Futurum Spring 2007 by St Paul's Grammar School

S t P aul ’ s futurum GRAMMAR SCHOOL

St Paul’s Grammar School Penrith penrith, australia

No. 42 Spring 2007

Mozarts Children at St Paul’s Junior School Strings Program

MOZART WOULD HAVE BEEN delighted that the whole of Year 4 has been learning stringed instruments, most his much-loved violin, but what would he have made of their music, which includes not only classical but jazz and country pieces? Here, Mr Phil Rooke, Director of Ensembles, fills in the details that Mozart cannot be expected to know: The program is in its first year of operation and has been a rousing success. The weekly music lessons fulfil both Board curriculum requirements for music and at the same time teach a stringed instrument, generally the violin, as a means of stimulating their interest and developing their capabilities. The three characteristics of the music program are inclusiveness, innovation and impact. First, the program’s inclusive character. The school focuses on an equity-based approach to the creative and performing arts. For the first semester this year, the whole of Year 4 was being taught an instrument and for the second semester, the whole of Year 3 receives the same opportunity. During the program, the students are provided with an

instrument free of charge and there are no music tuition fees. The program continues for the graduating Year 4 students by offering group lessons in strings, wind, brass and percussion lessons in the school’s own Conservatorium, and opportunities to participate in the Junior School band and string ensembles. Through this sequential program, the whole school is covered: at Year 3 all enter the program and in Years 3 and 4 they are involved in an inclusive class and instrumental program. The inclusiveness of the program is in line with the school’s ‘Information for Parents’: ‘Most importantly this program is offered through the generosity of St Paul’s to ALL Years 3 and 4 students inclusively. Other schools select students to participate in such programs but we at St Paul’s Grammar School believe in the creative potential of every student.’ Second, the program’s innovative character. It differs from other large group string programs in having our own published text with motivational material and

backing tracks. Much of this material has been developed and created by me over many years of both instrumental and class teaching. The students love to take the workbook home and use the backing CD to play their violins at home. This reinforces the concepts taught in class and it also accounts for the very high retention rate of students in the program. Further, the program is unique in that our workbook and teaching program covers the three syllabus areas of organising sound, listening and performing. The tuition session involves the use of accomplished string players from the High School component of the school who accompany the younger students and provide exemplary role models. Third, the program’s impact. Letters have been sent to Year 4 parents with options for continuing in the school instrumental and ensemble program. Responses have been very strong and parent feedback is very aﬃrmative. These factors indicate that many students will continue with group and/or individual lessons. It is expected that many students will apply for violin, viola and cello tuition. If this success continues each year, continued page 2

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year 12 Results 2006

MOZARTS CHILDREN AT ST PAUL’S

Happy Year 12 2006 faces (from left) Hayley Estreich, Lauren Grimson, Annika Lees (joint dux), Tristan Mestroni, Janice Roche and Sarah Hellyer (joint dux) from page 1

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then this program will enrich both our Junior School ensembles in the short term and our High School class program later. We anticipate that this will ultimately result in the establishment of a school symphony orchestra.

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FUTURUM spoke to four Year 4 students and their parents to gauge the impact of the program. Sebastian Palmer said: I had not tried the violin before. I really like learning it – I feel comfortable with it and that I’ve accomplished something. The best experience was learning La Bamba which I never want to stop playing. By the end of the program, I have also been able to play Grade 4 Blues and I have begun creating my own music. I am going to continue learning the violin in a group and I hope to be able to play well enough to be in a concert. Sebastian’s parents Sue and Terry Palmer have said about the program as a whole: Mr Rooke has blended together a vast array of student potential and developed a cohesiveness and commitment that is a testament to his inclusive style. Mr Rooke’s approach is inspirational. He accesses the talents of older student mentors; uses the gifts of musical geniuses

such as Mozart; adopts his own innovative technology; and provides a wonderful blend of traditional and contemporary approaches. Sue Palmer adds about her son’s participation: The program is building a love of music. Hopefully later Sebastian will develop expertise and discipline. It is a wonderful program. Alison Wong had been learning violin from Year 2: What is better about the Year 4 program is that if I’m not doing something right I can learn from others – and I can help others. I also enjoyed playing jazz and country, not just classical. By the end of the program, I knew how to hold my bow better. I have decided to play the cello in a group of three – my sister plays the cello. It is a calm instrument. Alison’s mother Carolyn Wong explains why she likes the program: Everybody does it: it’s the norm. It is like a team sport – there is a sense of togetherness. Everyone is cool! Lochlan Pereira has had surgery for an upper limb birth problem: I am not able to play a violin, but when someone holds the double bass for me I can play on the lower section

and just manage the bow. I like the double bass because it makes a lot of noise. The best thing was being able to play a whole piece of music by myself without music. Lochlan’s mother Sharon Pereira says: He loves the double bass. I’m trying to talk him into continuing with it, but it is hard work for him. He likes a challenge and rises to it. He’s never done anything like it before – when he was asked to play the recorder at a previous school, it was too big a demand on him physically. Jennifer Le Compte found the program exciting: My best experience was when I played the violin to calm me down when I was nervous about an ice-skating competition. I love listening to the violin on our CD. My ambition is to be able to play well enough to play soft music, calm music. Jennifer’s mother Carolyn Le Compte is delighted with the program: I got positive feedback from everyone about it. Jennifer achieved something, easily getting a good sound. Playing the violin soothes her. With the CD at home, she feels she is making real music.

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From The principal

A SCHOOL WITH A STRONG SENSE OF COMMUNITY

The Principal addressing the school on Speech Night 2006

At St Paul’s we accept the responsibility, not just to create our own sense of community, but to enact Jesus’ command to reach out. It is, therefore, very impressive to see students in both the Junior School and the High School personally sponsoring students in the third world who are in poverty through service agencies such as World Vision. It is encouraging to see our students contributing to the community through aid agencies such as the Salvation Army’s Red Shield Appeal, Hawkesbury Care, CANTeen and Clean Up Australia Day. We understand, in terms of money raised, that our families have been historically amongst the most generous, not just in the local area, but nationally. It is encouraging to see the service heart of our seniors through such enterprises as our excursions to Tanzania to undertake compassionate work in that country, and our provision of resources for orphans in the Congo. We understand there are some hundreds of children in the Congo who are entirely dependent for life chances, and perhaps survival, on the funding that our families are providing. Service learning complements academic learning and co-curricular experiences as part of the

Christian Education package provided at St Paul’s. Our school accepts our community is increasingly global, not just local, and that it therefore has an important role in preparing students for global citizenship. This includes extending students’ horizons, developing intercultural understanding and making them aware of their responsibilities, as well as opportunities. Our International Baccalaureate programmes are part of our global education, representing as they do an international curriculum. A focus on language studies, including both linguistic and cultural aspects, is based on the premise that in order to enjoy community there must be the means of communication and cultural understanding. Our sister schools in various parts of the world, notably in China, but increasingly in Canada and India, are part of our attempt to service this vision. Community, in all of its manifestations, is something to be enjoyed and celebrated. The recently developed International Baccalaureate Mission Statement ends appropriately with the words, ‘. . . these programmes encourage students across the world to. . . understand that other people, with their diﬀerences, can also be right’.

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It is apparent that one of the main aspects of our strong sport and performing arts cultures is the sense of community that exists in these endeavours. Friendship is truly a gift from God � it is an embodiment of Jesus’ command to love one another and his axiom that Christian grace will be seen through the love exhibited for one another. Social commentators remind us of how important this is in our society where schools can be strong centres of belonging and meaning. Indeed, students need to feel grounded in this way in order to thrive. Schools like St Paul’s have a signiﬁcant role to play in developing social capital as so much of life is becoming increasingly individualised in a way which can be fragmented and destructive of community. In a society where we are seeing more gated communities and a sense of home as castle, the bonds of community are found strongly in a school such as ours

and in a manner which make the years of childhood and adolescence some of the most connected stages of life.

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ONE OF THE FUNDAMENTAL CHARACTERISTICS of St Paul’s Grammar School is the strong sense of community obvious within the school. This is apparent in many areas: in the strong bonds between students themselves; in the strong relationships formed between staﬀ and students, particularly in the senior years; and in the ongoing friendships of exstudents.

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school excursions

OUT AND ABOUT WITH THE JUNIOR SCHOOL

The High School learning support team (from left) Mrs Trish Mills, Miss Sandra Wood and Mrs Margaret Howard

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EDUCATION’S MANY FACES AT ST PAUL’S include school excursions that enable students to engage with a wider world experience.

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Excursion to Mt Tomah Mrs Anne Drew’s Kindergarten class took a trip to the Mt Tomah Botanical Gardens on May 1 and some of the students shared with FUTURUM their impressions of that excursion. First, Leighton Dowd: The best thing was watching the fish swim. I liked their colours. I liked the peace, the trees, the autumn leaves. I kicked them. I saw beautiful mushrooms. I rolled down a big hill. I enjoyed Karen the ranger’s stories about Bertie the bee. Sophie Camilleri felt the best thing was the beautiful plants that eat flies: The flies like the plants’ colours, but when they land on the sticky plant, they can’t escape and the plant eats them up. We took our own picnic lunch – I enjoyed eating it. I’d like to go back – it is so beautiful. Maria Nanan thought the best thing was the colours of the fish: There was orange there – my favourite colour. I enjoyed talking to my friends and playing games. I picked up lots of gumnuts and took them home. Claudia van Dijken said the best thing was

the sundial: When the dial said 11 o’clock, we had morning tea. I learnt to read the sundial. I’d like to go back and have more fun. Elliot Heath said the best thing was the colours of the leaves: I picked them up and took them home – the colour lasted for two days. It was better going with the class than going on my own – I could talk while looking. Excursion to Ryde As part of their unit of inquiry ‘The way we were’; Year 2 visited the School House Museum at Ryde in late May 2007, with a room set up like an 1890s classroom. What did the students think of this experience? Anastasia Plummer’s 2B class first visited two classrooms, then dressed up in nineteenth century garb for Maypole dancing, then had lunch and finally travelled home by bus: We had to dress in aprons and pinafores – they did that so that their clothes would not get dirty. We worked in class like they did so long ago – sat at old benches, did running writing and spelling, learnt about the cane, and had a very strict teacher – we had to fold our arms, lean against the table and not spill our ink as we dipped our pen in the inkwell and took it to our page. We got lots of ink on our fingers. We also had a treasure hunt in

class, looking for old things. I would rather have been a student then than now because I like hard work and running writing. Daniel Madden of 2O class said what was different for him about an 1890s classroom: There was no electricity, the pictures and maps were not bright, there were pictures of kings and queens on the wall, there were boxes with football and swimming caps, there were real knucklebones for playing games, and the books were fragile – we had to put gloves on to look at them. It was worth going because it gave us a different experience – I like to learn about past things. But I would rather go to school now than then – I don’t want the cane! Alyssa Dakoti of 2G remembers these different experiences about the Museum: The first thing the fierce teacher asked us to do was recite our tables. We wrote on a slate with a slate pencil. The games they played were quoits, cane hoops and skipping. It was good seeing what they did in the old days, but I would rather be a student now.

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parent - child partnership

THE GENERATIONS PITCHING IN TOGETHER

Mrs Ann Gribble in consultation with a former Year 11 IB Art class

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THERE ARE NUMEROUS opportunities for students and parents and other adults to share in the education experience at St Paul’s.

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Parents help out In an ambitious excersise entitled ‘Move It!’ that taught in a practical way about diﬀerent forms of energy, Year 2 was given some basic equipment – plywood, cardboard and such like – to build some vehicle that consumed energy, with the support of their teachers and Year 2 parents, 10 in the morning and 10 in the afternoon. Mitchell Willingham of 20 built an army truck: The truck was my own idea and I designed it myself. I thought about it at home and talked to my friends about it this morning. I was given the materials at recess, worked on it then and received some help from parents who used hot glue gum on it and did some sawing for me. I enjoyed doing it – I like making things. I learnt how to put things in tight spaces and trim them. I’d like to do more – I’d like to make a boat. Courtney Tebbutt of 2B made a car: I thought it out but made up the design as I went along. A friend helped me with the measurements and the parents glued it. And it worked! I enjoyed doing it. I learnt how to be an artist. I painted

it red. I’d like to do it again – I’d like to make a plane some time. Mr Andrew Beach is the father of Branden in 2G: Branden brought the note home requesting help. I’m a house husband and free, so I thought I could give a hand. It’s the ﬁrst time I have been involved in a classroom activity. I helped the children glue the vehicles. I appreciate the fact that the teachers go to the trouble of getting things together and providing this opportunity for the children to be creative. Miss Sally Martin is practise teaching with this age group: My role was sawing and cutting. I appreciated what was being done here. It ﬁts well with what I have been learning about best educational practice – construction is best when child-led, it is a collaborative venture where everyone is helping everyone else, and parents by helping out are passing on skills. I learnt from this the value of having everything worked out well beforehand; and the value of putting trust in children that they will be sensible with materials. All went beautifully. Every child’s model actually moved on its wheels!

Dads share a school breakfast At a father and son breakfast in late May that focussed on Year 6, Mr Greg Mestroni accompanied his son Ethan: I have been a parent for 15 years, my ﬁrst son being in the ﬁrst Kindergarten in 1993. It’s such a good idea getting parents involved and talking to each other – you build up networks with other parents so that as the children become teenagers they see worthwhile role models in the parent body and a culture of trust can be built up between parents and children in a school community context. It’s important for parents to go to some trouble to expose their children to the right people; this acts as a support for the pastoral care program of the school. My son enjoyed the fact that I was here – he showed me his friends and showed them his Dad. St Paul’s is a wonderful place – friendships have been established in Kindergarten for both students and parents, and these friendships have kept going.

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the ingold family

“WE HAVE ALWAYS WORKED TOGETHER” environment like that at St Paul’s, looking after my bond (pastoral care) group of 25 girls. I have come to see how enjoyable teaching is and have modelled my teaching on that of my parents who teach as they parented us. It was fun learning to teach at the same time as my father did. Teaching is a selfless, honourable job. Katharine started at St Paul’s in 1998 in Year 6 and her Mum came to the school when she was in Year 10: Mum asked me whether that would be all right. It never bothered me at all. School was a big part of my life by that stage – musicals, sport and dance – which I thoroughly enjoyed. I had such enthusiastic and passionate teachers who encouraged me to find my passion and in turn I would like to encourage students to find their passions; I want to teach to give back to a school what school gave to me. My experience also helped me to gain a more in-depth understanding of my Christian faith.

Working in the same school as Fiona has not been an issue because whatever we have done has always been together. Lucienne says that the St Paul’s suited her: I was inspired by my teachers, particularly in my favourite subjects of Drama, Music and English. I became school captain and worked hard for a good HSC which led me to do Drama and English at the University of NSW with a view to becoming a teacher. I have known I’ve wanted to teach since work experience as a teacher in Year 10. I am a people person and enjoy talking to people. In my ﬁrst year of teaching this year I am at Danebank Anglican School for Girls at Hurstville teaching Drama and English. I am enjoying teaching in a Christian

The reasons for my choosing my dance teaching course came from a passion for dance and the desire to impart that passion and my knowledge to students. When I complete my course I hope to ﬁnd a job as a dance/ drama teacher in a high school. My life now is fairly hectic. Train travel is a real killer, but it is all worth it. I am thoroughly enjoying teaching the years 7/8/9 dance ensemble at St Paul’s on a Friday afternoon, and I have choreographed two amateur musicals for Blue Mountains Musical Society this year. Life for me is about how you utilise your God-given gifts and what outcomes come from doing so. Christopher said his parents always talked about sending him to St Paul’s to receive a good education: I have enjoyed my 11 years at St Paul’s, particularly basketball, performing and working the lighting at musicals, soccer and ISA carnivals. I’m planning to go to Sydney University to become a history teacher. Teaching seems a good thing to do, my parents and sisters get a lot out of it, it is exciting and there are opportunities to travel.

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While all this was happening to Mrs Ingold, her husband Barry was getting tired of practising law: Fiona was enjoying herself – it wasn’t fair. I made up a CV and asked St Paul’s about a job, specialising in Legal Studies. In July 2003 I took Lee Ockenden’s classes

on a casual basis after his tragic death, a very emotional time for grieving classes. I found teaching a really positive experience. I had earlier started some History and Ancient History courses at university. I had a lot of assistance from other staﬀ members and set high expectations of myself. In October 2003 I was oﬀered a permanent job. I have been getting a postgraduate diploma in education from Wesley Institute which I’ll complete this year.

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FIONA AND BARRY INGOLD, who now both teach on the staﬀ of St Paul’s, are heading towards having a family of teachers. Fiona outlines her ﬁrst contact with St Paul’s: Our elder daughter Lucienne started in Year 7 and Christopher in Year 2 in 1997. From what others said, the school seemed right for us. We wanted a school that supported our Christian faith. The school has been good for our three children. Their talents were nurtured. I began teaching at the school in 2002. I had been book-keeping in our family legal business, but the business needed to either expand in the city to continue employing me or continue as a local cottage industry. We chose the latter course, and I began casual teaching at St Paul’s. When a French and English job came up at the school, I applied for it, because I liked what my children were doing there, I was very involved in the school in any event and so I started teaching, initially part-time.

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the wider community

being in touch with the world

Three of those who have contributed so much to and gained so much from the MYP community service program (from left) Elizabeth Ash, and Hannah and Jessica Grant-Nilon

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THE WORLD IS A FASCINATING place, rich in diversity.

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Learning about Divali Year 1 learnt about the celebration of Divali or Deepavali in late May. This is a major Hindu festival, sometimes known as the Festival of Lights, and symbolises the victory of good over evil. In India today, it is more a national festival, enjoyed by most Indians regardless of faith. Year 1 parent of Anand in 1B, Mrs Dharina Roopra, was the presenter: Mrs Jenny Mahoney asked me to come and talk to the children as part of the curriculum’s celebration unit. Although I am a Christian originally from Sri Lanka, this celebration is part of my wider cultural heritage. I talked to the children about lights (central to the festival) and made candles and greeting cards. The boys dressed in turbans and the girls in headscarves and bindi. We danced, and we sampled pappadam. It was great fun and the children learnt from this visual experience.

Mrs Elizabeth Robinson is Sarah’s mother: The school wanted parental support so I came up. My help has been hands on – helping the children glue and paste their candles and greeting cards. I like to be with the children. I came and helped once a week last year. I aim to come whenever there is a special occasion. Sarah said: The best thing was dressing up. Mrs Debbie Geyer-Wood’s daughter Jacinta is in 1L: I help out once a week. I want to help the school out. Jacinta said: I learnt about India, lights, dancing, bracelets, and Indian food. I like Mum coming – I go home before the rest of the class that way. The best things were dancing and making cards like Christmas cards. What the world of work is like Year 2 has been hearing from a range of parents about their work – a minister of religion, a podiatrist, a medical practitioner, an interior designer, a medical scientist, an

electrician, an aircraft mechanic, a childbirth educator, a prison warden, an advertising and sales person, a service technician and a police inspector. In groups of 6 or 8 children, they moved from one to the other of the worker parents’ areas. Jessie Heath of 2B remembers the electrician best: Mr Tebbutt showed us an air conditioner which I found interesting. Perhaps I will do something like that when I grow up. I liked all his gear. I like working out how things work. I think it is a good idea inviting various workers here so that we can work out what we want to do when we grow up. Hayley Farrar of 2O remembers the medical practitioner: Dr Norris has special tools. I was interested in them, but I would not want to be a doctor – I don’t want to look inside people’s bodies. I think it is good to learn in this way about what is happening in the community.

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Nathan Jones of 2G particularly remembers the interior designer: I was interested in Mrs Bunfield’s talk because I like drawing and design. It was good having these people here because it helped us find out about the world. Sean Watson of 2B particularly enjoyed hearing from the podiatrist: Mrs Spyropoulos showed her special tools and pictures that taught us what feet are like and their injuries. This was a good idea because we learnt about different jobs. I think I would like to be an engineer. Lachlan Moore of 2B remembers the service technician: Mr Lamb made steam gas. It was like an experiment and I like science experiments. I like making things up. I’d like to make up stories and publish them. I’ve enjoyed these talks – we learn about the world.

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Two of the parents participating, Dr Gordon Norris, father of Derek, and Mrs Anna Bishop, mother of Madeleine, recount their impressions of the event. Dr Norris the medical practitioner used a display of medical and surgical tools as a point of interest: I pointed out that doctors not only helped the sick, but worked on preventing illness and encouraging healthy lifestyles. It was worthwhile and a pleasure. It was lovely to see their inquiring minds at work. Mrs Bishop the childbirth educator wondered how the school would feel about her offer to help: My offer was welcomed and I brought along a doll to illustrate the role of the pelvis and placenta in birth and the breast in feeding. I had not done this with this age group before; I normally work with couples expecting their first child. There was a lot of serious interest, particularly in the placenta. Some of them knew a lot about birth. It was a good experience for me to see such interest by the children in learning about their bodies and to have the opportunity to give them a positive view of a normal birth.

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The school Staff room

THE ENGINE-ROOM OF THE SCHOOL

Above, the coloured rice world globe, framed by Year 2 faces in various world traditional costumes; and opposite page (from left) Stacey Manning, Alexis Harriman and Michael Burke with their child refugee projects

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BEHIND THE STAFF ROOM DOOR an engine runs, sometimes at a furious pace.

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Mrs Vanessa Earp In the case of Dance teacher Mrs Vanessa Earp, the engine in early March was in top gear as she organised her work trip to the USA. This was part of her duties on the International Baccalaureate Organization (IBO) Dance Subject Committee: I had to leave my classes with work for a whole week and to leave my baby for that week with my mother for the round of meetings and workshops at Swathmore College in Pennsylvania. The purpose of the get-together was to better integrate Dance courses across the world, share programs and resources, re-work the syllabus, look at samples of work and discuss the Extended Essay and Theory of Knowledge options in Dance. I packed a lot into that week, not all of it at the committee meetings. I attended composition workshops with Ze’eva Cohen from Israel at Princeton University whose new method of choreography involved coming to terms with your body before conceptualising dance. I

attended dance classes in New York at the Centre for Contemporary Dance where we learnt to use relaxation techniques to increase body eﬃciency and skill acquisition. I took a dance class with an African dance choreographer, witnessed an African dance and drumming workshop, used Swathmore College’s library research resources and had the opportunity to see three live dance performances. Whew! So much in one week! I came back inspired and excited to integrate some new material into the dance course. I felt the experience consolidated things. It was aﬃrming to me to have people ask me questions about what we do at St Paul’s in Dance and how we go about making a creative and dynamic performing arts culture. It was wonderful being a student again and I was able to feel once again the joy of learning new ways of being and knowing. Miss Jessica Lamrock Miss Jessica Lamrock is a new teacher in the Junior School but certainly not new to it: I lived on the school premises from the time

my father became Principal in 1983 and was in the Junior School in its ﬁrst year in 1993. I applied to teach here because I wanted to move back to the area from Newcastle, I enjoyed my time here as a student many years ago and as a casual teacher in Term 4 last year, and I was excited at the possibility of sharing my Christian faith in a school where I had the freedom to do so. The school has well and truly lived up to my expectations. The Christian opportunities are there, even in Year 1. I love morning devotions with the kids and the way Christian perspectives are woven into the curriculum. The International Baccalaureate has been great. It really enriches the students’ learning experiences – it makes them think. The school has always been and continues to be a place where teachers care. It’s a very busy place – there is always something going on. Mr Nigel Kleinveldt Acting Head of the Junior School, Mr Nigel Kleinveldt came to St Paul’s in 1989: I am thankful to the Australian government for changing the immigration policy in 1975 to

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Mrs Megan Hastie Mrs Megan Hastie and her husband David came to this school at the beginning of 2007 after teaching in Christian schools mainly. She begins with her academic background and interests: I have an Honours degree in History, a major in English, a Diploma in Education and am studying for a Master’s in teacher librarianship. My ﬁrst love is English and Drama. I think I love the classroom, and I have picked up a lot in my Master’s about learning styles and research. I have an interest in developing Christian curricula, in teaching English from a

Christian perspective and in what it means to be a Christian school. What strikes me about St Paul’s is that it gives the children such a range of academic pursuits and that it is a school that makes a serious effort to address the big questions in education and children’s lives. My aims are to continue wrestling with questions of Christian English teaching, film and creative writing; I hope to develop a nice garden in a new house; and I look forward to continuing to work with ALSET (The Association of Christian School English Teachers). I am enjoying myself working with such lovely kids – it is the first school I have been at where students have thanked me for a lesson!

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Three years later, I was sent for a very successful year as an exchange teacher to Datong China, after which, in 1997, I was appointed as Director of International Aﬀairs at St Paul’s, a post that involved looking after the ﬁrst Chinese students to come to St Paul’s. The following year, I resumed my former role as deputy of the Junior School, a role that became increasingly an administrative one as the school grew and which I held until the beginning of this year when I was appointed acting Head of the Junior School.

Looking back on this phase of my life, I am convinced that God had his hand in my coming to Australia. Without coming here, I would not have had the opportunity to develop collaborative skills of leadership or my Christian faith in the way I have through both my involvement in the Bible Study Fellowship and through my work at school. I believe God called me to the school and showed me how to be committed and loyal to the St Paul’s community over the many years I have been here.

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allow coloured South Africans to migrate to Australia. I arrived that year. I came because I didn’t want my children to grow up under Apartheid. After teaching for 14 years in State schools in Australia, I applied for a Year 7 Core position I had heard about at church at St Paul’s. It was exciting to assist in the development of this new program. I also wanted to be involved in a Christian education program that didn’t restrict school enrolments to those from Christian families. In 1993, I was appointed as Junior School deputy to Rev. John Campbell and teacher of Year 6.

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St Paul’s staff retreat

INTERNATIONALISM AND CHRISTIAN EDUCATION AFTER 5 YEARS AS ENGLISH/ History Coordinator at Taree Christian Community School, Mr David Hastie started teaching this year part-time at St Paul’s while he works for a PhD and is a house-dad. At the staﬀ retreat in May this year, he spoke on engaging with internationalism as Christians and Christian educators. Here is an edited account of his talk: Internationalism is an important issue in the lives of everyone. Where is your shirt manufactured? Under what conditions was it manufactured? What labour rights and protections were ensured or not ensured for the people who made it? A whole range of ethical issues arise about what our role is in the international scene, as consumers, as activists, as Christians, simply by looking at the backs of our necks, or someone else’s neck.

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What is internationalism? The whole idea of hands-around-the-world never occurred to anyone before they had to meet people from faraway lands. But humans seem to be discontented with just a little power. We have a hunger for more of it. And so tribes become city-states, and cities become nations, and nations become empires. And then they look around for ideas, to justify themselves after the fact. Empire comes ﬁrst, and ideas of internationalism follow empire.

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Internationalism was originally a Christian idea. Christ was/ is an internationalist. It was Christianity, with its one God, one power, one focus, that saw the ideas of international equality and interconnection get oﬀ the ground. Jesus brought a freshness, a newness that in a strange way was the stirring of a distant memory, early childhood recollections of forgotten peace, and new breeze, whispering across a lost garden. He spoke of solutions, reconciliation, justice, wholeness, in ways no-one in the history of the world, as it has been recorded for us, spoke before. David then looked at various strands of internationalism – faith-based (Orthodox, Catholic, Protestant and Islamic) and secular (humanism, Marxism, capitalism, the USA and environmentalism) and came back to Christianity: The three great strands of

Christian thought – Orthodox, Catholic and Protestant – would all agree on the main mission of Christian internationalism: to spread the gospel of Jesus Christ. This stems from the great commission, at the end of the Gospel of Matthew, to go into all the world and make disciples of all nations. An internationalist Christian mission must have these three features of gospel: the message of reconciliation through the atoning death and resurrection of Jesus Christ, the love and care for the needs of others, and the forming of Christian community. This needs to be applied, per Jesus, locally and globally. David then looked at the ways that Christianity relates to other views of internationalism, a few thought-provoking statements being: The practice of identifying Christianity as one and the same with the political and military expansion of a nation state has caused massive trouble for historical Christianity. . . American Protestantism is currently clutching a tar baby in its Middle Eastern policies, and I believe history will judge the current American politicised Christianity harshly. . . There are differences [between Islam and Christianity] that people are prepared to die for, and some to kill for, on both sides, though how a Christian ever justifies doing that is beyond me. . . [There is] a bitter-sweet, love-hate relationship between humanism and Christianity. . . Not only does [capitalism] create the sweatshop and nation-crippling debt, the very idea that a person should have unrestrained access to profit, regardless of the effects on other people, is a profoundly unchristian notion. Where does the IB fit in? Features of the IB, including educating the whole person, community service, independent learning, hypothesis education: all these are much more compatible with Christianity than any Australian State-mandated curriculi. But some Christians worry that the IB might come from a humanist mould that is pluralist, seeing all ways as equally true. A key phrase in the IB is ‘intercultural understanding’, and we worry that it might be pluralist. The term ‘pluralism’ belongs to the set of words which describe the way we see truth. ‘Intercultural understanding’, however, doesn’t belong to that set of words. ‘Intercultural understanding’ is not about

truth; it’s about relational posture. The idea behind it is a commitment to the dignity and value of all peoples, regardless of the truth, or error, of their beliefs and cultures. For example, we seek to understand where a suicide bomber is coming from, empathise with his motivations and uphold his fundamental dignity as a human being. We do not, however, pretend that what he believes is true. We understand that it is a monstrous, evil deceit that should be vigorously opposed, and where necessary punished by a civil society. For a final discussion session, David Hastie asked participants to address the extent to which St Paul’s is addressing internationalism: How do we get evangelism into the centre of our international activities? Should we be offering scholarships to children of the persecuted church, as a gesture of international Christian community? Are we educating students about Christian internationalism: the history of mission, global Christian activism and the persecuted church? Are there some ways in which we are inadvertently meeting some internationalist goal other than a Christian one? Let’s be a school that is constantly self-reflecting and realigning itself, to be true to its Christian mission. Let me finish with the vision of John in the book of Revelation: ‘After this I looked and there before me was a great multitude that no one could count, from every nation, tribe, people and language, standing before the throne and in front of the Lamb. They were wearing white robes and were holding palm branches in their hands. And they cried out in a loud voice: “Salvation belongs to our God, who sits on the throne, and to the Lamb.”’

futurum

St Paul’s Grammar School Penrith

principal wang rui

A PARTNER FROM ACROSS THE GLOBE

In 1978, two years after Mao Ze Dong’s death, Deng Xiao-ping re-introduced academic selection for university education and anyone who had completed 12 years of

On his visit to St Paul’s in May, FUTURUM interviewed Principal Wang about his experience of education after he began teaching: I have been a Principal for 16 years. In 1997, I became pioneer Principal of Teda No 1, the ﬁrst school in the Tianjin Economic Development Area, the school I am still at. We began with 30 local students and seven teachers. By 2002, the school had 2000 students, so we split the school into primary and secondary and the secondary into junior high and senior high. At present, the two secondary schools each have 1800 students and a total of 170 staﬀ members. Most of the students are local, but there are some from outside. The school is very well known and very hard to get into. We select students strictly according to the results in an entry examination. At the 20-year anniversary

of the establishment of the economic development zone, 20 public ﬁgures received awards, I being the only educationalist to be honoured with such an award. My aim as an educationalist is to educate my students to become leaders in the world. It arises from my educational philosophy. That’s why I have come to St Paul’s. I would like to introduce the International Baccalaureate. I wish to combine the best of Eastern and Western educational philosophies. Eastern education provides a solid foundation in basic knowledge, good discipline and good learning habits. Western education is more creative, so Chinese students are able to use their skills more freely. Chinese students are able to become more open-minded. My philosophy is to serve the students. I believe that teachers should meet students’ needs, not only for the present, but also for the future. I encourage teachers to develop in students their individual talents.

SPGS PENRITH

schooling, as Mr Wang had, could sit for the entrance examination, which Mr Wang did. At 31 years of age, therefore, Mr Wang entered Tianjin Normal University to train as a teacher, a career he pursued when he completed university at the age of 35.

13 FUTURUM

PRINCIPAL WANG YAN RUI, the Principal of Tianjin Teda No 1 Middle School and Educational Inspector of the Tianjin government in China, paid a visit to St Paul’s in May 2007. First, Mrs Ruby Li, teacher of Chinese at St Paul’s, gives this background to Principal Wang: In June 1966, Mao Ze-Dong launched the Chinese Cultural Revolution just as Wang Yan Rui was preparing for his university entrance examinations. The examinations were suspended, the universities closed and Mr Wang was required to participate in the revolutionary movement as a leader of the Red Guards. After sone time, he was transferred to the countryside to do farm work and, four years later, became a factory worker. This experience of leadership served him well later as a teacher and school administrator and the experience of work made him very practical.

futurum

St Paul’s Grammar School Penrith

team work in teaching & learning

‘It was fun working together’ but you need a good time plan; and we learnt about the uses of the trebuchet and ballista, their design and appearance and their power. Readers’ Theatre, a team activity This is a Year 4 joint public speaking activity where each student needs to work with others to read and act out their work. Teacher Mrs Corinne Day says: They learn to work as a team; develop such necessary reading skills as clarity, expression, intonation and pitch; exercise drama skills; face the risks associated with appearing in public; and commit themselves to clearly deﬁned tasks.

TEAM WORK HAS SPECIAL rewards as Year 8 History and Year 4 students have found.

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Medieval Day team projects Of this day in early June, teacher Mrs Anne Commerford says: While some students worked individually, many completed some innovative and interesting projects as teams. The Medieval Day was a huge success as it brought the Year group together to share their knowledge and achievements. Many students participated in a Medieval fashion parade, an enjoyable lunch and a spellbinding demonstration of weapons, shields, chain mail suits and various other Medieval accoutrements. Visiting Medieval expert, James Adams, and his team of swordsmen really brought this fascinating period of history alive for our students!

FUTURUM

Molly Ireland, Maddie Friend and Brittanie Shipway worked on a creative project together which had a reward in the end: Our class was encouraged to form groups to help our creativity, which certainly worked for us. Thinking inventively, we made a cake in the shape of a castle. To be as authentic as possible, we made it without cake mix, but it was a ﬂop. Molly researched Medieval castles, while we did the cooking. We settled for modern ingredients and, with the help of my (Brittanie’s) Mum, we made

a successful cake. We learnt a lot about time management, sticking to recipes, how castles were constructed and their different styles. It was good working together – if we had done it on our own, we would have given up when the cake collapsed; there were too many different tasks for one person to do; and it was fun working together. The bonus was sharing the cake with our classmates at the end. Matthew Domars, Dhiren Dhanji and Philip Leaning of Year 8 developed the concept of their project as they went along: I was at first working on my own to construct a model trebuchet. Then Philip and later Dhiren joined – they liked the idea of the trebuchet (Matthew). We thought the trebuchet would only take a couple of weeks, so decided to make a model ballista – a big crossbow on wheels – as well. I got the concept from a design on the internet, developed a more advanced design then made a folder with various designs and plans (Dhiren). I did some design work on the ballista and constructed the model trebuchet (Philip). I constructed the final model ballista (Matthew). It was better doing it together. On our own, we might have only had time to construct the trebuchet. There were more ideas because we were working together. What did we learn from all this? Working together was easier,

FUTURUM interviewed 4D students Kate Nelson, Jessica and Jordan Hunter, and Kelsie Mead after they had read and bookin-hand acted ‘Three Billy Goats Gruff ’: We chose this one because it was a good story. Because Jessica had the cutest voice, we chose her for the baby goat; Katie had the gruffest voice, so she became the Troll; and Kelsie had the strongest voice and was the tallest, so she became the third goat. We practised at school and at Kelsie’s house and our parents gave such hints as look at the audiences (Kelsie’s), don’t scream and keep going whatever ( Jessica’s and Jordan’s) and remember your lines (Kate’s). We enjoyed it and learnt to use expression ( Jessica) and feel confidence (the others). Aidan Palacios, Lachlan Pereira, Nathan Perri and Thomas Graham of 4S chose the same story because it was the best they could find: We enjoyed doing it and learnt a lot about each other and about working together. Angus Findlay, Thomas Beaumont, Joshua Richardson and Alec Rennie of 4W chose ‘The Little Red Hen’ because it suited the talents of this particular group: As Angus had won three years in a row, everyone wanted to be in his group – we didn’t want to hurt others’ feelings, so we didn’t put pressure on Angus to be in his group. As Alec is a good reader, we made him the little red hen; Angus took two parts, the duck and the cat, because he was the most experienced; and so on. We enjoyed doing it and learnt to think of each other first; that when someone was nervous, others would help; and that it was better to be able to do things with others than on one’s own.

futurum

St Paul’s Grammar School Penrith

st paul’s rugby

‘The game will be played in heaven’

The Independent Sporting Association (ISA) 16s girls’ basketball 2006 team, with St Paul’s player Hannah Jurd (rear, second from left) and St Paul’s staﬀ member coach Miss Shelley Chapman (front centre)

The game will be played in heaven. It is a disciplined sport played to rules and regulations; you communicate, socialise,

Mr Peter Hanns is a father whose son Thomas plays for the 13s: My son started playing for Hawkesbury in the metropolitan comp where he was playing against bigger boys often. At school he is concentrating on technique. I attend every Saturday game my son is in, running along the sidelines, helping where I can and building up friendships with other parents. I love the game – I played hooker in the Sydney Rugby Union comp. John Camp is such an attraction – he is great for the game and the kids respect him. Before each match, he gets them to kneel and pray. Ben Mills in Year 12 has been playing since Year 9: I joined because Mr Bos asked me when he was in the hunt for players and I agreed because most of my friends were playing. I put some nine hours a week into

the game – two afternoon training sessions and all day Saturday when I play my game and support the other teams. It’s a great way to get rid of stress and it gets the adrenaline going. I started as a centre but as I grew and gained weight I moved to the front row. Playing with the 19s was great because we were all from the same year so bonded well and we had Mr Hitchick, who related to us well, as a coach – after leaving school next year, I hope to play in the Sydney comp. in a team that he is developing. Both Max McNamara and Arthur Iconomou of Year 12 began playing in Year 7 and have always enjoyed the game: I enjoy the mateship which helps me get through. I play either ﬂy-half or scrum half in the 1sts and have found that over time the team has become more cooperative in feeding the ball through. I’d recommend the game – it provides a release from tension and I use it for CAS (Arthur). I play ﬂy half or No 8 most of the time in the 1sts – I am fast enough for this. It is both a physical and a tactical game. I think it is so popular because there is a realisation that we need a balanced lifestyle – it gives us something to do rather than just studying – guys respect this balance (Max).

SPGS PENRITH

I left South Africa to migrate to Australia in December the day after I saw the St Paul’s advertisement for a rugby coach job that I thought was tailor-made for me. As a school student from a poor background where the expected course was to go out and ﬁnd a job, I asked God to show me what I could do and he gave me rugby, which I started playing when I was 17 or 18. I did well enough to play in a South African student team against Australian students and was able to get a scholarship from South African Rugby Union to train as a PE teacher. I played Super 12 Currie Cup for the Pretoria-based Blue Bells from 1996 to 2003 and Super 7 for the Durban-based Natal Sharks for the same period.

strategise; you need to adapt to diﬀerent players; you learn how to play to your strengths and to think on your feet; and you develop respect for yourself. We are going well – the foundations are being laid and in the next two or three years, there will be very good teams amongst our 13s to 16s. We are also developing skills and basic rules amongst our Years 3 to 6 boys. I am very excited about this: I know we can go further.

15 FUTURUM

RUGBY NOW INVOLVES SOME 120 boys, ﬁve teams and anything from 100 to 150 parents and other supporters each Saturday during the season. Here, Mr John Camp, who took over as chief coach this year from Mr Mark Bos, outlines his own rugby background and how he sees the game at the school:

futurum

St Paul’s Grammar School Penrith

careers at st paul’s

St Paul’s hosts career week launch

SPGS PENRITH

IN EARLY JUNE THIS YEAR, St Paul’s hosted the launch of the inaugural National Career Development Week (NCDW), an Australian government initiative managed by the Career Industry Council of Australia (CICA) – the national peak body for career practitioner organisations. President of the Career Industry Council of Australia, organiser of the event, and Careers Adviser at St Paul’s, Mr Mike Geeves saw its purpose in these terms:

FUTURUM

I feel NCDW raised awareness that there are career professionals around Australia who can help people in their career planning and decision-making, particularly in the light of the skills required in the new industrial relations environment, in order to ‘get the life you love’, the motto of the launch. It also provided us with an opportunity to officially launch our website, www.ncdw. com.au The launch was attended by federal local politicians Mr Kerry Bartlett and Mrs Jackie Kelly, and Mr Pat Farmer, Parliamentary Secretary for the Minister for Education, Science and Training, who was the guest of honour to officially launch the Week. Also in attendance were career professionals, the school’s rural fire service cadets, representatives from RFS HQ in Homebush and the Penrith Regional HQ, school staff and students from Kindergarten to Year 12, parents and grandparents. Mr Anthony Head, coordinator of the school’s rural fire cadet service, explains their role in the event: The concept was the importance of learning a new skill that could lead to

employment, in this case employment in fire fighting services. Mr Pat Farmer was the trainee, and he was taught fire-fighting skills by Year 9 member of the brigade Bill Andrews. Cadets also gave a demonstration of hose work, I gave an impromptu talk on fire cadets in NSW, the cadets organised a barbecue and Janelle Roberts, a former student member of the brigade who now works for the NSW Rural Fire Service, spoke of her work. It was a good opportunity to show how extra-curricular activities at school can lead to a career and that team work, communication and other skills learnt in such an activity can carry over to other career opportunities. Bill Andrews of Year 9 played a significant role in the day’s events: I was, along with Read Bryce of Year 11, selected to teach the Permanent Secretary to the Minister about hose drill and tanker pump operations. Four of us were involved in a wider training program. As far as I could tell, Mr Farmer had no background in this area, but he did so well that I thought, mistakenly, he had done it before. He asked a lot of detailed questions about the equipment. I’d be happy to employ him in this area: he’s a natural! Janelle Roberts nee Clark attended the launch as an employee of the NSW Rural Fire Service (RFS) and a former student of the school. Here she outlines her career path: My journey at St Paul’s began in 1997 in Year 7 and concluded in 2002 after the completion of Year 12. One of my extra-curricular activities was the St Paul’s Cadet Rural Fire Brigade. The brigade was established in 1998, and, as a couple of

my friends joined at that time and quite liked it, I decided to join at the next available intake – 1999, as I especially wanted to help the community. This cadet brigade gave the foundations of the knowledge I currently have. I was Communications Officer and Deputy Cadet Captain, later becoming a brigade Administration Assistant, roles that gave me leadership skills and confidence. I joined Orchard Hills Brigade in 2003, where I currently participate in brigade training, fundraising, attending fires/incidents and have completed numerous training courses, and with which I completed a number of courses. I am involved in the Cumberland Zone Community Education Group, and the Protocol Squad for the NSWRFS. My employment with the NSWRFS began in 2000 when I completed my Year 10 work experience with them and in later school holidays assisted as a volunteer. While studying for my Bachelor of Arts from 2003 to 2005 I worked part time for NSWRFS. Since 2003 I have worked in the Staff Services Section, in 2004 becoming a permanent staff member. I work in Employee Relations – assisting staff with enquiries, staff salaries, staff leave and the like. Because of my passion for this area, I commenced my Master of Commerce (Human Resource Management and Industrial Relations) in 2006 whilst working full time. I met my husband whom I married nearly six months ago through the Service while we were both volunteers. I thoroughly enjoy being a part of such a community-spirited organisation.

futurum

St Paul’s Grammar School Penrith

silver anniversary

celebrating 25 years of st paul’s

In the early 1990s the school held an annual thanksgiving service in February, the time of the year the school started. In this anniversary year, it seemed an inspiring idea to have a service. This service will be an important occasion for council members, students, staﬀ, parents, former students and all friends of the school to thank God for the vision of the school founders and God’s provision over the last 25 years.

FEBRUARY Pre-school opening and party

In this new venture for St Paul’s, school parents and friends will join with staﬀ and pre-schoolers in a party with goodies that the preschoolers will enjoy.

MARCH Silver anniversary Open Day and dinner

This will be a focal point of the silver anniversary. The Open Day will be a showcase of the many facets of the school’s education program. The day will include a history display and the launch of the special silver edition of Futurum. A typical 1984 St Paul’s classroom, the ﬁrst year of the school on its present site, will be open for inspection. Two capsules will be sealed, one to be opened on the 50th anniversary and the other on the 100th anniversary. There will be a silver anniversary dinner in the evening, featuring a well known music group made up of former students. Tables will be set aside for year groups.

MAY 10th anniversary of St Paul’s Cadet Fire Brigade

4 May is International Fire Fighters’ Day. In order to recognise this, and to celebrate the 10th anniversary of the setting up of the St Paul’s brigade, the first school-based unit in NSW, there will be displays, a fire-fighting competition and a celebration dinner.

MAY The school musical ‘Barnum’

The lavish musical ‘Barnum’, an account of renowned circus personality TP Barnum, will be performed by the school. This will be a focal point for our celebration of the contribution of the performing arts to the school, and will include displays of former musicals and other high points in the school’s performing arts program.

The annual ball for debutantes has become a high point in the lives of many students over the years. This special silver ball will include former debutantes and guests of honour from previous years, as well as a display of photos from earlier balls.

JULY Tree-planting on National Tree Day

The vision of the school’s founders was that the seriously degraded gravel quarry that became the school site would be transformed by the planting of Australian natives in the new soil and mulch brought in for the purpose. A tradition developed of each child planting a tree or shrub, giving them a sense of ownership of and responsibility for the school. The 2008 tree-planting will be done all staﬀ and students from pre-kindergarten to Year 12 and will include conducted tours of the grounds by members of the grounds committee and interested students.

AUGUST Chinese Day

The school has developed the largest Chinese Mandarin program of any school in Australia, the language being compulsory from Year 1 to Year 7 and one of four optional subjects after that. In recognition of this, an enhanced celebration will take place that will include a photo display of past celebrations.

SEPTEMBER The silver jubilee lecture: Dr Trevor Cooling

Since the school’s beginning, a distinctive feature has been the undergirding of teaching by a Christian philosophy of education. It seems appropriate in our silver anniversary year to invite Dr Cooling, who is secondary school adviser to the Anglican Diocese of Gloucester and Director of Transforming Lives Programs for the Stapleford Centre in England, to speak to us in the area of adolescent Christian education and so contribute to our vision. This lecture will be open to the general public.

OCTOBER Spring Fair

This annual event will showcase the school’s links with the wider community and the contribution of The Friends of St Paul’s over the years.

NOVEMBER The Year 6 IB PYP exhibition

In addition to the annual display of Year 6 work, there will be displays of other International Baccalaureate (IB) work throughout the whole school, in this the 15th anniversary of the commencement of the IB programme in the school. St Paul’s will celebrate its development into being the largest IB school in Australasia. It will be an opportunity to reﬂect on where we have come from and where we’re heading in the 21st century with our IB program.

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FEBRUARY Foundation Day and thanksgiving service

MAY The silver jubilee ball

17 FUTURUM

We have planned a year of celebration next year and would value your company, whether you are a parent, grandparent, student, member of staﬀ, former student or friend of the school.

1983-2008

futurum

St Paul’s Grammar School Penrith

FRIENDS OF ST PAUL’S

Parental support for school projects

SPGS PENRITH

FUTURUM

SINCE 1984, WHEN THE PARENTS’ funraising association(the forerunner of the present Friends of St Paul’s) was formed, parents have provided vital support in ‘plugging the gaps in the school budget’, to use Bill Blakey, president of the parental group’s phrase. Bill ﬁts this school responsibility into a busy work schedule as National Retail Supply Manager for Darrell Lea Chocolate Shops based at Kogarah and such voluntary activities as president of his church council. He ﬁrst explains how he became involved in the parent body:

Where would I like to see the association go in future? We always hope for a bigger membership and more people coming to our meetings in order to support a school that, in attempting to keep fees down, struggles to provide the extras for our children that the budget doesn’t cover; a strong partnership with the staﬀ in this task; active participation of more members of the school community in the Spring Fair; and we would like to feel that parents have an awareness of the tight budgetary constraints of the school and the role we can play in supplementing that budget.

When my daughter Naomi was in Year 2 in 2000, I decided to join the association which was then in danger of collapsing for the lack of support. I became vice-president in 2002 and took up my present position three years ago. We see ourselves as a mechanism for providing money to benefit students and staff. Last year, we provided $40,000 for seating; this year, we are providing $45,000 for infants’ playground equipment and hope to help finish construction of the forecourt of The Centre as well as paying for improvements to the Centre Kitchen. The association has remained much the same size over the years, with about a dozen coming to meetings. We have a very strong network of parents behind us who help with fundraising events and are always pleased to meet new parents who are ‘happy to help’ but don’t feel committee work is for them. Because members and supporters have a finite life, governed by the time their children remain in the school, we are always grateful to be able to welcome anyone, staff or parent who wants to lend a hand in any way they feel able.

What do I feel about the school? I only do this job because I am happy with the school. We are blessed with people here who have a vision for the school and their students. Shauna Davey, a teacher, has been involved in the association since 1995: I went along when my three children Matthew (Year 7, now in his Liberal Studies Honours year at Sydney University), Jessica (Year 5, now studying Business Management and Law at UWS) and Emma (Kindergarten, now Year 12) joined the school. I had been president of the P&C in the children’s previous school; I have always wanted to be involved in the schools my children have gone to. My ﬁrst St Paul’s contribution was as a volunteer at the Art and Craft Show. The association then was very similar to what it is now: a handful of dedicated people who were business orientated, driven and motivated; it has never been a waste of time: time is used purposefully. It has been lovely to meet other parents over the years who care about kids. There has always been trouble attracting

numbers: people feel they pay fees and don’t need to do more; the school covers a wide geographic area and it is hard to make that extra trip; and parents are often unaware of how tight school funds are. What do I feel about the school? It is a great place, very caring and it does what it does well. Karen Lebsenft has Lorna in 4D and Jack in 1L and is publicity officer of the association: I joined last year, having been on a number of committees in the past and knowing how difficult it is to get volunteers. I have great hopes for the association. A way needs to be found to link it more closely to the school. Our immediate need is to bring the coming Spring Fair before the school and find a way to make strong connections with the teaching and non-teaching staff and the parent body. Attending the meetings is not the crux; the important thing is developing a list of those, both parents and staff, who are able and willing to help in particular ways. Naturally there is a stronger link in the Junior School – children of that age want their parents to be visible more often. Ways need to be found to generate more connections in the High School. My impressions of the school? I am pleased with the school; it offers a good community. When kids are happy (as they are), it is easy to support them. There is always someone in the school who is willing to talk to you about the school and about your children.

futurum

St Paul’s Grammar School Penrith

team work in national teaching ﬁrst& learning

St Paul’s to host cadet championships

The aims of the national championships are to enable socialisation of cadets around Australia, provide an opportunity for a high standard of competition, enable informal networking amongst cadet leaders, increase national awareness of the existence and importance of such groups and provide a catalyst for the establishment of a national ﬁre cadet association.

Part of our preparation for the national day was attendance at the Mudgee State annual meeting at the end of Term 2 where we had our own tent and where we did a lot of planning for the national day. Some of the events we’ll take part in are heavy tanker operation and remote area ﬁre-ﬁghting. Meanwhile, I carry on with my two major weekly commitments: on Thursday after school, I lead cadet training; and on Friday after school, we have normal cadet meetings. At the moment, those regular meetings are focussed on competition training for the national day.

Joseph Mahoney in Year 12 is part of the national championship team. He explains how he became involved in the cadets: When I was in Year 7, a couple of my friends and I took up the offer to join the cadets. We started out as recruits, gaining practical experience and knowledge as we made our way through the ranks. I am now senior deputy, the second-in-charge of the cadet unit. The best aspects of those six years have been being able to take part in competitions, using the fire equipment, comradeship and meeting new people. I had been part of the last State championship team, so I was invited this year to join the team for the national championships. There are 11 to 15 events to train for, from using fire-tankers to simple fire-fighting skills. For the Mudgee State annual meeting, we took our first year cadets, conducted a demonstration with another team and listened to a number of talks. We also had the opportunity to publicise the national championship at St Paul’s. The main values of my involvement in the cadets have been the development of physical and leadership skills. After I finish school, perhaps I’ll get involved in the fire-fighting field professionally or as a volunteer.

SPGS PENRITH

As our school cadet unit was the first schoolbased cadet rural fire brigade in NSW and as we had won the State championships in 2003 and 2006, it seemed appropriate that our unit should sponsor a national championship, so I wrote a proposal to each State Head Office. There was a lot of interest and teams are coming to the event from Western Australia, Victoria and NSW, and possibly other States. It will be held at our school from 3 to 6 October this year, with a training session on 4 October and the championships themselves being held on the last two days.

Bill Andrews of Year 9 is a member of the brigade who will be involved in the national championships. He begins by outlining how he first started with the rural brigade: I applied in 2005 when I was in Year 7. I was interested because I live at South Maroota, 45 kilometres north of the school in a bushfireprone area on the way to Wiseman’s Ferry. It was also offered as a means of fulfilling the compulsory sport requirement. I first learnt about rural fire-fighting organisation and skills and at the end of that first year joined the school’s competition team. At the beginning of this year I was put in charge of training recruits, so I am back two afternoons, on Thursday to train and on Friday for normal cadets and competition training.

19 FUTURUM

ST PAUL’S CADET RURAL FIRE brigade Coordinator Mr Anthony Head had an idea that Australia needed a national ﬁre cadet championship:

S t P aul ’ s futurum GRAMMAR SCHOOL

St Paul’s Grammar School Penrith penrith, australia

No. 42 Spring 2007

international students

staff retreat bush MRs debroah 2006 school council

USING GIFTS TO SERVE OTHERS

Evelyn (front left) and Don Harwin (centre) and their extended family

MRS DEBORAH BUSH HAS always found ways to use her gifts in the service of others, one such role being as a member of the school council since 2005: I was first asked to come on the council by then chairman Mr Adrian Fox in 2002, but there was too much going on in my life at the time. On Christmas Day 2001, a bushfire raged through our stone fruit orchard at Mulgoa, destroying our home and all the farm sheds and machinery. Our orchard lost about 400 trees. The children and I left the property with a wall of fire coming towards us. Initially I was gravely concerned for my husband who had gone back towards the fire to recover a truck. Thankfully he turned up safely. Being a Christian family, the loss of our possessions was not all that important, but obviously other difficulties arose from that day. It would be 18 months before we moved into our new home, our focus initially on getting our farm re-established. Farm sheds had to be rebuilt, tractors purchased and even all the small items like shovels and spanners bought. It was a very strange experience – everything was brand new.

At times I struggled to keep all the balls in the air. I was a wife, a mother and a business partner. However there was one constant in my life, God. He gave me great strength and courage when I needed it most. By 2004 the orchard was on its feet again. I was involved in women’s ministry in our local church at Mulgoa and it seemed like the right time to respond to another request to join the school council. My husband David and I sent our ﬁrst child Olivia to the school in Year 2 in 1997 because we had heard good things about it from neighbours, we were keen on its Christian perspective and I had beneﬁted as a student from being at a multi-ethnic school when the Snowy Mountains Scheme was being established. We wanted our children to have the opportunity to do the internationally focussed International Baccalaureate (IB). I was an active school parent, using my teacher training to help St Paul’s children to read when Olivia and Cameron were in the Junior School. I have continued to be a supporter of the school’s Visual and Performing Arts faculty, helping wherever I can. With Olivia having chronic illness the school has also

This edition of FUTURUM has been prepared by Ken Goodlet & Daniel Weatherhead for St Paul’s Grammar School Penrith.

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been able to support us over a number of years. At times staff members have gone beyond the call of duty to make her life at school a little easier. When I considered coming on to the school council, I wondered what I had to offer. I suppose I bring the perspective of being a current parent to the council and my teaching background stands me in good stead in my role on the council’s education sub-committee. What do I see the school as offering? Obviously the wonderful academic results speak for themselves. The fact that St Paul’s offers both the HSC and IB means there are great choices for students in the senior school. With strong Visual and Performing Arts programs and a wide array of sports to choose from, I see wonderful opportunities for the students at St Paul’s. But for our family the thing that stands out most is the strong Christian pastoral care: care shown not just to our daughter and son but our entire family.

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