaw BArts/BLaw BMedSc/BLaws BEng/BSc (AdvMaths) BEd (Primary) BMed/BSurg BLandscape Architecture BVetSc BMedSc BAppScPhysiology BInternStudies/BFashionDesign BAgEcon BA/BSc BMedSc BEd (SecHumanities)/BA BACommunications (Cultural Studies) BSc (Adv) BBus&Com/BLaws BDesign&Architecture BDesign&Architecture BCreativeArts (Perf) BMarine Science BDesign&Architecture BCom BCom BA (Psychology in Arts) BAccounting BAdvNursing BSc/BA BEd BNaturalResources BEd (Primary) BA BSc in Nutrition BEng (Chem&BioEng)
CSU USYD UNSW USYD UNSW def. to 2011 MacU USYD USYD USYD UTS USYD USYD UNSW UNSW USYD USYD USYD UTS USYD ANU USYD USYD def. to 2011 UTS def. to 2011 USYD UWS UTS UTS UWollongong JamesCook def. to 2011 UTS UNSW UNSW MacU UTS UWS USYD UNSW UNE ACU Wesley Institute UNSW USYD
sWhere are they going?
Of the 121 Year 12 2009 students going onto tertiary education these are their chosen institutions and courses chosen institution
Other 9% ACU 4.1% CSU 5.6% MacU 5.6% TAFE 20.1%
chosen courses
USYD 20.1% UWS 18.1%
Other 11.5%
Accounting Commerce Economics Business 13.2%
Engineering 3.3%
Education 11.5% Design Architecture 10.7%
IT 3.3%
UNSW 11.5% UTS 9%
Private 9.8%
Health 10.4%
Double 5% Degree
Science 6.6% Comm/ Media 7.4.%
Law 7.4%
Arts 9.%
and decided to dedicate 2010 to a three months’ teaching stint in Tanzania. They said: We went to Tanzania in 2008 after being inspired by students who had gone earlier. There was the opportunity to spend time with little kids that we could help. I (Tess) was struck by their general happiness and the pleasure they got from such simple gifts as a balloon.
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Planning their Tanzania trip: from left, Tess Mulock, Emily Willett and Annie Post
MAKING THE GAP YEAR COUNT FOR OTHERS I believe that ‘If you give a man a fish, you feed him for a day; but if you teach him how to fish, you feed him for a lifetime’ As part of the Senior School’s service learning program, some students have been travelling to Tanzania each year since 2007 to learn from and to help Tanzanians. In 2008, for instance, 14 St Paul’s students went on a four-day safari; trekked up 3,800 metres Mt Meru; unexpectedly attended the United Nations International Criminal Tribunal for Rwanda (ICTR) which is located in Arusha, Tanzania; and visited a church and its adjoining hospital, the Amani Street Children’s Home and the Upendo Orphanage: but the main focus was a week working in Msaranga Primary School. Amongst that group were Tess Mulock, Emily Willett and Annie Post who have now very successfully completed their International Baccalaureate Diplomas
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Annie said: I have decided to go back to Tanzania in the middle of 2010 to build on my previous experience. This is a vehicle to capture the emotion I felt when I went there before. I went to a careers market in mid 2009 where Antipodeans Abroad was offering the chance to live for three months in Tanzania and provide service. My first option was to live and teach in a Masai village. However, this placement was unable to go ahead. Despite my disappointment, I signed up for an alternative placement in Tanzania, where I will live at the base of Mt Kilimanjaro and aid in construction and teaching. I really want to get to know the people and understand the culture even more. The sponsoring organisation provides food and accommodation and the rest, including fares, is my responsibility. So I’m working at a polo stable in Richmond for the next few months to raise money for my venture. Why am I doing this? So that I can share the privileges I have been blessed to have; I believe that ‘If you give a man a fish, you feed him for a day; but if you teach him how to fish, you feed him for a lifetime’. Then in 2011 I’ll do marine biology at James Cook University, Townsville – I have been an animal nut for as long as I can remember. Tess and Emily are going to teach at Moshi Orphanage in Tanzania with an organisation called Committee Assist from the middle of 2010. Tess said: I have become convinced that education is essential to break the cycle of poverty. I have been incredibly privileged and it is the least I can do to provide a better opportunity for even one child. I’m busy working at a Penrith café to raise my fare. In 2011 I will do Arts/Law at UNSW which has a strong humanitarian component and perhaps work with NGOs (non-government organisations). Without my Tanzanian experience, I would not have gone in this direction. Emily said: My reason for going back is that, as a Christian, I want to make a difference in the world, and providing education is one way of doing that. In 2011 I will do Arts and Education at the University of Technology Sydney. History is my main interest. My teachers have inspired me and shaped the person I have become.
The Pre-Ks, our ‘Little Saints’, are the youngest and newest members of the school and are housed in the school’s beautiful new Pre-Kindergarten building
a mEMORABLE make and play morning Around the Open Morning for three and four year olds late last year, a lot happened that gives some idea of how Caption for anyThe photos or imagesfor used page Pre-K works. advertising theon event mentions how Pre-K is more than just a pre-school: there are Library and Music programs, Mandarin Chinese, integration of technology, and Christian-, International Bacalaureate- and Reggio-inspired education, all conducted by university-educated teachers. Director of the Pre-K Mrs Lisa Bonazza said: Little visitors and their parents were involved in cookie-making, interacting with birds and fish and frogs and spiny-leafed insects, playing in sand and water, seeing what’s in the dress-up cupboard – and meeting the Very Hungry Caterpillar! Year 11 2009 student Rosie Gribble helped make cakes for the day and dressed up as the Very Hungry Caterpillar: I first became involved in Pre-K as part of my compulsory requirement for the International Baccalaureate Creativity and Service (CAS) from Term 2 onwards. Every second Monday to recess, I did jobs around Pre-K – cleaning up, playing with the kids. I have enjoyed spending time with them, getting to know them. They are very welcoming. I am seriously thinking of early childhood education as a career option. Experiences like this will help me make a decision. Pre-K student five-year-old Sarah Berechree remembers the Open Day: The boys played in the sandpit. With a bowl and wooden spoon I made sprinkle cup cakes. The visitors got the cakes first, then we had them. My little sister Jessica just ate the icing. My sister is coming here, but she’s not grown up enough yet. She likes being here. I held the hand of one of the little children. I’d like the new ones to come and play with my little sister. What are you holding? I am holding a spiny-leaf insect called Itchy because it tickles when I hold it. Would you like to hold it?
The spiny-leaf insect was one of a number of insects given to the Pre-K children at the time of the Open Day by Elizabeth Ash, a former St Paul’s student who is doing Certificate III in Captive Animals at TAFE: I’ve always found insects interesting and for a long time collected and studied them. I already work one day a week at the Australian Reptile Park, and hope to keep that going. The career path that this course leads to is a zoo keeper role. It is very rewarding but also challenging, but most of all I enjoy it and it is definitely where I want to be.
How did you get involved with the Pre-K children? One day I just got invited to come down and see them and show the children my insects. I gave them a few more and also gave them eggs so they could see them hatch from the shells. It was a great day showing them round and the children really liked it, too. I let them hold some of the bigger species that are harder to care for that they didn’t have. I also was able to explain a bit about how they should look after the ones they have got and also the ones I gave them. Perhaps this brief account gives some idea why one parent at the Open Day said, ‘I can’t believe how much my son’s enjoying being here.’
The human beings behind the school adult community Anzac March, to name a few. Although I am busy at school, I enjoy working with adults and children in a different way from school. Why do I do it? It’s a community service; it involves upskilling children with life skills; it offers an alternative to regular sports; and I just enjoy it.
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High School Maths and Computing Studies teacher Mrs Nimmi Martin enjoys the choir of Indian Christian families that she belongs to: The Indian multicultural group started in July 2008 and my husband and I joined it in 2009. It aims, as its website says, ‘to deliver high quality Indian Christian music that can be enjoyed by all generations’.
The interests, even passions that inspire members of staff lie, often hidden, behind the classroom teaching and other school roles. In all sorts of ways they bring these interests to everything else they do, and enliven their classes and other activities in the process.
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Junior School classroom teacher Mr Tim Harris has a passionate interest in performing, filming and recording music: I have a real interest in performing and recording music; this interest originates from my being a member of a musical family. Filming is a promotional tool for my album, which is a fundraising effort for CBM (Christian Blind Mission). My interest in CBM arose from being asked the question: What sense do you value the most? The answer for me was sight. God has given me a gift of enjoying music and I felt I should use it in a productive way to benefit others. I would not go full-time into music because I love my teaching, but I get a double benefit of enjoying music and raising money for CBM (www.cbm.org.au). Deputy Head of Junior School Mrs Anne Rogers has a long-term involvement in Scouts: I grew up in the Brownies and Guides movement and became a Cub Scout Leader. My activities over the years have been too numerous to detail – cub camps, hikes, integrating children with disabilities, upskilling other leaders and being cub leader in many places. I am now cub leader at 1st Grose Vale and am involved in many meetings, weekend outings and camps, stalls, church parades, the
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There are nearly 30 of us and we meet for practice at Toongabbie on Sunday afternoons. Our singing is in the Tamil, Telugu, Malayalam, Hindi and English languages. We had a ticketed program at the Richmond Reformed Church in November 2009. We donate the proceeds from this and other performances to churches in India and Sri Lanka and Mission Australia. Our mission is to ‘train musicians and singers, bless nations with music and be charitable’. In her free time, Junior School teacher Mrs Alison Taylor does a range of things: Apart from bushwalking, scrapbooking, making gift cards, cycling, cross-stitching and being part of the music team at my church, I am involved in mentoring. At the Katoomba Christian Convention, I took a youth leadership course and was particularly interested in the mentoring session. I am now mentored by the assistant minister at my church and I in turn am involved in mentoring some younger people in my church, as well as mentoring a group of friends over coffee. Junior School teacher Mr John Connell’s music interests go well back: When I was 10, I started learning the guitar, teamed up soon after with a very talented guitarist and wrote a rock opera with him at age 12. I was always interested in writing songs, became very serious about it in my early twenties and our band, using all original material, came first out of 117 bands in the 1989 Sydney University Band Competition. I had always struggled with content but, when I became a Christian that year, I had the ultimate topic. I
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Something of staff members’ varying interests: opposite page, Mr Tim Harris in action; above, clockwise from top left, Mr John Connell working on the school musical Jonah, one of Mr Dann Weatherhead’s spectacular stormchasing experiences, and Mr Peter Males steering his hovercraft on the Hawkesbury River
have worked on CDs with Colin Buchanan and Nicky Chiswell and performed in churches, but with marriage and children, I had little time to pursue my interest. My work on Jonah has renewed my interest, particularly because I have been given such encouragement: other schools have expressed interest in putting it on. Junior School teacher Mrs Annette Woods has had an extensive background in children’s work in her church: I am now involved with a cell group in my local church, Hawkesbury Church, Windsor. I am very involved in the encounter weekends the church runs and, when I can, I help my husband who works part-time in the church in his travels to other churches. Apart from this, I enjoy gardening, reading and travelling overseas. Junior School teacher Belinda Wagenfeller is convenor for High School basketball at St Paul’s: I enjoy doing stuff with High School boys, including my own children who are involved in the program. I see these boys in a positive light; they are very communityminded. I’m also involved with my own boys at Penrith Basketball Stadium, and manage one of my son’s teams.
Property Manager / Projects Mr Peter Males, who started at St Paul’s in 1992, has completed building his own hovercraft: My 30 year dream of building a hovercraft became a reality last year when in October 2009 the two years of actual construction time was completed. All the jobs I have ever had including farm work, steel fabrication, construction jobs, irrigation jobs, glasshouse construction, automation equipment for the food industry and many other interesting tasks equipped me with knowledge for the hovercraft project. It’s the closest I’m ever likely to get to flying. Making such a creative thing involves lots of problem-solving and gives me a real sense of freedom. I love working with kids, passing on information I have built up over so many years. I’d be happy to do even more practical problemsolving with students at St Paul’s than I already do, to hand on to them the gift of creative expression that God has given us all. Visual Arts teacher Mr Daniel Weatherhead chases storms, an interest that first began with his grandfather: He was a World War II aircraft mechanic and engineer who, through his line of work, became a passionate weather
enthusiast. He passed on to me knowledge about weather during primary school at the same time as I was developing an interest in photography. With the advent of the internet, I found like-minded people interested in weather and photography. The whole chasing storms thing sounds daredevilish and cavalier but it’s mostly scientific - honing meteorological forecasting skills to pinpoint where particular storms will happen. Chasing allows me to experience the Australian continent; capturing beautiful skies and cloud formations through the lens of my camera. This interest contributes to my teaching of film and photography because I have a real artistic practice, a tangible method and approach to my subject area. Like much of education it is technical skills and knowledge being applied in creative real world experiences that is most enriching.
Captionfive Above: for of any thephotos six students or images who received used onAs page for their TOK oral presentation, from left, Jennifer Jiang, Mona Wang, Yvonne Yu, Martin Wang and Rex Cao
EXPLORING WAYS OF KNOWING Theory of Knowledge is an International Baccalaureate (IB) Diploma course which is compulsory for all IB students in Years 11 and 12. It is concerned with the nature and scope of knowledge and promotes critical thinking about all other academic subjects and beyond the classroom. Ultimately students demonstrate their understanding through an oral presentation and an essay. Here are two TOK success stories:
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International students’ successes in TOK oral presentations At the end of Year 11 each student has to research a topic of their choosing that involves claims and counter-claims, speak on it for 10 minutes, then answer an examiner’s questions about it. Despite the fact that English is not the native language of any of the international students, on a scale of A to E, six students amazingly gained an A, one of whom received full marks. FUTURUM then interviewed five of those who received As. The full marks student was Yvonne Yu from St Paul’s sister school Teda No. 1 in Tianjin: My topic, based on my experience of both Chinese and Australian schools was ‘Should Chinese high school students have self-study at night at school?’ I pointed out that, while the extended hours at school were stressful, it was good for study success. When I went into the oral examination, I was confident about my topic and excited at the outcome.
Mona Wang from the St Paul’s sister school SISU in Shanghai chose as a topic ‘Should environmental or economic development be prioritised in Tibet?’: I took the position in the presentation and questions that there should be a balance between the two.
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Jennifer Jiang also from SISU chose the topic ‘How should employees be chosen?’: I am interested in the topic because my father employs people in an international hotel. I was worried about my language in the questions, but everything turned out well. Rex Cao from Zhejiang chose the topic ‘Should the government censor video games?’, with particular reference to Australia, China and the US: I came to the conclusion that censorship of games was right for younger but not for older people. Martin Wang from Teda No 1 in Tianjin chose as a topic ‘Should the government use taxpayers’ money to purchase expensive art works?’: I came to the conclusion that it was fine for developed countries to make such purchases, but not developing ones. As I have a personal interest it was not hard to find resources. International student Sara Shu also from SISUalso earned an A for her TOK oral presentation. Former St Paul’s TOK students’ global TOK essay successes From the many thousands of 2008 student essays submitted worldwide for the International Baccalaureate Diploma compulsory subject Theory of Knowledge (TOK), 50 were selected for publication in late 2009. Of those 50, two came from St Paul’s. Anna-Lee Folk of Cranebrook wrote on the topic: ‘To understand something you need to rely on your own experience and culture. Does this mean it is impossible to have objective knowledge?’ Danny Soo of Shane Park wrote on the topic, ‘When should we rely on our senses to give us the truth?’
Danny has myopia, short-sightedness, and does not see things clearly. He said: ‘I was motivated by a 2006 movie that I saw called Little Miss Sunshine. In the movie, there is a teenage character who is portrayed as detached from the rest of his family. He learns that he is colour blind (after his younger sister tested him out of boredom). This got me particularly interested in the topic of colour blindness, and how we take our perceptions of the world as the true reality for granted until someone challenges us. This also got me interested in optical illusion.’ He was particularly interested in how far he could rely on his sight to reveal the truth. After looking at the various opinions, from ‘No, you can’t rely on your senses’ to ‘Yes, you can completely’, he concentrated on his own experience with his sight handicap and concluded: ‘I think that our sensory perception is important in attaining the truth’, but we should be ‘fully aware of the capabilities and limitations of our sense perceptions’. Anna-Lee Folk said she decided on her topic because she became interested in the question: Could anything be objective once it had been taken in and processed by an individual’s sense organs? She said, ‘If objective knowledge can only exist independent of my mind, then no knowledge is independent. If, however, objective knowledge is “knowledge that has become the possession of society. . . expressed in propositions”, my community knowledge, based on and formed by my own personal experience and culture, is objective.’ She came to the conclusion ‘that objective knowledge is possible even if you have relied on your own experience and culture to understand that knowledge’, though some of her sources saw such knowledge as not objective. One example she uses to
support her case is the following: ‘. . .personal knowledge gained through experience and cultural practices of the way traffic flows and that cars can crash helps us to reason that this activity is dangerous. This objective knowledge exists even though understanding has relied on personal experience and culture.’ Publication has been a surprising and welcome outcome to a lot of thought and research by both former students.
Working together for the students’ future
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There are many opportunities for teachers and parents to work together to provide students with a rewarding learning experience The ‘Learning Journeys’ program is explained by the Junior School Director of Curriculum Mr Chris Wyatt: Classrooms are opened up to parents and the program is planned in such a way that parents can experience an authentic learning experience. In Semester 2 in 2009, all classes were opened up in this way and most events were gradewide. There is also a Primary Years Programme Partnership in Learning meeting held once a term involving parents, students and staff members. FUTURUM attended part of the meeting in November 2009 where six parents, four students and two staff members were present and reports on it: The purpose of these meetings is to engage parents in discussion about key teaching and learning issues or initiatives so that parents and teachers can be unified in their understanding. On this occasion the discussion ranged from the PYP Exhibition to supporting students in their desire to take action on their learning through fundraising. Head of Junior School Mr Nigel Walker outlined how charity support was organised, and said that 20 children had put in requests during the year for the school to raise money for worthy causes. A parent pointed out how this was a good reflection on the school. Mr Walker agreed, and also suggested that other forms of action than money raising were being encouraged. By way of example, student Yuni Jeong said she had written to the Prime Minister about supporting indigenous rights and had received a detailed reply in early November 2009.
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A parent at the meeting Mr Guy Tebbutt, was a grade parent in 2009 – an arrangement whereby some parents provide support for the class their child attends: I first had contact with St Paul’s when we enrolled our oldest daughter into Kindergarten in 2005. In the role of grade parent I organise some social events for parents and children and occasionally assist the school by providing volunteer help for events. I believe this helps to build the quality of the school environment. I think that St Paul’s is a high quality learning facility that provides the children with opportunities that are more conducive to learning than most other schools. The vast amount of thought, planning and research that goes into the preparation of the St Paul’s curriculum and facilities speaks for itself. Another parent attending, Mrs Karen Lebsanft, is involved because she believes it important to understand the way children are learning: I have found the experience very rewarding. I love the way Year 6 students have interacted within the group. To listen to their valuable inputs and the facilitation of the group to ensure all are equally heard gives the group a great dynamic. Whilst it is recognised that all views brought to the meeting cannot be acted upon, the seeds are planted and if this inaugural group can continue over time, the school community can benefit from the action that comes from it. It is stimulating, rewarding and educational. It allows me to understand and be part of the joys of education at St Paul’s.
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Head of Junior School Mr Nigel Walker addressing parents at a Partnership in Learning meeting, with Director of Curriculum Mr Chris Wyatt standing behind
Head of High School Support Learning Mrs Margaret Howard says the value of parental support, involving some 50 parents, is that it allows students with additional learning to access areas of the curriculum that they would not otherwise be able to enter: The support team is very keen to help the students and is energised by their progress. Parents say that giving of their time to assist students with reading and writing for exams and assessments gives them a chance to get an overview of the curriculum. It is anticipated that this support, along with the help of some 100 student volunteers will continue to grow into an extended family. School parent Mrs Alison Dunne said: I became involved as a reader-writer because, when my son needed a reader-writer, he was greatly helped and I wanted to give something back to the school. The children I have helped have thanked me and that is more than enough reward. I want to continue doing it. I have a real sense that I am helping the kids to work to the best of their ability. Parent Mrs Lucia Okumura answered a request in the school’s weekly newsletter in early 2009 to be a reader-writer: I had some time available at the time. This assistance enables me to see what is happening at the school. The relationship set up is one of companions rather than instructors. I’d like to continue doing it if I have time and would be happy to work around it so I can do so. It is fun and I highly recommend it.
PROMISING JUNIOR SPORTS PEOPLE Four emerging sports peoplehave promising careers in front of them. Emily Racki (Year 6), Alyssa Pakoti (Year 5), Jorge Hormovas (Year 5) and Sinead Podesta (Year 6) answered the following questions from FUTURUM:
Caption anyget photos or images used on page swimming when I How didfor you involved and why? I started was eight in 2007 when I told my mother, ‘I’ve been watching people and I can swim’ (Emily); I started playing golf in 2008. I was interested because my Dad plays and he said you can earn good money in it (Alyssa); in my previous school when I was 7 I was getting bullied, so my father suggested I do martial arts at Ultimate Fighting Arts Penrith. The bullying stopped but I carried on because I was good at martial arts (Jorge); I began Irish dancing when I was four because my Mum teaches it (Sinead). I like it (all).
How have you done? I had four firsts in the state age championships and two firsts and two seconds in the nationals in 2009 (Emily); I have been offered a spot to play for Richmond, but I’m happier now just to play, which I do every weekend (Alyssa); my favourite award is winning gold in the U10s world championship in Brazilian Jui-Jitsu (Jorge); I came fifth in the state championships in 2009 (Sinead). What do you want to do in the future? I’d like to win seven gold awards at the 2010 national championships (Emily); I’d like to be a golf teacher (Alyssa); I’d like to open a martial arts school (Jorge); I’d like to win the national championships (Sinead).
HANDS ON TECHNOLOGY Director of e-Learning Mr Steve Coote says: This photo shows our Year 9 students receiving their laptops in February 2010. At St Paul’s over 250 netbooks paid for by the federal government have been distributed to Years 9 & 10 This reflects St Paul’s and the government’s commitment to ensuring students have access to high quality information for knowledge building. At this time there is so much information to decipher and so much technology available. St Paul’s teachers have responded very well to this challenge, seeing the netbooks as a real, relevant and powerful learning tool.
How has the arrival of the notebooks been greeted? Mr Tim Coghlin gives the reaction in his classes: The arrival of the notebooks into my classroom has been met with enthusiasm. It has been an opportunity to guide students in a new era of learning. I have found the notebooks to be a valuable tool in developing all-round skills in research and inquiry. I am using past quality pedagogies and infusing them into the now notebook-based learning environment. When students arrive at class, they are logging onto their notebooks and waiting willingly to proceed through lessons based on teaching strategies that utilise this valuable learning tool.
Clockwise from above, Luke Webb in concert, the wedding of Evan Whale (1999) and Hollie Rosevear (2001) at Christ Church St Lawrence Sydney at 2:30pm on 16 May 2009, two portraits from Jemima Trappel’s Bread of Life exhibition, and Geoffrey Winters with the Vice Cahncellor of the University of Sydney Dr Michael Spence at Geoffrey’s scholarship award ceremony
building lives after st paul’s Something of the diversity of life choices is apparent in the experience of a sample of former students. Geoffrey Winters of the St Paul’s cohort of 2006 had a life-changing dinner towards the end of 2009 with the ViceChancellor of his university, Sydney, Dr Michael Spence: I had just been awarded scholarships at the university and had been thinking of doing post-graduate work in the United States, but Dr Spence encouraged me to look to Oxford University for a research scholarship in constitutional law. I am in the middle of a combined Arts/Law degree. I have been active in mooting [arguing hypothetical legal cases] since 2007. In 2009, I was elected Vice-President of Sydney University Law Society with responsibility to oversee social justice issues at Law School. I also help out in the Redfern Legal Service. My interest in social justice arose because I see a need to break down exclusivity which exists in law faculties. There are ample funds for our social justice concerns. It is extra-curricular, but intrinsic to justice.
the disabled and is a personal friend. I’d like to become a barrister. Stephanie Vatala, who completed the International Baccalaureate at St Paul’s in 2005, who chose to do Law at UTS, looks to complete her four-year Honours degree in 2010 and make decisions about her future: In second year, 2007, I did international law and environmental law as options and in 2008 I began mooting, and was selected for the university team to compete in the 17-university competition in Canberra. I enjoy public speaking, rewarding research and problem solving, so I found mooting a valuable experience. In March 2009 I began research for my Honours thesis on green buildings and a carbon emissions trading scheme, and finished a paper on this, for which I received High Distinction, the first step towards my thesis which should be completed in June 2010. We had a moot against Sydney University in February 2010 where we did well.
I was encouraged to run for the position by the Dean of the Law Faculty who is 100% blind, was chair of the UN committee on charter rights for
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Geoffrey Winter was an adviser to the opposing Sydney team and, although he did not hear Stephanie, he had this to say from reports: The UTS team was absolutely exceptional and Stephanie is an exceptional mooter. Stephanie is in Vienna in early 2010 mooting in a commercial arbitration moot that involves 230 universities from around the world. She hopes to get work in a commercial law firm and perhaps do a Masters in international law. From the St Paul’s cohort of 1991, Carolyn Galbraith feels she made the right choice to be a special educator: I specialise in working with children with intellectual disabilities under school age and with their families. I was recently honoured by becoming the only early childhood teacher in NSW to be given a National Excellence in Teaching (NEITA) award. Teaching in this context is standing beside a parent in this constant, challenging work, coaching them as they encourage their child to move into a sitting position, for example. It is a privilege to know a child and family in such intimate detail. Former St Paul’s student Luke Taylor completed his Bachelor of Advanced Science with Distinction average at Sydney University this year and sat for an examination and was interviewed for a place in medicine at Sydney in 2010: I had to go to nine interview stations of five minutes each and had to discuss the ethical question on the table. I was then offered one of the 163 commonwealth government-supported places at Sydney. He had, in fact, come in the top three per cent of applicants for a place in a medical faculty in Australia. I am interested in specialising in neurology and neurosurgery.
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Former student Luke Webb was selected from hundreds of performers and songwriters to be one of 17 to compete in the semi-final of the Telstra Road to Tamworth competition at Homebush and was selected to participate in the final at Tamworth in early 2010: Music is in my blood, in my family background in both North Carolina and Sydney. There is a strong country/blues influence in my music. I have released two albums of my own compositions, ‘Whistling in the Dark’ and ‘River that runs so Deep’. I play in shows around the Blue Mountains and gig regularly in Sydney in pubs and cafes. I also work as a respite carer. The people I look after inspire me to try harder in every aspect of my life. In the finals of the Telstra Road to Tamworth on 20 January 2010, Luke performed two of his own compositions and won the songwriter award, with a prize package that includes a return fare to Nashville USA, the home of country and western, and five days of songwriting appointments with leading songwriters. Jemima Trappel, who finished at St Paul’s in 2006 and has just completed three years at the College of Fine Arts, UNSW, describes herself on her blog this way: I am an emerging Sydney-based artist with a current focus on painting and portraiture, but who also loves to illustrate and is studying French. Important elements in her background were her early home-schooling, during which she had time to do lots of drawing and completed art courses at Hawkesbury Community College and Kingswood TAFE. In November and December 2009, she held her first solo exhibition: The exhibition, ‘More than just faces: Companions from Bread of Life’, drew on my Christian faith, and features portraits of people who go to a free breakfast called Bread of Life
that my church runs every Sunday morning. The people who come generally make up a part of the poorer and marginalised residents of the area, and I sought to present them as humans – valuable, precious and dearly loved (certainly by those who serve them) – and also as a fundraiser for the free breakfast. My church is St Michael’s Anglican, in Surry Hills, and the exhibition was held in our church hall, where the breakfast is held. Twelve out of the 13 paintings were sold, and around $5000 raised through both the sale of artworks and very generous donations by a number of people. Jemima has just left Australia for a semester of literature and linguistics-related courses at the ParisSorbonne (Paris 4). One of her subjects is the study of biblical Hebrew and the medium of instruction, of course, is French! Next year she hopes to complete an honours degree at UNSW in Fine Arts and to do another project with the homeless people of Sydney.
Getting five grades up and running career would include the bus trips to and from away games, playing for the 1st XV during 2008 and also being the fitness trainer for the under 15s during 2009. Rugby is a passion not a chore, therefore it seems to take very little time out of my week; two afternoons and half of Saturday. I play for the mateship, the experience, to represent my school and to enjoy myself in the physicality and teamwork of St. Paul’s rugby union.
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I am looking forward to the 1st XV of 2010 winning the premiership, which I believe would make us the first St. Paul’s 1st XV team to do so. I also look forward to the opportunities rugby brings about in university and winter sport in general.
The many participation opportunities available both within and outside school make it a challenge for students to find the time for sporting training and games, even though there is much enthusiasm.
THE SCHOOL’S GOAL IS TO GET five grades up and running for the 2010 season, according to Sport Coordinator Mr Elliott McKimm: I want training sessions each Tuesday and Thursday starting 2 March 2010 and the motto to be ‘no excuses’. The first trial game will be 27 March against Redlands. There will be new uniforms as a ‘recharge’ for the teams. The five teams will be 13s, 14s, 15s, 16s and 1st XV. The playing season stretches from 8 May to the finals on 7 August. My aims are to have five quality teams playing in the spirit of the game, representing the school at the highest level, having fun and developing a lifelong passion for rugby union. While teams will be built up around the 1st XV, I want there to be an all-school focus, where no team is more important than any other. Nicholas Mead is preparing to play in the 1st XV: I first started playing rugby league in Year 5, but when I came to the high school a majority of my close friends started playing rugby union; all their conversations included their on-field dramas. Being the odd one out I decided to see what all the fuss was about in 2007. Soon I was playing in the school’s rugby union 15s alongside playing for my rugby league side. I play inside centre, open/ blindside flanker, winger and had a short-lived fullback career. The highlights of my rugby
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2009-2010 school captain Simon Walsh says his father is a big fan of rugby and would let him as a young child stay up to watch the Wallabies games with him: I was allowed to watch it when I was younger; I was practically raised with rugby. One of the greatest attractions of the high school for me was that I would have the opportunity to play rugby. In Year 6 a lot of my friends talked about playing and one of the first things we did upon entering the high school was to sign up for the U13s team. In the past I’ve played in no.8, second row and flanker positions in the forward pack. Eventually my height decided my position for me and I now play in the second row. My best memories of rugby are during our U16s season, when we played our last two games of the season against two of the top teams, beating SCEGGS Redlands 5 - 0 and Redfield 12 - 6 in tightly contested games. As many of the boys were leaving at the end of Year 10 and wouldn’t play with us again, ending our final games together that way was pretty special. One of my personal highlights would be scoring three of my four only tries in a hat trick against Oxley College. As with any sport, rugby can be time-consuming, taking up two days a week for training, along with our games on Saturdays. Training is less demanding than club sport, however, because it occurs right after school on the oval, making it more convenient with travel less of an issue. I play the game because I love the
CRICKET NEWS
>Former student Max McNamara has played first grade for Sydney University since 2008. >Former student Sagi Pradham is a batsman who plays first grade for Penrith. >Present Year 12 student Patrick Cummins in summer holidays played U17 for NSW at a carnival held in Adelaide, performing well enough to attend a centre of excellence clinic in Brisbane for the best 24 U17 players in the country. He is also in a combined NSW U17 and U19 high performance team.
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overall team aspect and the sense of community that is built up around the sport within the school. We’ve always had plenty of laughs together, both on and off the field, generally at one of our teammate’s expense, but it’s all in good humour I assure you. I also enjoy the physical demand of the game and the level of fitness gained by playing. Rugby is a great release from the classroom. Since playing out of school for a local club last year, I’m definitely looking forward to playing for the school’s First XV side again. This year’s team has a lot of promise and I’m really looking forward to seeing the sport grow in the lower years. Last year we had two teams in the semi-finals and with numbers improving, I’m excited for this year’s results. Mr Craig Hooley is a parent-coach who has a long background in rugby: My rugby background commenced when I joined the Royal Australian Navy after finishing school. I joined the ship’s rugby team and played against many different teams as we travelled around the world. I developed many friendships and gained a deeper understanding of many cultures through this sport.
I became involved with St Paul’s rugby when my son Aidan commenced Year 7 and wanted to start playing. I went along to watch and soon became involved. I helped out at training having coached many of Aidan’s sports over the years. I was soon asked to take over as coach of the 13s. I believe that it is a great development opportunity for the boys and I hope that they not only learn a great sport but use it as I have as a catalyst to gain friendship and personal growth all through their lives. The goal for 2010 is to have a team in each age group and with the support of the school I am sure that will be possible. Mr McKimm adds: Congratulations to Mitchell Webb who has been selected in the NSW TIP Rugby Union team and will be representing that team in upcoming fixtures.
As the Junior School staff and students become more familiar with the program, students are being increasingly empowered to provide the curriculum with their own impetus and direction.
A TRIUMPH OF STUDENT OWNERSHIP
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TOWARDS THE END OF EACH YEAR, the Year 6 students present, as part of their Primary Years Programme (PYP), an exhibition on a theme. Director of Curriculum Mr Chris Wyatt explains how this worked in 2009: The exhibition was fantastic. The students had ownership from the beginning. They began planning from the first school day of 2009. The students designed the unit, chose the topics, found their own information which included primary sources, conducted interviews, took photos, gave a presentation to the community and were mentored.
this because I felt sad that a lot of children in China had no real childhood and I wanted to see what could be done. In my presentation, I explained life expectancy in China, did posters and typed up the interview with Scott Saunders of World Vision. My research changed me in that I became aware of the poorer life of some, I felt I’d like to sponsor children and I decided to pray for them every day.
New features this year were the inclusion of High School teachers as mentors, the use of a learning journal the whole time, and a much broader scope of topics because there was a more extensive range of primary sources than in the past. Three 2009 Year 6 students, Shavaun Glover, Tyanna Roberts and Amy Masson, were interviewed about the unit. Shavaun said: At the beginning of the year there was a whole grade decision to devise a unit called ‘Sharing the Planet’. By Term 3, five of us had decided to work together on the topic ‘Child Poverty’, one on each of South America, Bangladesh, India and China; and I did Africa, concentrating on Ethiopia, Kenya and Somalia. I gathered information from the internet, my most useful source being, particularly the Compassion website; from books; and from a World Vision speaker who came to school. In my presentation, I said that child poverty is a big problem and we could help by supporting such organisations as World Vision and Tear Fund. It changed me by persuading me to focus on others, not just myself. Tyanna was the person in Shavaun’s group who focussed on China: I chose
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Tyanna Roberts at the PYP exhibition
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Amy’s group of five had as a topic ‘Indigenous Australian Rights’ and her topic was ‘education’: I looked up encyclopaedias, books, the internet and our team interviewed people at the Muru Mittigar Aboriginal Centre, Penrith. In my presentation, I emphasised that indigenous Australians are a big part of this country; they shouldn’t be judged on the basis of colour. I have become convinced that the government should provide more programs for indigenous people. Mr Wyatt provided this assessment: Because we have been doing the Primary Years Programme (PYP) now since these particular students were in Kindergarten, they have got used to taking ownership and we as a school community are getting better at equipping and supporting the students in taking ownership of their work.
participants and professionals; dance involves considerable self-discipline and requires students to ensure they are always putting in their best effort; and of course it provides good exercise. Emma Jarman, Makara Batten and June Murtagh were the three students selected for the Parramatta Riverside Theatre festival. Emma, a Year 10 Dance elective student in 2009, has had extensive experience of dance and ballet both in and outside school: My selection for Riverside took place at the school’s 2009 dance showcase which included a dance devised by me and a work composed by Amelia Henry for me that took me to my limits. I take lessons from Jessie Garbellini and am involved in semi-professional competitions. Dance is a big part of my life.
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A celebration of artistic merit
Interest in Dance in the school is growing, largely because it provides the pleasure of combining mind and body in satisfying artistic creation DANCE AT ST PAUL’S BRINGS much pleasure and artistic achievement, according to Dance director Mrs Vanessa Earp: Its enjoyment and success in 2009 is apparent in Simone Chivas’ HSC Call Back 08 showcase of the best works in the state early in the year; in Amelia Henry’s nomination for performance and composition in Call Back in 2009; in the Years 4 to 12 co-curricular ‘Dance on the Side’ workshops in classical ballet and contemporary dance; in the selection of three students for the Fast and Fresh Festival at the Parramatta Riverside Theatre; in Ricochet, the annual senior dance recital; in Katherine Ingold’s work with former students; and in Sojourn, the annual dance concert with over 30 works featuring 80 students from Year 4 to 12. Plans for 2010 include the establishment of the SPGS Ballet and Dance Academy.
Ms Jessie Garbellini, former HSC Dance student who left St Paul’s in 2004, now provides dance grounding to Junior School students in Years 4 to 6: After teaching in dance studios in Penrith and the Blue Mountains for several years, and completing a two-year dance teaching course with the Royal Academy of Dance, I opened my own dance studio, Glenbrook Ballet Theatre, in 2008. The school now has over 100 students who range in age from three to adult. At the beginning of 2009, I began the Prelude Dance Ensemble, teaching basic ballet and contemporary dance in St Paul’s Junior School after school on a Monday to some 20 students, most of whom don’t go to dancing lessons outside school. I believe that dance has many benefits, and beginning dance at Junior School age can only increase these. The opportunities are huge for both general
Makara, a Year 10 Dance elective student in 2009, became involved in dance because she thought it would further her gymnastics career: I am now very involved in dance, having joined a parallel dance project at the school as well as taking my Dance elective. While my lack of training means I create some whacky choreography, my aim is to finish Year 12 Dance with a great mark and expanded knowledge; this will be my greatest joy. Through dance I have found an escape, a way of expressing my emotion as a teenage girl. Dance is a big part of my life and, although I see it as a hobby rather than a career, I hope I will always be able to call myself a dancer. June, a Year 9 Dance elective student in 2009, has been dancing since she was four: My early rather disjointed dancing years included ballet, Irish and contemporary. Inspired by my sister and a friend who was an amazing ballerina, I took more interest from aged 12 and did jazz, tap, contemporary and some acrobatics and ballet. I was chosen for Riverside after I choreographed and performed a dance solo based on the Black Saturday fires in my Dance showcase. In the future, I’d love to be a choreographer rather than a dancer. I’d love to teach people and perhaps open a dance school. I would love to choreograph for film, music videos and the theatre. I dance because I love it. I think everyone has one special thing that they love doing, and for me that’s dance.
Bringing expertise to the school building program
Working in an honorary capacity behind the scenes, members of the school board bring many years of training and experience to the tasks of governance, finance, building, and Christian education, among other things, to theorschool. Robinson is one such member. Caption for any photos images usedPaul on page PAUL AND ELIZABETH ROBINSON were interviewed by FUTURUM about Paul’s contribution to the school as a member of the school board. They were asked about how they became involved in the school: We were looking for a school for our son David, which was Christian, encouraged excellence and provided a caring, loving environment, thus complementing what we sought to do at home. We decided on St Paul’s and found that it facilitated his gifting. David’s education at St Paul’s from 1994 to 2006 proved to be a springboard to his tertiary education where he has just completed his degree with majors in History and Indonesian. We later sent our daughter Sarah to the Junior School. Paul, how did you become a member of the school board? One thing led to another. We were involved in all the school’s regular activities, particularly rugby. At the end of 2006 I gave the address at the school’s Year 12 valedictory dinner representing the parents. The next year I was invited onto the board. What do you bring to the board? Firstly, Christian commitment. My wife and I are pastors at Hawkesbury Church Windsor. We run pre-marriage counselling courses and work in a youth organisation called ‘Rangers’. We lead a group of 65 Rangers & 13 Leaders at Bligh Park Public School and are also NSW Rangers Directors. All of this is a labour of love. So I bring a Christian perspective to the board. My other contribution is my professional one. I am a building consultant, mediator, conciliator, arbitrator and builder’s warranty assessor. I have experience in anticipating problems that might arise with building and property development. I ask questions about contract management and legislative interface. I know how much the problems take to fix if they are not anticipated and corrected.
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Paul and Elizabeth Robinson
What has given you the most satisfaction during your three years on the board? The way the school interfaces and articulates the underpinning of the whole curriculum by Christianity. We recently spent a whole board meeting fleshing out the way the curriculum reflects the work of God, led by the leading executive members of staff. It also gives me great satisfaction to offer my building experience in the service of a school to which I am committed.
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Paul and Elizabeth, what is your vision for the school? We hope the school will continue, first and foremost, to provide a Christian perspective to the curriculum, and also to provide excellent teaching in all areas, the mental, social, physical and spiritual, in order to create a well-rounded child. The Book of Revelation, Chapter 4 and Ezekiel 1; 28, outline four faces of God’s glory: strength, service, relationships and excellence. I support the school in seeking to nurture these God-like characteristics in its young adults.
A WHOLE NEW ADVENTURE Emily Faulder of Year 12 2010 joined the annual Year 12 orientation Captiontrip for from any photos images used on page sailing 4th toor6th December: The sailing trip from 4th to 6th December 2009 was a whole new adventure/experience in my life. Who knew it took so much work just to get an anchor up? The main word I think of when I think sailing is ‘team work’. Everything you do needs team work to achieve any one thing. The trip was so much fun.
out on the high seas, the ship tilting sideways on a pretty good diagonal, and the water coming up the sides at the front which practically drenched me. Swimming to the beach to play beach cricket and steering the ship were also pretty cool. The only thing that wasn’t fun was having to wake up at 4.00am for watch duty. Our leaders were lovely and heaps helpful. Having a cook on the ship was excellent. All those who went would agree that the food was amazing.
I would definitely do it again. My favourite part of the trip was going
A NEAR THING Mr Clinton Gribbble, staff member and rural fire service (RFS) crew leader writes: A major bushfire started north-west of the school at around 11.30am on Thursday 17 December 2009. This fire threatened the school on three separate occasions, burning the bush to its north up to the school fence from the front gate almost as far as the caretaker’s cottage. There was no fire on the school property. I coordinated about 20 volunteers which included our cleaning contractors, members of staff and ex-students as they prepared the school for any ember attack. The RFS deployed trucks all along the High School road. We would like to thank the RFS and the school community who assisted in keeping the school safe during this major fire. It was a near thing.
Commissionsing of Paul Kidson February 2010
ITH NR PE
ST P AU L’S
AR SCH MM OO RA L G
In C h r i st o Fu t u r u m
Autumn 2010