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Service Learning at St Paul’s

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.

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

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.

Gwendolyn

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 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 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.

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.

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