Futurum #69, Summer 2023

St Paul’s

Grammar School 52 Taylor Road, Cranebrook NSW 2749

Locked Bag 8016, Penrith NSW 2751 Australia

Contact St Paul’s

T | +61 2 4777 4888

E | info@stpauls.nsw.edu.au www.stpauls.nsw.edu.au

2023 Term Dates

Term 1 | Monday, 30 January to Thursday, 6 April

Term 2 | Thursday, 27 April to Friday, 23 June

Term 3 | Tuesday, 18 July to Friday, 22 September

Term 4 | Tuesday, 10 October to Thursday, 7 December

Find St Paul’s Online /stpaulsgrammar /stpaulsgrammar

Futurum Online www.stpauls.nsw.edu.au/community/ futurum-magazine

From the Principal

Welcome to the latest bumper edition of Futurum. 2022 has been a year of reconnection for our community after two years of significant restrictions on school activities and visitors coming into the school. Given the great importance we place on community connection, such restrictions have had a huge impact. Therefore, from the start of this year, a high priority has been placed on re-establishing a more typical school routine and reintroducing all co-curricular activities and events.

A major undertaking this year has been the construction of one of the biggest building programs in the history of the school, as our new Innovation Learning Centre (ILC) takes shape. Ready for use at the start of next year, this project will allow for many exciting new educational opportunities. To find out more about the ILC, please keep reading this edition of Futurum for the featured article that delves deeper into the project.

Throughout the year, there has been an increased focus on re-engaging with our ever-increasing number of alumni, an area that was flagged as a priority before the onset of the pandemic. It has been so encouraging to see many ex-students enrolling their children into the school. This year we have also commenced planning for our 40th Anniversary year in 2023. There will be many opportunities for us to celebrate and give thanks to God for his work in this place.

It remains a significant privilege to be part of our vibrant and dynamic community. As we think of all that we have experienced over the past years, including extensive bush fires, multiple floods and the ongoing pandemic, I am grateful to be part of a strong community that cares for one another and a school that has strong faith foundations. Central to this foundation is a belief in a creator, God, who has demonstrated his incredible love for us through the sacrifice of his son – Jesus. In times of great uncertainty, this firm and steady foundation is the rock upon which our school is built.

In Christo Futurum Ian Wake

As we think of all that we have experienced over the past years...

I am grateful to be part of a strong community that cares for one another and a school that has strong faith foundations.

From the Chair of the School Board

What a blessing it is to be able to say that we have had a year without lockdowns. With the declining prevalence of the COVID-19 virus, increases in vaccination rates and the availability of specific antivirals, the number of cases and their severity have fallen dramatically. You might be forgiven for thinking that we now are in a position where our overall stress levels have fallen significantly. But is this the case?

The concept of flourishing has become important to organisations generally, and the school has looked carefully at how to ensure it has a flourishing culture. Important aspects of a flourishing culture are mutual trust, transparency and unity. People in flourishing workplaces feel engaged and they believe in both the organisation’s mission and one another.

There is a link between stress and flourishing. Some stress is referred to as “eudaemonic stress”, which is derived from the Greek word “eudaemonia” and translates as flourishing. A level of this good stress can be helpful in motivating us to be a flourishing organisation, but of course, we must be careful to avoid too much or the wrong type of stress, or this can become a form of “distress” for us.

To be a flourishing organisation and to handle our stress properly, we need to be resilient people. The dictionary defines resilience as “the capacity to recover quickly from difficulties.” This resilience is what I see in the St Paul’s team, both in its staff and its students. In particular, our Year 12 students, having had their final two years of schooling interrupted by the

pandemic, have shown great resilience. They have bounced back brilliantly, and I trust and pray that as they sat for their final exams, their resilience will be evident in the results they achieve. Our staff have also been resilient. They have adapted to changing circumstances and have not allowed the associated difficulties to hinder the performance of their duties and the support and guidance they give to students throughout the school.

On behalf of the School Board and the St Paul’s community in its entirety, I say thank you to all the staff for the resilience they have demonstrated. Their dedication to the school and to the wellbeing and development of the students has been outstanding. I also thank the student body for the way it has responded to changes and challenges. I assure each St Paul’s community member that I and the Board are praying for you.

As I close these comments, let me share with you the words of one of the most resilient men to have ever lived. In the eleventh and twelfth chapters of his second letter to the church at Corinth, the apostle Paul writes about the multiple troubles

he has faced. In verse 9 of chapter 12, he attributes his ability to bounce back, his overcoming of stress, to the grace of God. He continues in verse 10 by saying that he actually delights in his weaknesses and says that with Christ’s power, “when I am weak, then I am strong”.

May we all, as part of the St Paul’s community, know the power of Christ to enable us to handle stress and to be a truly flourishing community.

Peter Mackie Chair of the Board

...resilience is what I see in the St Paul’s team, both in its staff and its students. In particular, our Year 12 students, having had their final two years of schooling interrupted by the pandemic, have shown great resilience.

Nicole Cremona

Where did you grow up?

Cranebrook.

Tell us about your journey of becoming a teacher.

I was blessed to have some inspirational teachers in both primary and secondary school who encouraged, supported and challenged me to become a better person. I credit these people for sparking my interest in teaching as a career.

As a student, what was your favourite subject at school? Why?

My favourite subject at school was Mathematics. I loved Maths because it presented a unique way of viewing the world. Both then and now, wherever you look and whatever you do, there is Maths, which is fascinating!

As a student, what was your least favourite subject at school? Why?

My least favourite subject at school was Art because I was not blessed with any skills in drawing or painting. My artwork just never turned out how I had envisaged it to look!

As an educator, what inspires you?

I am inspired by all the students I have taught, as well as those I now work/interact with in my current role. I am constantly encouraged and challenged to become more of an IB learner myself because of my dealings with students – sometimes they are the best teachers!

How does your faith influence your role as a teacher?

I have been blessed by God to have the opportunity to educate children. Every day I know that each child is created in the image of God, and my vocation is to help them. My faith is the pillar from which I draw strength and the willingness to expand my ideas and thoughts, to make

learning the best experience possible for all students.

What do you enjoy about working at St Paul’s?

I love the community of St Paul’s. I love leading Melville and sharing my passion for participation and competition with students in every grade.

I support many activities in the school, and at these events, I love interacting with students and parents from across the whole school. Whether it be the Debutante Ball, camps, excursions or coaching sporting teams, it has been an absolute pleasure to form connections with students and their families outside the classroom.

I also love watching the students I have taught in the Junior School grow up to become fantastic adults. Finally, I love working at St Paul’s because it means I can share my love of Christ with the whole school community.

What hobbies do you enjoy?

I enjoy watching many sports, including rugby league, AFL, Formula 1 and cricket. I love reading and spending time with family. I also like to play chess, but I am usually beaten by the students!

Tell us about your family.

I have wonderful parents and many siblings.

In the last decade, my life has been blessed with eight nephews and nieces (with another due next year), who I love taking out to places such as the movies and bowling.

What do you reflect on as 2022 draws to a close?

This year I took on a new role, as Deputy Head of the Junior School (Welfare and Organisation). Consequently, I am always

reflecting on how I can continue to improve in this role.

I am extremely thankful that COVID restrictions have been lifting all year, allowing the resumption of many of the school and community activities that had been on pause. It has also been wonderful to have parents and families back on site, creating such a vibrant atmosphere at school.

What are you looking forward to next

year?

I am looking forward to new ways in which I can support the Junior School staff in my role and for the students, how I can help create enjoyable learning experiences for them. I am also looking forward to travelling around the world again!

What is your favourite verse in the Bible?

“And what does the Lord require of you? To act justly, and to love mercy and to walk humbly with your God” Micah 6:8

The Morris Family

Melanie – Regional leader for ReachGlobal (Christian mission organisation) and Manager of Policy, Advocacy and Communications at the Australian Diabetes Educators Association.

Peter – Ministry coach for ReachGlobal and General Manager – Reconciliation Action Plan (RAP) program at Reconciliation Australia.

Sam – Year 6 and excited to start in the Senior School next year. He loves animals, science and nature (he launched a podcast called Conservation for Kids for his Year 6 Exhibition!)

Madeleine – Year 4. She loves arts and crafts, music (playing three instruments!) and drama.

Ben – Year 2. He loves soccer and playing outside.

Alexandra – Pre-K and excited to start Kindergarten next year! She loves everything pink and snakes (really!)

Phoenix – 2-year-old labrador. He loves walks in the bush and destroying valuables.

Between the six of us, we have 12 passports from three countries!

Peter was born in Australia but spent most of his adult life in the United States. Melanie’s dad was in the US army, so she grew up in different places, including most of her first 12 years in Germany. Sam, Madeleine, and Ben were born in Washington DC. We lived in the city centre, where we enjoyed visiting the White House and all the great museums there. We then moved to Costa Rica in 2015 to work for a Christian organisation, ReachGlobal. We got to enjoy the beautiful beaches, rainforests, and coffee fields. Alexandra was born in Costa Rica (so she is a triple citizen of Australia, Costa Rica and the US!) and we moved to Australia in 2018.

Who is the Morris family?

Where are you from? Where have you lived previously?

It started with a coffee cup! When we moved to Australia, we lived for a short time in missionary housing provided by CMS. Every morning, Peter drank coffee from a St Pauls Grammar School keep cup. We had never heard of the school before, but it planted a seed.

Melanie’s teacher in Germany, Mrs Ellen Alquist, was one of the teachers who founded the IB program, and it was always an approach to education we valued. Sam had attended an IB school in Costa Rica and when we started searching for school options here, the coffee mug and Melanie’s childhood experience came together!

In the relatively short time you have been part of the St Paul’s community, what are the things you have discovered that you value about the school?

We value the commitment to quality education, helping our kids to think creatively and preparing them to be lifelong learners. We also appreciate that the kids can apply their learning from the perspective of a Christian worldview.

We value the welcoming environment. It is lovely that the kids know the teachers and are known by them.

The kids love breakfast at the café (we’re there every Wednesday morning while the older two have Junior School band practice!)

education (at St Paul’s), helping our kids to think creatively and preparing them to be lifelong learners. We also appreciate that the kids can apply their learning from the perspective of a Christian worldview.

How do you like to spend time together as a family?

Having lived all over the world, we love travelling and we love spending time together as a family. We are also big on traditions. We celebrate half birthdays (with half a cake on the six-month mark of everyone’s birthday), we continue

US holiday traditions, and each week we have family rhythms like movie night and game night.

We also love learning together. We read the Bible together, read books together, visit museums and explore nature.

What are some things you find challenging as parents (or as a family)? Distance is a big challenge for our family. It has been hard not to be able to visit family (or travel for work) for the past three years. Time is another challenge. Balancing work, church, activities for all the kids, and still finding time to rest, refresh, and have fun is a real challenge.

What has been a highlight for your family in 2022?

After five years away from Costa Rica, this year we were able to attend a conference and connect with old friends and favourite places. We all loved the animals, beaches, and rainforests. Everyone remembered how much they loved speaking Spanish (and how much work we need to be doing to keep it up!).

What is your family looking forward to in 2023?

We’re looking forward to big milestones (Senior School for Sam and Kindergarten for Alexandra!) and we are planning our first return trip to Washington DC since 2017.

Why did you choose to send your children to St Paul’s?

We value the commitment to quality

Kamin Gock

Graduating Year: 2015

Profession: Journalist Australian Broadcasting Corporation (ABC)

School Captain, 2015, alumnus Kamin Gock is now an award-winning journalist based in Sydney. Kamin joined the public broadcaster in 2021 after working as a television reporter at Nine News in Perth, Albury and Orange. He was awarded the national Brian White Scholarship in 2018 and is the 2023 recipient of the Andrew Olle Scholarship.

Kamin took time out of his busy schedule to share with us some reflections about his work and his time at St Paul’s.

Looking back, what was the highlight of school for you? A subject, event or person who was influential for you?

A highlight was definitely the service learning trip to Arnhem Land. It was eye-opening and forged friendships which are still important to me today. The whole of Year 12 was also special for me; it was a year of fun and challenges that really set me up for life after school. In terms of a subject, the most influential was definitely English. All through school I thought I was a ‘Maths kid’, but in my final years, my English teacher made me fall in love with English and now I use what I learned every day. I attribute that to her – thanks Mrs Hastie!

You work for the ABC as a journalist. We see you on the TV and hear you on the radio. How did you get to this point? How did school help you here?

Everyone told me that being a journalist was all about who you know, and I knew no one. Therefore from day one of university, I put my hand up for internships, worked for free at local and community radio stations, and applied for cadetships and scholarships. I essentially applied for as many things as possible. St Paul’s definitely helped develop my drive and my work ethic.

Describe your typical week.

With my job, I don’t necessarily know what I will be doing when I wake up in the morning. One day I could be at court following a case and then by the afternoon, I could be called out to cover a bushfire or flood. Right now, I’m working in state

politics, but a week ago I was in Melbourne reporting on the health care system. So really there’s no such thing as a typical week and that is one of the reasons why I love the job.

Where do you see yourself headed in the future? Would you take a foreign correspondent job?

Absolutely! My dream job is to be an Australian foreign correspondent and work in countries that are potentially dangerous; maybe a war-torn country or a place of economic turmoil. Such a job would be exciting and worthwhile because you’re telling the Australian public about what is happening in the global landscape.

Did or do you have a mentor who has guided you on the do’s and don’t’s of working in journalism?

I haven’t had one particular mentor. I had a couple of university lecturers who saw potential in me. These people were once journalists themselves, so I certainly respected their opinions. Throughout my working journey, there have been many people who have been receptive to me asking questions. I asked questions of these people because I respected them and valued their opinions, so I guess they have all been mentors to me in some way.

It’s also good to get advice and seek counsel from people who are not in journalism, but who you think are good, decent people. For me, my family and friends are a good sounding board and can balance out the harder aspects of my job.

Journalism is incredibly rewarding because it’s not about you. News is for people, so it should be about people. As a journalist, you regularly step into people’s lives when they’re going through some very tough times. They’re sharing their experience with you and they’re trusting you to share it with the world, so you have a responsibility to make sure you do it right and do the best job you can. Just having the trust of people to tell a story is rewarding.

exhausted, but I feel better for doing these things because it helps me to reset my emotional clock.

Friends and family are my mainstay. You see some horrible things and as a journalist, you are often a translator of that horror for the general public. It is therefore important to be able to step back – I make sure I have a coffee with my housemate, go for a walk or to the beach. I may be physically and/or emotionally

‘Go with your gut’, without a doubt. After school, I was enrolled to study Law and International Studies. However, two weeks before I was due to start, based on a gut feeling, I decided instead to study Journalism in Bathurst. The other piece of advice I would say is just ‘go for it.’ If you believe in yourself, believe in the work you’re doing and you work hard, you will succeed.

What’s been rewarding about choosing journalism?

How do you manage your own well-being when you have to report on a difficult or challenging story, such as the recent floods?

What advice you would give to current St Paul’s students?

The... piece of advice I would say is just ‘go for it.’ If you believe in yourself, believe in the work you’re doing and you work hard, you will succeed.

Where did you grow up?

I was born in Penrith, spent my junior school years in Lidcombe and then moved to Cordoba, Argentina, where I lived during my senior school years.

Tell us about your journey of becoming a teacher.

I had some amazing teachers at school who seemed so knowledgeable, but relatable at the same time. The feeling of understanding something for the first time was cool to me and subsequently I decided I wanted to help others find these moments too. Also, I had an interest in history, so when my Year 12 History teacher suggested that I consider studying it at university, I took his advice.

As an educator, what inspires you?

I am inspired by seeing students grow during their time at school.

Learning content is good, but ultimately, it is more important that students mature in their character. I love witnessing this change.

How does your faith influence your role as a teacher?

I am a Christian and this is foundational to the way I see the world - a place that is of incredible beauty, but also broken because of the actions of humanity. I often take opportunities to reflect with my students about the beauty and brokenness of the world, and I enjoy having conversations with students about the big questions in life.

What do you enjoy about working at St Paul’s?

St Paul’s already feels like home. The staff here have been incredibly supportive, and I have found the students to be very respectful. I love the enjoyment that students get from learning.

What hobbies do you enjoy?

I love sport and being active. In addition to long distance running, I play cricket and golf. I follow Formula 1 and am a keen supporter of the Sydney Swans. Travelling and discovering new places and delicious foods are also passions.

Tell us about your family.

I am the eldest of four children. My family moved to Argentina 15 years ago, so my siblings and I had a very international upbringing. I am the only bilingual child, whereas my siblings are all trilingual, being fluent in English, Spanish and Italian. My parents and two of my siblings still live

in Argentina, whilst my sister and I have enjoyed rediscovering Australia as adults.

What do you reflect on as 2022 draws to a close?

St Paul’s feels like it is getting back to ‘normal’, as opportunities have re-opened for students to gain a deeper understanding of the world we live in. For instance, it was fantastic to see students exploring different parts of Sydney on various excursions, and on the Top End service trip, I loved witnessing our students engage with children from different backgrounds.

What is your favourite verse in the Bible?

I love Psalm 121:1-2 because it reminds me that God is bigger than even the tallest of mountains.

“I lift up my eyes to the mountains — where does my help come from? My help comes from the LORD, the Maker of heaven and earth.”

I am inspired by seeing students grow during their time at school. Learning content is good, but ultimately, it is more important that students mature in their character. I love witnessing this change

Student Leadership Junior School

This year, the Junior School Leadership Team worked hard to help other students. Whether it was playing with the younger children in the playground or helping to hand out lunches, they did a great job.

From Sienna McHattan

“I love being a leader! I love how I can bring new ideas and issues to the Leadership Team, which I am passionate about. I enjoy having agency over initiatives that can have a positive impact on our school and community.

This year, the Leadership Team looked into new toys for infant students, a school garden and bottle recycling bins in our playground.

Demonstrating initiative, the Leadership Team surveyed students to determine their needs and wants, in addition to how they could offer support. As a result, the student leaders researched and guided projects involving gardening, recycling and play equipment.

When we are in leadership meetings, it’s easy to communicate and get something done about your idea. For example, I suggested in a meeting to have recycling bins in the playground and straight away I had permission to start taking action.

Even though being a leader is a big responsibility, it’s highly enjoyable and very rewarding when you make a positive change to the school.”

Thank you to these students for leading by example and ‘Living out the Learning Profile’.

From Mila Ayo

“What I think it is to be a leader is to serve our school and show leadership by being a good role model, being honest and learning from mistakes. I have learnt a lot this year and have really enjoyed being a leader because of all the opportunities St Paul’s has to offer. I hope that future leaders will have the same experience and joy that I did in my position.”

Nicole Cremona

Student Leadership Senior School

Prefects are elected via a rigorous application process. All potential candidates must complete a detailed application form, specific to each role for which they apply. House Captains present a speech to their respective Houses, before voting by both peers and staff takes place to determine the successful candidates. Students who wish to take up a School or Portfolio Captain role must sit for a panel interview, where they are asked to reflect upon their leadership style and the impact their faith has on their motivation for service.

recent ColourFun fundraiser held by Friends of St Paul’s. They had the enviable job of ‘dispersing’ the colour onto participants, but seemed to end up very colourful themselves!

The Prefect team’s time in leadership will culminate in the annual Combined House Day, which takes place on the final day of Term 2, 2023. This special day serves to raise funds for the ongoing partnership between St Paul’s and CongoAid, and a significant effort is required from all involved. Thus, the prefects have a central role in ensuring the success of this yearly event.

Myra McDonald Head of Learning Enrichment 7-12

Elliene Smith School Captain

It is a privilege to be Captain of St Paul’s. I have appreciated the many co-curricular programs and opportunities that St Paul’s has provided for me. This includes a range of dance and music companies, and the school CRU group. I have enjoyed my time with the prefect team so far. We have put forward some great ideas for the school, and we will continue to do so over the next year. We work well as a team, and I hope to build on this.

Throughout the year, students are called upon to assist with school events, assemblies, carnivals, fundraising activities, school tours and offering support to peers and staff when required.

In August, the team enjoyed the leadership camp at Katoomba as an opportunity to bond and discover more about their personal leadership style and plan for the upcoming year. This was a chance for students to learn more about their role within the group, and how they can work collaboratively towards a successful year in leadership. Students also assisted at the

The school’s vision statement speaks of being a Christ-centred community. The way of leadership I seek to demonstrate is the way of Jesus; to serve others before myself and to encourage the community to do the same. This is reflected in Philippians 2:5-6: “Have the same mindset as Christ Jesus: Who, being in very nature God, did not consider equality with God something to be used to his own advantage; rather, he made himself nothing by taking the very nature of a servant.”

Paul speaks of Jesus as being the ultimate example of humility and relentless love, and this what I believe to be worth following.

How are our Prefects chosen?

What do our Prefect team do and what have they been up to?

The way of leadership I seek to demonstrate is the way of Jesus; to serve others before myself and to encourage the community to do the same.

The Senior Leadership Team at Leadership Camp in Katoomba – August 2022.

Joash Ong School Captain

Before I came to St Paul’s, I lived and was home-schooled in Singapore. I joined St Paul’s in 2020 as a Year 9 student. It was a very new experience for me, having moved to a new country and attending a school for the first time. As one can imagine, I was excited, but also terribly nervous. Initially I was very shy and quiet, but along the way, I have made some great friends and forged strong connections with my teachers. I joined various groups, such as the music academy and CRU. The people in these groups, along with the positive environment of the school, inspired me to take on this immense responsibility as School Captain. In this role, I look forward to contributing back to the school community.

I also hope to inspire students to connect with the wonderful groups and opportunities that St Paul’s has to offer. School is a great place, not only to learn, but to experience new things, and being involved in co-curricular activities is a great way to supplement academic development and become part of the school community. I will conclude with a bible verse from the book of James. This verse is a constant reminder to me that the Lord is a steadfast foundation on which I can trust and from whom all blessings come forth. I hope it will be a source of comfort and strength for those who need it.

“Every good and perfect gift is from above, coming down from the father of the heavenly lights, who does not change like shifting shadows.”

James 1:17

I also hope to inspire students to connect with the wonderful groups and opportunities that St Paul’s has to offer.

House Captains

The Senior Leadership Team assisting at the ColourFun fundraiser, Friends of St. Paul’s event – October 2022.

The Innovation Learning Centre

The Head of the English Faculty, Mrs Emma Wynne-Jones, sat down with Principal, Mr Ian Wake, to learn more about the Innovation Learning Centre and its future impacts on the St Paul’s community.

What does ILC stand for?

ILC stands for Innovation Learning Centre. The building links the STEM facilities, bringing maths and science together to create a sense of commonality and transdisciplinary learning into the space.

Have you ever led a project like the ILC before?

At William Carey, my previous school, we completed quite an extensive building program involving multiple projects. We built a whole Pre-K precinct, extended the school hall, and built a trade training centre, which included a state-of-the-art metals engineering laboratory. The entire program took around 18 months, and construction of each project occurred simultaneously.

What have been the challenges of getting the ILC off the ground? There have been a few challenges! At the beginning of the process, the school was successful in an application for a capital grant for a reasonable sum, from the Block Grant Authority, but it was only enough for

us to be able to build part of the building. Consequently, it was our original intention to complete the project in stages. However, we then applied for an alternative grant for a larger sum of money, and our success meant that we were able to change our plans and designs, to complete the building at one time.

After all the required preparation for the project had been completed, including the building design and development application, the next complication hit – COVID. Before much of the practical work had begun, the Board wisely decided to pause construction, as we didn’t know what the impact of the pandemic was going to be in terms of enrolments and finances, and because of the general uncertainty during that time.

What kind of challenges have you encountered related to the physical construction of the building itself? Rain, rain, and more rain. Initially, the builders estimated that construction of the building would be complete by October, an aggressive timeline, but feasible due to the relatively

simple building design. Essentially, the building is a box with a fancy roof, although with great proportionality. It is the simplicity of its design that has provided the builders a great deal of efficiency and ease of construction, with structures consisting of straight lines, rather than curves or complex corners.

Construction began nine weeks late due to harsh weather. Material supply issues and skills shortages that grew in significance following the pandemic also caused delays throughout the build. One example of this is gyprocking. In theory, due to the design and magnitude of the building, six teams of plasterers could be working simultaneously; however, at times, only three teams were available due to workforce shortages.

In the process so far, can you pick a moment when you felt real excitement? When I received the phone call from AIS (Australian Independent Schools) to say that we were successful for the larger grant. It was this moment for two reasons – because without the larger grant, we wouldn’t have been able to

undertake the project as we are now doing, and also because we were successful in obtaining the grant in what was such a competitive process.

A significant amount of work went into the application, including a demographic study of the school, as it was necessary to demonstrate that St Paul’s is in a growth area of Sydney. The grant was specifically ascribed to this criterion, meaning that, through the building of the ILC, St Paul’s will now have increased facilities to support our capacity to grow enrolments.

In what ways do you think that the new ILC will impact learning and teaching at St Paul’s?

I was going to use the word transformational, but we already have great learning and teaching at St Paul’s. I believe that the ILC building will facilitate and continue to enhance teachers’ abilities to teach in innovative ways and develop more creative learning styles. The building has great scope and was designed to have large breakout

Tania Murray

Head of Library and Information Services

I believe that the ILC building will facilitate and continue to enhance teachers’ abilities to teach in innovative ways and develop more creative learning styles.

spaces and flexible furniture. This means that groups of students can work together, and teachers can employ different styles of teaching and learning both within the classroom and outdoors.

If you were to close your eyes, imagine the ILC a year from now – what do you see/feel when you walk in?

It’s quite emotional, when I think about it, as this will be a significant accomplishment for the school. We are building an amazing facility that is going to be a game changer in many ways. The building will allow students to move out of the old demountable buildings at the back of the school, into something that’s new and permanent. However, it won’t only benefit the STEM faculties. With features including

At the beginning of 2023, Mrs Tania Murray, Secondary School English Teacher, will take up the position of Head of Library and Information Services in the new ILC building. Below she shares her vision for the space and what it will mean to the school community.

“I am excited by the possibilities that the new ILC’s Senior Library at St Paul’s will hold for staff and students alike. The new library will be more than just a collection of books, rather a key part of the school’s vision for teaching and learning. The space will not only be modern and innovative but will play an integral role in the implementation of library programs to support students in becoming better inquirers, consumers and creators of information. I envision it will be a place which brings people together, students and staff, along with

a new library, lecture theatre, outdoor learning spaces and other student services, it will be a hub of activity and learning that serves to benefit all students and staff.

A new building is always challenging because it’s compared to the rest!

What’s next in terms of building improvements for St Paul’s?

We have put a substantial amount of work into an overall master plan for the school, which includes a redevelopment of the science block (the second stage of the ILC project, which we already have funding for), and the construction of a theatre near the VAPA building. The ovals are also in need of major work, due to the significant drainage issues that have surfaced over the past few years. Additionally, whilst the Junior School has lovely classrooms, they are 25 years old and thus require updating. This would include new furniture, carpet, and restructuring to allow for more open spaces.

Ian Wake Principal

the wider St Paul’s community. It will be a safe, welcoming space that encourages reading for pleasure, but also a place for learners to find information and resources, whether that be through direct help with the library staff or independent study. The new ILC library will be the place to be, so please come and visit.“

The (ILC) space will not only be modern and innovative but will play an integral role in the implementation of library programs to support students in becoming better inquirers, consumers and creators of information.

Mrs

IB CAS (Creativity Activity Service)

CAS is one of the core subjects for senior students in the IB Diploma Programme.

CAS is designed around the three strands of creativity, activity and service. It is intended to complement the academic subjects of the Diploma in a holistic way, allowing students to develop skills, attitudes and dispositions through a variety of individual and group experiences. While not formally assessed, students need to reflect on their experiences and provide evidence in a portfolio over a minimum of 18 months.

Creativity

Our students are involved in a wide array of creative experiences for CAS. Such experiences include - learning a musical instrument, doing photography, making model cars, learning to paint, creating YouTube tutorials, writing stories, making animated games, and learning to knit. Serena Madfouni (Year 11, 2022), for example, is developing an amazing skill in the area of cake making and decoration.

Activity

Activity experiences for CAS are many and varied. Many students are involved in school or community sport such as basketball, soccer, netball and softball. Horse riding, swimming, martial arts, dance and ice skating are also popular physical activities. We have students who cycle, run and compete in triathlons, whilst at the other end of the spectrum, we have those who walk. Recently, the after-school archery club has been enjoyed by many.

involves experiences that result in a product or performance.

involves physical exertion contributing to a healthy lifestyle.

Service

involves collaborative and reciprocal engagement in response to an authentic need.

Our students participate in a great variety of service activities for CAS. For instance, we have students involved in the Model United Nations, Air Force Cadets and RFS Cadets; students doing music and academic tutoring; students running special interest clubs such as the Junior School chess club; and students coaching at after-school sports programs. Brooke Caine (Year 11, 2022), for example, is a WIRES volunteer, developing skills in caring for bearded dragons, koalas, pelicans and gliders.

From Little Things Big Things Grow

Big things are always happening at Little Saints Pre-K and have been for over 13 years.

2021 marked a significant milestone in the life of the Little Saints Pre-Kindergarten program. The Year 12 graduating class of 2021 were the first cohort of students who had the opportunity to start in Pre-K way back in 2009, in its inaugural year. Many of the 2021 graduating students were a part of the program in its first year, meaning that they both started and ended their schooling journey as members of the St Paul’s community. This journey, from Pre-K through the Junior School and into the Senior School is now a well-trodden path for many students and families in our community, as the Little Saints program continues to flourish and thrive.

We thought that we would take the opportunity to check in with our youngest St Paul’s students and discover more about Little Saints Pre-K. We sat down with the Coordinator of Pre-Kindergarten, Mrs Carmen Etherington, to ask her some questions.

What does a typical day look like at Little Saints Pre-K?

It is a place where students can play, observe, and explore the world around them. As the students arrive each day, they are warmly welcomed by educators who make them feel loved, cared for and safe. Strong relationships are fostered and built, and are central to Little Saints Pre-K. Every child is celebrated for their individual and cultural differences. Students enjoy indoor and outdoor inquiry times as well as communal lunches, walks to specialist lessons and weekly visits to the library as well.

Each student’s interests and curiosities are encouraged through play-based learning. Students are encouraged to be thinkers, ask questions, and build knowledge. It is the role of the teachers to instil confidence in each student’s ability, to spark their curiosity to live and think about their world, and to inspire them to go to deeper levels of thinking. Little Saints Pre-K is foundational in equipping students with skills for life. Students are encouraged to be internationally minded, as they are taught and learn the attributes of the Learner Profile. It is a place where learning is a careful consideration between guided inquiry, school readiness skills and student-initiated play. Pre-K students also participate in specialist lessons each week including Music, Chinese and PE.

What have you found most enjoyable about your first year at St Paul’s?

I have very much enjoyed being a part of the St Paul’s community here at Little Saints. I have loved watching my students grow as learners throughout the year and seeing them have agency over their learning brings me great joy. I strive to provide opportunities for my students to inquire into their own interests and fascinations. I especially love seeing children engage in authentic and meaningful hands-on, play-based Iearning. I consider it a privilege to be

It (Little Saints Pre-K) is a place where learning is a careful consideration between guided inquiry, school readiness skills and student-initiated play. Pre-K students also participate in specialist lessons each week including Music, Chinese and PE.

Can you explain a little bit about the learning that takes place at Little Saints?

alongside my students and inquire into concepts that interest them. I have learned a lot myself this year, including how to grow beans, fold paper aeroplanes and even make snow dough! I treasure the opportunity to share my faith with my students. Finally, I have very much enjoyed working with such a fantastic, professional and committed team of educators, who sincerely love learning and seeing children thrive and succeed. Their creativity and dedication to their craft is absolutely outstanding!

Are there special days that you have run throughout the year?

Throughout the year we invite children to participate in special events that are unique to Pre-K, but are often linked to the wider school community. When we were learning about how ‘community creates a sense of belonging’, we loved having a bike day where we could explore our school and visit new and exciting places. We got to see where special people in our school community work, such as Mr Brooker! Some other special Pre-K events we have enjoyed this year include: Wet and Wild Day, Teddy Bears Parade and a visit from the Australian Animal displays. We have also loved participating in the wider school community events including the PYP Exhibition, the Cross Country Carnival, the Athletics Carnival, and even the school’s annual Bush Dance. In Term 4, we love to meet our Year 4 buddies and look forward to spending time with them, as we look to transition to kindergarten next year.

St Paul’s is a Christ-centred community. What does this look like in Pre-K?

Little Saints Pre-K is a Christ-centred learning environment, where a Christian perspective forms the basis of everything

Little Saints Pre-K is a Christ-centred learning environment, where a Christian perspective forms the basis of everything the student does, through the teachings of the Bible.

the student does, through the teachings of the Bible. Students enjoy daily classroom devotions where we read the bible as a class. Students learn to pray and worship through singing songs to God. Pre-K also has a more formal weekly Christian Studies lesson, where students learn more about our great God and what He has done for us. Teachers at Little Saints also have a personal faith in Christ, which they strive to live out in their interactions with students.

How do the children learn about important topics like the environment / sustainability etc?

Experiences in the early years lay the foundations for all future learning. This is a time of rapid development in the physical, emotional, social and cognitive domains. At this age, students are naturally inclined to explore, play, discover and make connections between themselves, others and their environment. Supporting this learning requires all members of the learning community to value play as the primary driver of inquiry. Through play, young children develop approaches to learning and connect with their receptive and cognitive abilities, representational abilities and their relational abilities.

Teachers of young children create relevant, engaging, challenging, and significant learning spaces, as well as exciting craft avenues for inquiry. Students are encouraged to have agency over their learning, and the role of teachers includes facilitator, researcher, participant, provocateur, navigator, observer, documenter and reflective practitioner.

Play, relationships, learning spaces and symbolic exploration and expression are central to learning in the early years.

Teachers need to plan uninterrupted times for play, build strong relationships with students and their families, create and maintain responsive spaces for play, and offer many opportunities for symbolic exploration and expression.

The Debutante Ball 2022

On Friday, 20 May, the Year 11 cohort of 2022 were celebrated in a memorable night at Curzon Hall, Marsfield.

Looking resplendent, the students performed their rehearsed dances in front of family, friends and staff, and a great night was had by all.

Not only is this night entrenched in St Paul’s Grammar School history, but this year’s Debutante Ball was also an opportunity for students, staff, and the community to come together in a way that had been dearly missed in the past few years.

In their final year of school, these students will need to come together to support one another in what will inevitably be a challenging yet rewarding time. The Guests of Honour, alumni Campbell and Sarah Barnes, echoed this in their speech on the night. Campbell and Sarah both graduated from St Paul’s in 2014 and were married in 2018 by the much-loved and past school chaplain, James Grady.

The Debutante Ball was an authentic opportunity for the students to celebrate friendships through dancing, fun, community spirit and excellent food. Memories were formed that will certainly last a lifetime.

Not only is this night entrenched in St Paul’s Grammar School history, but this year’s Debutante Ball was also an opportunity for students, staff, and the community to come together in a way that had been dearly missed in the past few years.

New Staff 2022

Whether it is in the classroom, the office, or in the school grounds, each member of staff at St Paul’s works to enhance the learning experience of our students.

Alison Broker Payroll Officer

Carmen Etherington Coordinator of Pre-Kindergarten

Joanne Dear Science Laboratory Assistant

Michaela Inglis Secondary School Maths Teacher

Alexandra (Ally) Nematalla Secondary School English Teacher

Kyus Newton

Audio Visual Technician Yani Shan Pre-Kindergarten Learning Enrichment Assistant

David Rajasekar Secondary School Maths Teacher & Coordinator of Sports Academy

Gloria Simpson Secondary School Receptionist

Melissa Scott Secondary School TAS Teacher

Sarah Wright Administrator of Sports Academy

Welcome to St Paul’s

Staff Farewells

Corinne

Day Deputy Head of Junior School (Curriculum)

It is with sadness that, after 16 years at St Paul’s, Corinne Day is leaving at the end of 2022 to take up a senior position at Knox Grammar Preparatory School.

During her time at St Paul’s, Corinne’s roles have been varied, demonstrating her expertise and versatility. She began as a classroom teacher but soon spread her wings into leadership positions, including PYP Coordinator, Pre-Kindergarten Coordinator, and most recently, Deputy Head of Junior School (Curriculum). She cultivated a positive and Christ-like culture which permeates our school, and this is certainly an amazing legacy that she leaves.

Our students always looked forward to working with Mrs Day, particularly when she was teaching a class – there was always so much learning and fun to be enjoyed. She exuded passion in all she did, from directing Junior School musicals to one-to-one chats with students.

Corinne’s pedagogical leadership ignited the creative learning of all students, and it was not uncommon for staff from other schools to visit and be inspired. Corinne would always take this in her stride because that’s how she led – collegially and collaboratively.

Corinne will be missed, but we are grateful that we got to share a chapter in this amazing educator’s journey.

She (Corinne) cultivated a positive and Christ-like culture which permeates our school, and this is certainly an amazing legacy that she leaves.

Catherine Corry Director of Enrolments and Public Relations

Catherine Corry joined St Paul’s in 2001 as an English as a Second Language teacher to support students mostly in the international program, and it was a natural progression to see her appointed International Student Coordinator in 2008. This program grew substantially, as Catherine developed and refined excellent processes to support international students. In 2014 she was appointed Registrar, where she used her skills for enrolments to promote the school locally, as well as internationally. This role grew to become Director of Enrolments and Public Relations in 2017, as it encompassed marketing and promotion of St Paul’s more broadly.

Catherine displayed a heart for the school and its students in her various roles. In her roles with the international program, she encouraged and assisted international students, helping them to feel supported at school and in a new country. Furthermore, she tirelessly promoted St Paul’s overseas by visiting schools and agencies and conducting parent visits on behalf of the school. As the

Director of Enrolments and Public Relations, Catherine built a strong and supportive team to promote the many achievements of students and members of the school community in the various activities they undertook in the life of St Paul’s. She was also instrumental in raising the profile of the school in the wider community.

Catherine’s retirement will afford her greater time to spend with her close-knit family. We wish her all the very best in this new chapter in her life.

As the Director of Enrolments and Public Relations, Catherine built a strong and supportive team to promote the many achievements of students and members of the school community in the various activities they undertook in the life of St Paul’s.

Adam Jarman

Secondary School Music Teacher

Adam Jarman was employed at St Paul’s as a composition and music technology specialist in 2002. In this capacity, Adam used his expertise to create a music technology laboratory in an old storeroom, with a handful of computers and early versions of music production software.

Senior Music students initially benefited from Adam’s tutelage, working directly with him on their compositions. With the opening of the Arts Quarter in 2006, The Music Tech Lab was given a purposebuilt room under Adam’s oversight, and his workload increased to teach music technology and composition to all elective Music students, and later to all Music students in the Senior School. Adam enjoyed an outstanding rapport with students, who respected his technical knowledge,

outstanding musicianship and warm character.

Adam’s involvement in the school has included accompanying hundreds of students during recitals, performances and practical examinations. Adam was involved in co-curricular projects including music tours, musicals and ensembles. His sound engineering expertise was also frequently called upon for major school events.

Adam announced his retirement late in 2021. He has and will continue to be deeply missed by the school community. We continue to pray for God’s blessing for Adam into the future.

Secondary School Maths

St. Paul’s was sad to farewell a valued and much loved staff member and former school parent, Louise Goderie. Louise began her working life as a professional engineer before being called to become a teacher. Her abundant love for Jesus is clear to all and for seventeen years was always at the core of her classroom teaching and interactions.

As an enthusiastic teacher and talented mathematician who believes in inquiry-based learning, Louise creatively adjusted learning activities to make lessons engaging and to meet the needs of individual students. She has vast experience as an IB marker, examiner and moderator and always generously shared her time and expertise with her colleagues.

At St Paul’s, Louise’s name became synonymous with chess, missionary work, photography and all things Melville. She coordinated the chess competition, both between Houses and inter-school. Since 2014, she has tirelessly conducted fundraising to support orphans in Uganda. She helped to chronicle the life of the school by photographing key school events and was the Senior Tutor for Melville for five years.

Whilst she will be missed, she is wished every success for the future.

Mandy Turner

Executive Assistant to the Director of Enrolments and Public Relations

Rob McDonald

Communications and Marketing Officer

Tracey Williams

Communications and Marketing Officer

Annie Post

Visual and Performing Arts Assistant

Susan Tandy Pre-Kindergarten Learning Enrichment Assistant

Sam Freeland

Audio Visual Technician

Darryl Kelshaw

Secondary School PDHPE Teacher

Jessica Robins Assistant Coordinator - Out of School Hours Care

Louise Goderie

Teacher

New Babies

WELCOME TO THE COMMUNITY

Matilda

Name | Luca James Tantalos Month Born | May 2022

Hailey Tantalos, Coordinator of Sports Academy at St Paul’s and husband, Nick, welcome Luca.

Reuben

Charlotte

| July 2022

Nick

Luca William

Name | William (Billy) David Wax Month Born | March 2022

Kristy Wax, Head of Learning Support (JS) at St Paul’s and husband, Scott, welcome William.

Name | Charlotte Joan Cullimore Month Born

Lauren Cullimore, Coordinator of Middle Years Programmes at St Paul’s and husband, Jack, welcome Charlotte.

Name | Reuben James Storm Month Born | September 2022

Storm, Secondary School TAS Teacher at St Paul’s and wife, Beth, welcome Reuben.

Name | Matilda Grace Farrugia

Month Born | November 2021

Caroline Farrugia, Accounts Receivable Officer at St Paul’s and husband, Nicholas, welcome Matilda.

Staff Weddings

Several St Paul’s staff members were married in 2022. Here they share their special photos and memories.

Melissa Herder

Melissa Herder (Senior School English Teacher) married her husband, Dylan, in June. The wedding was held at Adam’s Peak Country Estate in Broke in the Hunter Valley. They had a wonderful time surrounded by family, friends, and great food. Even the rain and freezing cold winds were not able to dampen the day. Melissa is now proudly sporting the ‘Evans’ name.

Gabrielle Casha and Ryan Connor

Gabrielle Casha (Junior School Classroom Teacher) and her husband, Ryan Connor (Junior School PE Teacher), were married in June in the Garden Chateau at Curzon Hall, Marsfield. The celebrations continued with the reception at ‘Paradiso’ in Liverpool. They were blessed with a warm day full of sunshine, surrounded by family and friends. Gabrielle and Ryan are grateful to be brought together through Him and are looking forward to their journey through life together.

Georgia Ongley

Georgia Ongley (Learning Enrichment Assistant) and her husband, Ethan, were married in a June ceremony held at Seclusions in Rydal, located just beyond the Blue Mountains. They had every kind of weather, including some light snow just before the ceremony, followed by a rainbow that appeared as Georgia walked down the aisle. It was a beautiful and relaxed day, and they were surrounded by many friends and family.

Corinne Day

Corinne Day (Deputy Head of Junior School) and her husband, Mark, were married in March at Coogee Beach in Sydney. It was a relaxed and intimate day shared with their closest family and friends at their favourite destination – the beach. Corinne and Mark feel truly blessed.

Service Learning at St Paul’s

Cambodia Trip (Year

11)

After a number of years, it was lovely to be able to return to Cambodia during the Term 3 holiday break.

The students explored both historical and cultural aspects of Cambodia, including visiting temples in Angkor Wat, visiting a landmine museum, exploring the night markets in Siem Riep and more. Students learnt about many cultural aspects of Cambodia, as well as recent tragedies, which have led to 50% of the population now being under 30 years of age. Learning these things enabled students to share Cambodian people’s stories with their families and friends back home, furthering cultural education and awareness in Australia.

During their trip, students also spent time with the people of Cambodia, immersing themselves in the BDSA (Buddhism for Social Development Action) community. BDSA work with those who are less fortunate, teaching them English, cooking, dancing, weaving and computer skills. They offer opportunities for the disadvantaged people of Cambodia, providing them with education and jobs such as at the Smile Café. The students on the trip regularly had meals at this café, thus supporting the endeavor. Another part of their trip entailed watching a circus (similar to Cirque du Soleil),

where the entertainers had been taken out of poverty and taught to perform, empowering them to showcase their talent.

Service learning during this trip also entailed our students spending time with young, disadvantaged Cambodian children, engaging with them in conversation and dancing. Additionally, students completed the construction of two driveways and four walls (to minimise crime and fix the flooding kitchen), that had been in construction for over ten years. These experiences allowed students to work collaboratively and connect with locals, learning their personal stories and spending quality time with them. Furthermore, the trip deepened their understanding of Cambodian culture and history. Trying new foods, spending time with Cambodian communities, as well as learning about the recent tragedies the country has experienced through visiting S-21 and the killing fields, students were given the opportunity to increase their cultural awareness.

After speaking with a number of students who attended this trip, they would highly recommend it to other students. Many participants commented on how this trip gave them a new perspective. Working with less fortunate communities in Cambodia, they appreciated how blessed we are here in Australia and how we shouldn’t take our opportunities for granted. During their experiences, the students realised that not only were the Cambodian communities benefiting from their service work, but so were they.

Why You Should Particpate in a Service Learning Trip

After talking to a number of students who attended different service learning trips, they would all highly recommend getting involved.

Students felt that they had grown in their curiosity, open-mindedness and reflection of nature and culture. With an outward attitude of serving, they grew in selflessness and learnt the importance of making time to help others. Additionally, many participants commented on the connections they made with their school peers, as these trips gave them an opportunity to make friendships with people they don’t regularly talk to at school.

As someone who went on the Top End trip in 2021, I would 100 percent agree with the reflections made above. Participating in the 2021 trip allowed me to be challenged, have different perspectives, increase my understanding of Indigenous culture and grow in appreciation. Overall, it was one of the most enriching experiences I’ve had, as it allowed me to grow as an individual and find my passion for service learning. I would definitely recommend a service learning trip to all students at St Paul’s.

Thank you to all the students who contributed their service learning trip reflections to this article.

Service learning at St Paul’s is a wonderful opportunity for students to live out their values and faith, by engaging in service work both in and beyond our school community.

Gwendolyn

As the 2022-2023 Captain of ServiceLearning, I have been working in the prefect team, discussing and exploring ways in which we may serve others. Inspired by the school’s Christian ethos, I aim to lead with a

Christian approach of giving generously of my time and efforts to help others.

Gwendolyn Agahari Captain of Service-Learning

themselves in the Woodycupildiya (aka Woody) community. They participated in activities including traditional weaving techniques, spear making, learning about bush medicine, cooking, viewing rock art and more, all of which allowed them to experience and be educated on Indigenous Australian culture. By sharing the First Nations people’s rich heritage with their families and friends back home, students have contributed to helping break down barriers between cultures.

Interviewing students who attended

Top End Trip (Years 8-10)

During the June/July school holidays, students from Years 8-10 embarked on the school’s annual Top End service trip in the Northern Territory.

Alongside Infuse Travel (formerly known as Rustic Pathways), students were privileged to explore the natural and cultural wonders of Australia. Spending time in nature, they experienced spectacular gorges, beautiful scenery, tranquil waterholes, the dusty outback and world-renowned national parks. During the trip, students also learnt firsthand from Indigenous Australians, immersing

Central Australia Trip (Year 12)

Running concurrently with the Top End trip was a Central Australia trip, which was offered only to Year 12 students due to previous COVID restrictions.

Year 12 students travelled to Alice Springs and Yulara (NT), where they engaged in an immersive experience with members of the Amoonguna community. This included activities such as providing breakfasts and holiday care programs for disadvantaged children, repainting toilet blocks and participating in cultural ceremonies. During one particular day, our boys and girls split off into two groups. The girls stayed with the young women in the Amoonguna community, spending quality time with them through a range of activities. The boys left the community with the Indigenous teen boys, seeing the sights around the town and watching a football game. This allowed students to further their cultural experience, connecting them to the Indigenous youth.

After the above-mentioned service work, students visited Uluru, King’s Canyon and

Kata-Tjuta. At these well-known and iconic landforms, students were educated on the significance and importance of these to First Nations people. Lachlan Armour and Lawson McElrea particularly enjoyed the Uluru tour with Leroy (a local tour guide) and car rides, getting to know those peers who they don’t usually get to spend time with during the busyness of everyday life at school.

Many of the students on this trip had also been on a previous Top End trip. They commented on how being in Central Australia was vastly different to their previous experiences. They also felt that this trip had deepened their cultural awareness of issues, particularly the inequality facing modern Indigenous Australians.

the trip, they said that these cultural experiences deepened their appreciation and understanding of Indigenous Australians. They particularly enjoyed learning about how Indigenous Australians care for the environment using the natural resources available to them. They also spoke about the importance of paying our respects and learning from the traditional custodians of this beautiful country. As we further our knowledge of the traditions and values of Indigenous Australians, may we learn to not only acknowledge, but also celebrate the richness of their culture.

The PYP Exhibition

Celebrating 20 years of the PYP Exhibition

This year we celebrated 20 years of the Primary Years Programme Exhibition. It was wonderful to have the school community come together, especially after the previous two years of having to do the Exhibition so differently due to COVID restrictions.

The theme for the 2022 PYP Exhibition was ‘How we express ourselves’. The central idea, developed collaboratively by the Year 6 teachers, was ‘Issues and opportunities spark creative responses.’

As a starting point for the PYP Exhibition, students were required to research

their chosen issue to establish current information and solutions. Following this step, they built on their knowledge by researching and accessing primary sources. This experience helped the students to develop their research, self-management and communication skills, and encouraged them to think deeply and formulate additional questions on their chosen topic. A new solution, or an adaptation or improvement to an existing solution, was then devised by the students, along with a creative response to their issue. This became the focus of what was communicated on the evening of the Exhibition.

To complement the core classroom activities involved with the Exhibition, students also developed a broad understanding of their inquiry unit within the specialist subjects of Music, Dance, PE and Chinese. Students designed a song or piece of music with Mrs Mansley that was in response to their chosen issue. In PE with Mr Connor, the students created a routine that symbolised their issue. In Chinese with Ms Liu, students designed a poster of their issue and translated its text into Mandarin. Dance time was used to create the dance that was performed at the Opening Ceremony of the Exhibition.

This experience helped the students to develop their research, self-management and communication skills, and encouraged them to think deeply and formulate additional questions on their chosen topic. A new solution, or an adaptation or improvement to an existing solution, was then devised by the students, along with a creative response to their issue.

To those people who are unfamiliar with the PYP Exhibition, I like to explain it as a ‘concert for learning’. Just like a soccer grand final or an end of year dance concert, it is the culminating experience of everything our students know and learn. The students are so proud of their work and really enjoy showcasing their knowledge and skills to the school community.

This was my final PYP Exhibition at St Paul’s. Each year I sit at the Opening Ceremony with pride and amazement at what our student were able to achieve. On the evening of the Exhibition, as

Corinne Day Deputy Head of Junior School (Curriculum)

I admired the students’ displays, I was reminded of just how capable our young people are. I also reflected on the amazing PYP Programme and how lucky we are at St Paul’s to be a PYP school. I am hoping to come back each year to visit this important event.

The Junior School Sports Academy

Infants Football

This year we had 25 students in six teams who trained and then competed in small-sided games on Saturday mornings. It is always wonderful to see our Pre-K to Year 1 students engage so positively, as they begin to develop the basic skills associated with formal football. We look forward to seeing many returning next year!

JS Development Programs

It has been a wonderful year, as the Sports Academy re-engaged, following the pandemic, with a variety of sports experiences for our students. Our junior after-school programs consisted of football, netball, basketball and cricket development programs. These aimed to give students the opportunity to try a new sport, build and develop new skills and connect socially with their peers. We look forward to the continued growth and improvement of these programs over the coming years.

The Duffy Medal

It was wonderful to welcome families to the Duffy Medal awards night in September, an occasion of celebration of Co-Curricular sport at St Paul’s.

The evening showcased the depth and breadth of skills, talent, and dedication across our school community, culminating in the presentation of the following major awards.

The Duffy Medal

The Duffy Medal is named after one of the first sports masters of St Paul’s, who was instrumental in the commencement and development of our sporting programs.

This award is presented to the student who has demonstrated outstanding achievement and excellence in sport. This year’s recipient was Maddison Joines (Year 12), who has dedicated a significant portion of her school sporting life to rowing. Maddison

trains both mid-week and on weekends in the lead up to various major events. In the last 12 months alone, she placed 1st or 2nd in Single and Double Scull sprint championships and consistently in the top five of various other rowing championships.

The Most Outstanding Sportsperson Years 7-9 is awarded to the student who demonstrates an exceptional level of sporting achievement and commitment. This year’s recipient was Mabel Dukes (Year 8), who was involved in netball and touch football, in addition to gaining selection in both ISA and NSWCIS teams for cross country and athletics.

The Pyne Medal

The Pyne Medal is named after Glenn Pyne, former St Paul’s staff member who represented Australia at the Paralympics in Sitting Volleyball and K1 Paddling. This award is characterised by a student who demonstrates a high level of sporting competency, as well as dedication, commitment and service to St Paul’s sport over several years. This year’s recipient was Kirrily Blackwell (Year 12) who, during her time at the school, has contributed to a range of sports, including football, basketball and netball. Furthermore, she has been a coach for the Infants Football program, teaching foundational skills to our young St Paul’s students.

The John Campbell Speaking Competition

By continuing the tradition, the competition now aims to value Reverend Campbell’s contribution to our school, and to instil an appreciation of poetry amongst our students. All Junior School students are invited to take part.

The competition is stage-based, and students are each given a poem to learn and recite. They are encouraged to have fun with the poem and demonstrate the characteristics of excellent speakers, including articulation, voice projection, memorisation, facial expression and characterisation.

This year, the Central Idea for the competition was “Poems that rhyme can be entertaining.” Students recited works from poets such as Shelby Greer, A.A Milne and Jodee Samano, to name a few. Every student who entered the competition presented their poem in a heat round. Successful students from the heats were then required to learn a second poem and present both poems in the

finals, performing to an audience consisting of peers, teachers, parents and judges. I would like to thank Reverend John Campbell and Mrs Emma Wynne-Jones (Head of Department –English) for attending and judging the competition – I know it was an extremely hard task!

Congratulations to all the students who participated in the competition. They are to be commended on their effort and enthusiasm.

Nicole Cremona Deputy Head of Junior School (Welfare and Organisation)

St Paul’s Junior School has a long tradition of holding an annual verse speaking competition, introduced by the first Head of Junior School, Reverend John Campbell.

St Paul’s Rural Fire Service Cadet Brigade

The St Paul’s RFS Cadet Brigade meets on Friday afternoons with its members regularly working on practical drills associated with the development of fire-fighting skills.

These include hose rolling, basic tools, and running water over large distances. Supporting this are theory-based modules to help young cadets develop competencies in fire risk management, firefighting theory, and practical logistics. As part of this program, students are provided with the opportunity to apply for the state team, which competes at a regional level against other junior brigades.

The St Paul’s Cadet Brigade were named the Junior State Champions, placing first in five events and third in another two events. This was an incredible accomplishment and reward for the team, following their efforts over the long weekend

This team demonstrated excellent collaboration and critical thinking skills, as they were challenged by a range of Hawaiian-themed tasks. The students competed in eight events over the weekend and were successful in effectively demonstrating their abilities in communication, teamwork and problem-solving.

The St Paul’s Cadet Brigade were named the Junior State Champions, placing first in five events and third in another two events. This was an incredible accomplishment and reward for the team, following their efforts over the long weekend. In addition to completing difficult challenges all day, the students engaged in strategic planning and reflection each night at the Bulli base camp. Cameron Luck was also awarded an individual achievement award to recognise his leadership and stewardship of the team.

The care and consideration demonstrated by the whole team for each other’s safety during challenges and proactive approach to teamwork was praised by senior members of the RFS over the entire weekend.

A special thanks is due to all the families and friends who came out to support the team. It was lovely having the community around to witness the achievements and development of these students.

Paragalli

This year the following students were selected to represent the St Paul’s Brigade at the NSW Rural Fire Service State Championships 2022 in Bulli.

Stephanie

Secondary School Humanities Teacher and RFS Cadet Leader

St Paul’s Rural Fire Service Cadet Brigade

Captain Cameron Luck

Crew Members

Addison Beazley

David Whitefield

Thomas Flint

Joshua Hemingway

Isaac Azzopardi