S t P aul ’ s futurum GRAMMAR SCHOOL
St Paul’s Grammar School Penrith penrith, australia
No. 46 SPRING 2009
building our future A WHALE OF A TIME
our new principal
St Paul’s received three major grants from the federal government in the first six months of 2009: $110,000 for solar panels (as above), $200,000 for much-needed refurbishment of High School facilities and $3,000,000 for a multipurpose Junior School complex.
Mr Paul Kidson (photo above) becomes the fifth Principal of St Paul’s in January 2010 when he takes over from Dr John Collier, who has given nearly 13 years distinguished service to the school.
Schools Property and Projects Manager Mr Peter Males says: These gifts of money from the federal government upgrade our existing facilities here at St Paul’s in a way we could otherwise not afford to do. Our highly qualified staff are able to use these facilities to provide the most up to date educational offering to your children. Constructed on an almost bare $200,000 disused quarry site, most school buildings have been funded entirely by the school – the 1984 present Science Block and The Hall, the 1986 L Block and the then Industrial Arts rooms, the 1987 J Block and the then Music Block, the 1989 High School Library, the 1992 present High School Administration Block, the 1993 Junior School classroom complex, the 1997 Centre, the 2002 upgrading of dance, multi-media and hospitality, the 2002 Junior School Inquiry Centre, and the 2006 Arts Quarter. The refurbishment of Visual Arts in 2007, and the coming construction of a learning support centre have had some government support. All these buildings, as well as a myriad of further minor construction efforts over the last 26 years, have incurred long-term debt. The school is very grateful to the federal government for this latest support.
Jonah The Musical, (pictured above) the Junior School musical performed in September 2009 was described by former Director of St Paul’s Visual and Performing Arts Faculty Dr Michael Webb who was in the audience as ‘flawless’: ‘I enjoyed it immensely,’ he said. The writer and producer Junior School teacher Mr John Connell told a radio interviewer in late August that the story in the Bible is really a short story, so he fleshed it out. Mr John Connell told FUTURUM: The school has a long-running tradition of musicals. Every two years, the Junior School puts one on. Given the talented staff and students we have, I felt this time we could pull it off from scratch and could find the 69 students needed for the performance. We put a lot of prayer into this, pondering the possibilities. The show was written with the express aim of building up and encouraging Christians in the faith, and to communicate, to those who don’t know God, the great love and mercy he offers to all.
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‘Mr Kidson comes to us with a rich background in education and educational leadership,’ said Mr Don Harwin, Chair of the School Board. Mr Kidson studied Arts and Education at Wollongong University and gained his Master of Education with First Class Honours and the University Medal from the University of New England. He is undertaking doctoral studies in the area of Christian educational leadership. He has taught at Christian Community School in Regents Park and Newington College, held senior positions at All Saints College at Bathurst and Ballarat Grammar School and was Head of Macquarie Anglican School Dubbo and Shoalhaven Anglican School. Mr Kidson is a member of a range of educational, educational administrative and managerial professional bodies. He has directed 18 drama productions across his various schools, and has coached a number of GPS and ISA rugby teams, including one to an ISA premiership. He is married to Vanessa (pictured above) and they have three sons. ‘Our school board is absolutely delighted that Mr Kidson is to be our next principal,’ said Mr Harwin. ‘His background, experience, beliefs and vision equip him admirably to continue the mission of the school, and to build on the excellent work of his predecessor, Dr Collier.’
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w: www.stpauls.nsw.edu.au | e: info@stpauls.nsw.edu.au | p: +61 2 4777 4888 w: www.stpauls.nsw.edu.au | e: info@stpauls.nsw.edu.au | p: +61 2 4777 4888
S t Paul’s futurum GRAMMAR SCHOOL Grammar p eSt n rPaul’s ith, au stralia
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FROM THE PRINCIPAL
Mr Don Harwin, Chair of St Paul’s Grammar School Board (left, standing) with Dr John Collier (seated) in Dr Collier’s office
Reflections on the last 13 years Dr John Collier looks back over his years at St Paul’s:
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s I look back, I am conscious that I have been the principal of this wonderful school for nearly half of its 26 years of existence. I am overwhelmingly grateful for the opportunity to lead this special place; grateful to the school board, staff, parents and students for their confidence and support. It is very hard to leave a place I love!
appreciative of the leadership, counsel and support of the two chairmen in my time, Mr Adrian Fox and Mr Don Harwin.
Fundamentally, a school is its people. My time has been blessed with great people from all these groups which make up a school. I will miss them all hugely, especially the students. I have taken great delight in their accomplishments. Particularly pleasing has been the growth in Christian faith of so many, as they have developed into fine young men and women. I have also been delighted with the growth in their academic results, with the diversity of their attainments over so many curriculum areas, and with the extensive development of student activity in co-curricular activities, particularly in the performing arts and sport. School culture is strong, and we have remained firm to our vision, In Christo Futurum: in Christ the Future. It has been a particular joy to see so many of our graduates filling the local churches of all denominations, with some also undertaking overseas missionary service.
I intend to stay in close touch with St Paul’s Grammar School, and visit when I am able. I will be keen to hear of the progress of our students, and of the school’s future plans. Most importantly, I trust the school will stay firm to its Christian moorings, as described by the Apostle Paul, after whom the school is named, in Colossians 1:15-17:
The school has expanded in so many ways, but particularly its enrolments and provision of buildings to meet student need. Any achievements in my time have not really been mine, but those of the whole school community. I have been blessed with hardworking staff, and with parents and students who believe in the school’s mission and values. I am grateful for the magnificent assistance of our school board, who generously donate so much time to school governance. I have been especially
I am delighted to be handing over the reins to Mr Paul Kidson whom I believe will provide fine leadership to continue the great work of the school.
He is the image of the invisible God, the firstborn over all creation. For by him all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things were created by him and for him. He is before all things, and in him all things hold together.
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Jonah the Musical
Jonah (standing) surrounded by beach angels (lying down) after he is thrown up on the beach by the huge fish
a whale of a time FUTURUM interviewed four members of the cast of Jonah The Musical, Year 6 students Angus Findlay, Kamin Gock, Ysolde Okumura-Jones and Philaretos Stylianides, when they were in the middle of rehearsals and again after the performance.
Kamin was cast as the angel Gabriel: I enjoy acting; playing another character. I was happy to accept any part. Gabriel is a good guy who helps others. My script is actually the longest in the musical. It is so exciting to get such a big part. I have got to know the teachers and I am enjoying the acting. All is going well: the costumes and scenery are almost ready with a lot of help from teachers and parents. Afterwards he said: I really enjoyed acting, being a different person. Ysolde was happy to take any part: I was cast as the Queen. I have enjoyed getting together with the others in the cast since the beginning. I am a little worried about remembering my lines on stage, but they do follow from what others say which makes them easier. After the performance, she said: After about ten seconds I lost my nervousness. I enjoyed myself and would love to do some more acting.
is real and changes. We’ll definitely be ready when the time comes to perform on stage. Lots of people should come; it will definitely be worth it. After the performance he said: It was worth it – just seeing people hearing the message of God. The appreciation of the audience kept me going. Dr Webb was an observer, not a participant as he had been many times before: I found it commendable that so many students and staff members were involved so well. There were interesting dance sequences; detailed, visually impressive costuming; and really great songs and singing, particularly by Joshua Goode’s Will Shakespeare and by the Nineveh girl Chiara Napoli who had some tricky songs. The performance was consistently strong musically, using different musical styles including contemporary Christian praise. A great job was done in refining the songs which were all singable, a lot of attention was paid to getting the register right, and there was thoughtful variety without gimmicks. There was a nice mixture of adult and child content, the references to Shakespeare, Elton John and Germaine Greer interesting in their inclusivity. There was a particularly interesting conversation about identity. The kids embraced their performance; they were right into it; they didn’t miss a beat. It was a strong show, both joyful and joyous.
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cont from page 1: - Angus begins: I had previously done some acting and public speaking at school and had some piano and singing experience, so I appeared before the cast selection panel of members of staff to try out for a part and was cast as Jonah. Jonah is cast as a sad, grumpy, dopey person at times who doesn’t understand much. I have had to think how to act such a person. In many ways he resembles me, but I think he is too grumpy. Rehearsals are going well. We are getting there and I am excited, but also nervous. After the performance he said: I was a little nervous, but I loved it, particularly the singing.
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3 Philaretos applied for a part and was cast as the King: The King mostly cares about himself and those around his palace. Eventually he learns that Yahweh
S t Paul’s futurum GRAMMAR SCHOOL Grammar p eSt n rPaul’s ith, au stralia
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SCHOOL CONSTRUCTION GRANTS
The 66 north-facing solar panels gleam in the sunlight atop The Junior School Inquiry Centre
Building our future Solar,
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cont from page 1: St Paul’s has gone Solar thanks to Solar Switch and the federal government’s National Solar Schools Program. The scheme offers each primary and secondary school in Australia $55,000 to instal energy saving systems like solar electricity. As we have more than 1,000 students we were able to secure a double grant of $110,000.00. Solar Switch (www.solarswitchaustralia.com.au) installed in the first weeks of the school year on the roof of the Junior School Library an 11.88kW solar electricity system, consisting of 66 X 180W monocrystalline solar panels which will produce around 18,000 kWh per year helping to reduce the school’s energy bills and carbon footprint.
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The construction of this new multipurpose complex, made possible by this federal government funding ensures our Junior School continues to provide the most up to date facilities for your children. Some of the excellent features of this complex are an indoor basketball court which can also seat up to 600 people, a canteen and the provision of 4 purpose-built music tuition rooms dedicated for use by Junior School students. I am looking forward to this building coming to life and eagerly await its completion later in 2010.
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In April this year, the school received a $200,000 grant to upgrade the Middle School toilet facilities, provide emergency washing facilities for the science laboratories and replace hazardous floor coverings in the TAS facility. The new toilet facilities include such good environmental features as non-flushing urinals and lighting with a ten minute limit. This work was completed in early September, well ahead of the government’s completion date of late December.
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In May this year, the school received approval to build a basketball courtsized open space, a dedicated after-school care area, dedicated school toilets for both students and staff to replace present demountables toilets, a canteen facility to serve both children and small functions in the open space, a large stage, four dedicated music tuition rooms, storage space, and administration facilities to replace the present demountables. The grant is $3,000,000. The design process began in June, contracts are expected to be signed in October, cement footings are expected to be poured in December and the project completed around September 2010, well ahead of the government’s deadline of December 2010. It will contain such good environmental features as passive ventilation in the open space and overlaying the roof sections for summer. Mr Males puts this project in the context of the Junior School’s growth over the last 16 years: Our Junior School opened in 1993 with seven home base blocks as its only permanent structures. Since then we have constructed two A plan of the new Junior School multi-purpose complex, west of the ‘Kiss extra home base blocks, a dedicated three classroom home base block and a library and Drop’ area resources block now called The Inquiry Centre.
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SCHOOL PREFECTS’ INDUCTION
2009 - 2010 School Captains Breanna Moore and Simon Walsh
QualitIes of Leadership The School Captains of 2008-2009, Callum Geeves Simon Walsh and Breanna Moore, incoming school and Natasha Jones, prepared a speech together for the captions for 2009-2010, spoke first of the dream and induction of the 2009-2010 prefects in June 2009. the enormous amount of behind-the-scenes preparation that went into landing on the moon 40 years ago.
Humility: be prepared to work behind the scenes, regardless of recognition. Initiative: be sensitive and perceptive to issues and improvements that could be made in the school or wider community. The solution is just as important as identifying the issue. Follow-up: be active in your role, and be willing to see things through to completion. Work hard and be persistent to execute your solutions. Service: be aware that a lot of the role is involved in meeting the needs of the school and its students by whom you have been elected, not only in our wider community. You work towards improving and sustaining the school environment for the benefit of the students you represent. Teamwork: the most important ingredient: be aware that without support and incorporating everyone’s strengths the role, and the tasks you undertake, will not be manageable. Get to know the people in your prefect group, as the friendships you make can be invaluable. At times your new roles may seem overwhelming, but take pride in the opportunity you have been given and the ability you have to influence the school environment. Be encouraged by the support that students and staff will provide.
for our school and, whilst we may not make it to the moon, we hope to make our unique contribution to the development of the school, and encourage a strong sense of community and promote the many opportunities which this school is fortunate to possess, from sport to the fine art of debating, and at all times to encourage a Christian focus. A verse we found particularly relevant to our calling is Colossians 3:23-24, which states: In all the work you are doing, work the best you can. Work as if you were doing it for the Lord, not for people. Remember that you will receive your reward from the Lord, which he promised to his people. You are serving the Lord Christ. They finished with: It’s been 40 years since man looked down on earth, and liked what he saw. I still like what I see. We still like what we see. Great teachers, great students, great parents, great friends. We see great facilities, great prefects, great classmates, a great leadership We see opportunity, excellence, We see a great school In Christo Futurum, In Christ the Future
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Natasha said: There are some key ingredients to a successful prefect body:
They continue: We endeavour to serve the school in much the same way: to continue the dream, to provide a year of effort, hard work, behind the scenes action, and dedication to our goal. We hope to continue the dreams and aims that the current prefect body held
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MIDDLE SCHOOL SERVICE
St Paul’s Middle School students and members of the Mogo local community
Making the most of a holiday Deputy Head of
Middle School Mr Steven Coote gives this picture of this service program:
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ixteen Year 9 students travelled to Mogo, a small town on the south coast of New South Wales. We were privileged to be invited to work alongside the Aboriginal community at the Boomerang Meeting Place – a ministry of the Bush Church Aid of Australia. The reason for the trip was to provide service learning opportunities for students in the Middle School. It provided students with an opportunity to contribute in very practical ways to other communities through service. The students were given the opportunity to learn responsibility, integrity and team work by working alongside local Aboriginal people in Mogo. We had a very real insight and a greater understanding of the cultural aspects of the indigenous people in both Mogo and throughout Australia.
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The students worked at the Boomerang Meeting Place on a number of jobs that needed to be done. We undertook these jobs in teams – a maintenance, gardening, kids’ program and cooking team.
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In teams we painted, weeded, gardened, cooked, cleaned windows, created a community garden, ran a children’s program, and cleaned around the site. We were blessed also in return – we were taken to an Aboriginal site of significance, shared in a feast of beautifully cooked fresh fish, were taught to throw boomerangs, played the didgeridoo, did Aboriginal paintings, and listened to Aboriginal elders share their history with us through stories and casual conversation. We have been very much encouraged by the response of the Aboriginal community in Mogo and have been invited back. We will look to go each year. Three of the students involved in the program, Jessica Thomas, Bronte Goldstein and Ryan Henry, gave their accounts of the trip. Jessica said: I went to Mogo because I thought it would be a chance to do something for someone else with a bunch of friends. I enjoyed the freedom to talk and
read. It was a laid back trip. I learnt a lot during the cultural afternoons – and I learnt that when teachers cook, they don’t kill you! We created a new garden and they shared their customs with us. I’d do it again: it was enjoyable and people got a lot from it. Everyone was friendly and happy and I am thankful for the experience. Bronte said: I went because my parents wanted me to; they felt it would be a good experience and I’d learn a lot. I feel it was everything my parents hoped. The highlights for me were learning about Aboriginal culture, being able to help people, playing card games after dinner and how everyone was fun to be around. I learnt how to paint a room (I was in the maintenance team) and I learnt how to work in a team; it was frustrating at times, but I learnt about tolerance and compromise. I would do it all again if I had the opportunity! Ryan said: I became interested because my friends were going, then thought it would be a good thing to help others. I thought that the work would be hard, but it turned out to be fun. I was in the cooking team, but it didn’t worry me what I did. The highlights for me were working with the gardening team, learning to throw a boomerang and exploring the town of Mogo. I learnt not to judge a book by its cover, how to paint a boomerang and a lot about Aboriginal culture. Mr Coote reflects on the experience: I saw it as an opportunity for young people to connect with another culture. We saw them grow up, question their attitudes and beliefs, be challenged to look more deeply at the communities in their midst and be willing to help out without complaint. It was one of those experiences that shapes opinion, opens up opportunities and enriches the learning and life experiences of everyone who attended. The service aspect of the trip reflects our ethos as a Christian school.
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Students involved in the Mogo community – above: Ryan Henry, June Murtagh & Sarah Taylor gardening; below left: Bronte Goldstein and Christie-Ann Quigley having their face painted in the traditional way; and below right: Hannah Said learning the art of boomerang-throwing
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OCCASIONAL TALKS
Mr Erwin Diaz (left) in conversation with Mr David Hastie
SHARING A WEALTH OF EXPERIENCE Two members of the wider school community, Mr Erwin Diaz and Dr Richard Petty, contribute to the rich context in which St Paul’s prepares itself and its students for a complex world First, Mr Erwin Diaz in conversation with Mr David Hastie Mr David Hastie tells how this talk came about: My wife and I, both English teachers at St Paul’s, were recently marking papers on our kitchen table. She came across a student, Isabel Diaz’s, description of a grandfather who had been bodyguard to Salvadore Allende, the Chilean President who died in the inferno of the presidential palace during the 1973 coup. I was teaching the slain president’s niece Isabel Allende’s book ‘House of the Spirits’ to another class. I suggested the Isabel Diaz script was a brilliant piece of Year 11 fiction, but asked my wife to stop interrupting me! My wife wondered whether the student’s family members, involved in the school for many years, were in fact custodians of a unique piece of oral history. She made inquiries.
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They are. The grandfather was bodyguard to Salvadore Allende. The student’s father, Mr Erwin Diaz, was hunted as a young teen by the Chilean death squads, and the family fled the country soon after the coup. They finally settled quietly in Western Sydney. Mr Diaz agreed to be interviewed in front of Mr Hastie’s International Baccalaureate English class. And sometimes a school story gets a gravitational pull around it: this seems such a story. IB film-studies students are making a documentary about it for a major work; some Year 11 students who had just visited orphanages in Tanzania and had an interest in the Rwandan genocide attended; the Year 12 IB Theory of Knowledge classes who are currently studying ethics, including human rights, came; and The Socratic Club, a student faith and philosophy group, and the Amnesty group, who had just debated each other on the Christian ethics of universal human rights, joined in.
James Lang is working on producing the film of the talk: What I’d like the film to capture is how very composed and humorous Mr Diaz was in the face of the atrocities experienced – his joke about his father needing dental work after the torturers had finished with him told in a deadpan voice, for example. I want to get the perspective right of the contrast between his having become a man at 13 and Australian teenage materialistic obsessions. In editing, I’ll seek to bring out the emotion without being invasive. Simon Walsh is in the IB class, in the film team and has since that talk joined Amnesty: ‘House of the Spirits’ seemed like a folk story, a slice of history before the talk; the talk brought it to life. What struck me most was the horror. In movies, it is glorified; in the reality of the talk, it was unrestricted violence. It showed me that humanity had courage and bravery, but there were shades of grey, good and bad, in many people’s behaviour in such situations.
FUTURUM interviewed a number of Year 11 and 12 students who attended the talk.
Marieke Johns had just returned from a school Tanzania service tour: My general position on human rights is that humans have a baseline responsibility to offer others the opportunity to accept a set of rights. As to Mr Diaz’s talk, I was expecting something distant and impersonal like Isabel Allende’s book, but felt compelled by the talk to look at myself and doubted I could seem as normal and full of humour as Mr Diaz did if I had gone through what he had – it took such courage. I don’t think I could live with myself if I did what the torturers did – but perhaps any of us, given a disturbed enough background, could be capable of anything.
IB English student Emily Peters said: The talk increased the value of Isabel
Second, a talk by Dr Richard Petty
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Allende’s book by imbuing it with emotional depth. It was also personally interesting because my mother, from a Spanish background, experienced the Argentinean dictatorship which, though not as extreme as that in Chile, had a lot of similarities. I appreciated the way Mr Diaz shared his thoughts about the powerful forces behind things and ways of knowing what is true and what is not.
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Filming the Diaz - Hastie interview, (from left) Joshua Walter, James Lang and James Wise
Student Anthony Morrissey found the visit of Professor Petty to the school a truly motivating experience: He provided insight into the successful entrepreneurial ventures he undertook at a young age and showed that if you have a clear-headed plan to do something, you can achieve the desired outcomes. His level of influence in terms of his regular encounters with members of parliament (including both the Prime Minister and the Treasurer) and the esteem in which his commentary on the present economic climate is held display that hard work and dedication to your chosen field can lead to you having a genuine voice on contemporary issues and associated management strategies. Head of Social Sciences Mr Geoff Newton says: Professor Petty resonated with the students. He came across as one of them, and gave the impression
Dr Richard Petty
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Student Lauren Winter highlights the points that struck her from the talk: His investment company encourages innovation investment that has a multiplier effect. He used the effects of 9/11 on airlines shares as an illustration of this. There were empty aeroplanes and an airline share price decline but, as someone who flies a lot and observes everything about businesses, he bought airline shares just as the market was going up and did well. But his most important investment is in education which he is able to support from his business ventures. It is the brainchild of John Wood, founder of ‘Room to Read’, an organisation that gives books, builds schools and libraries, and provides scholarships for girls in Nepal. Professor Petty also talked of how external shocks such as swine flu influence the economy and the way the global financial crisis caused the banks to stop lending, write off loans and tighten up on interbank lending. When there is such a crisis of confidence, people and organisations don’t invest and don’t spend.
that we could do what he had done. He emphasised that, beyond the academic side of economics, it is important to use our eyes, to observe what is happening and to keep in touch with our friends and our roots. From his first business venture where he employed his former St Paul’s friends, he has built up a wide network of friends that work with him in business. A link has been set up between him and the school, and students like Anthony Morrissey have already been exchanging emails with Professor Petty.
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Principal Dr John Collier provides an introduction to Dr Petty: Senior Economics, Business Studies and Geography students were privileged to receive a visit from St Paul’s 1987 Vice-Captain, Dr Richard Petty, now Professor of Accounting, and Dean of the Macquarie University Graduate School of Management. Professor Petty not only discussed with students aspects of global finance, but also gave a strong message on how he rose from reasonably humble origins through persistence to operate many companies, and embark on a successful career as an academic. Professor Petty is currently President of Chartered Practising Accountants (CPA) of Australia, and is developing a mentoring program where St Paul’s students interested in Accountancy and Finance are provided with practical advice and assistance by local accountants.
S t Paul’s futurum GRAMMAR SCHOOL Grammar p eSt n rPaul’s ith, au stralia
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GIRLS’ SUCCESSES
Girls in action: Alison Borrows (left) and Sally Andrews
Making the most of our gifts Many St Paul’s students shine not only in school, but out in the community as well. Here is a small sample of successes by some St Paul’s girls:
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Rhiannon Cook (Year 9) has been learning dancing and singing since she was seven years old, and has performed in many competitions and eisteddfods. In 2007 she won first place in the McDonalds Performing Arts Challenge (Sydney Eisteddfod) in the Contemporary section for her age. She has also performed in three musicals, Annie and Highschool Musical with the Penrith Musical Comedy Company, and Barnum with St Paul’s. Lately she has been performing with live bands. In October last year, she received an exciting offer: I was chosen as one of a small group of Australian singers to go to Los Angeles to undergo intensive vocal training, recording studio tuition, participate in live performances, record a demo track and meet with music industry marketers, producers and managers. I leave in April next year. I am thankful to St Paul’s for my vocal scholarship and all the opportunities I am given to sing at school.
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Tiffanie Hill (Year 8) has been appointed this year as the NSW Spina Bifida Awareness Week Ambassador. This ambassadorship involves speaking assignments and media opportunities. She is on a music scholarship at St Paul’s and plays the piano, flute, guitar, recorder, and sings. Tiffanie has spina bifida, a congenital defect of the spinal column, and when speaking she gives the surprising history of her coping with the disability. From Kindergarten through primary school, she was bullied. She speaks of how she has now reached such a good place: God has been with me from the beginning to the present. I came to St Paul’s in Year 7, and by Year 8 I began to find an absolutely amazing group of friends in the Learning Support facility and my Year 9 Christian Fellowship group. Most who suffer from spina bifida are in a wheelchair long before this – I am only now becoming partly wheelchair dependent. There are two possible career options for me: I have recently joined the Wilberforce Fire Communications Brigade and might well look to a career as a communications officer there; or, if I qualify as a child psychologist, I have been offered assistance in finding a job at the Northcott Disability Services. Alison Borrows (Year 11) has always paddled and from Year 7 onwards trained with her older brothers and competed seriously at the White Water Stadium at Penrith, leading to her selection in the Western Sydney Academy of Sport, where she had six training sessions a week morning and
afternoon and at weekends. In Year 9 she was selected for the Australian Junior Canoe Slalom Team that performed creditably in the Czech Republic and Germany, and early this year she came sixth in the Women’s K1 U18. She said: I have recently been selected in the Australian junior team for international open races in France and Italy. Why does she engage in water sports? Because it is fun and because of the invigoration I feel after a successful race. Jessica Riley (Year 11) began rowing in Year 7 at St Paul’s where Mrs Christine Smith taught her the basic movements. She joined Nepean Rowing Club in Year 8, had five training sessions a week and became good at it. She came second at the age of 14 in the Australian National U19 Women’s Quad Skills. She said: I hope to be selected in the NSW team later this year. Meaghan Bowden (Year 12) has been skiing since she was six, an interest developed because the family has gone to Perisher each year on a number of weekends. She began ski training when she was 12, then took up boarding training instead at 15. She has competed for the school and outside school since 2003. She said: I had a string of successes in the regionals this year, competed in six events in late August and in the 2009 nationals I came 5th in the snowboard GS and 6th in the boardcross. I really enjoy snowsports – they are very social.
Brittanie Shipway (Year 10) has been singing in public since she was six years old and has performed in such public locations this year as the Spring Fair at St Mary’s where she had an hour spot and in the ‘Christmas in July’ concerts at The Carrington at Katoomba. She said: The role I have enjoyed most was as Eponine in the Blue Mountains Musical Society’s production of Les Miserables this year, which involved six months training and 12 performances.
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Clockwise from left above, Brittanie Shipway, Rhiannon Cooke, Avril More and Tiffanie Hill
My life has regained something of its balance since we finished. The general consensus is that Brittanie has an extraordinary, mesmerising voice. Avril More (Year 11) has been selected this year as one of 20 young people on the Blue Mountains City Youth Council, meeting once a month and making submissions to the city council. Three issues that have taken some time for them are graffiti, the city library facilities, involvement in the power shift conference and promoting greener methods of waste disposal in business. She said: I heard about the opportunity to be on the council from a friend and decided to apply. I like leadership. I have found it a good experience. We review city council meeting agendas and feel our ideas are used.
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Sally Andrews (Year 10) has, apart from a heavy school load, many outside interests – she has played the piano for 11 years and now plays the organ for services at Ebenezer and Pitt Town Uniting churches and for weddings, services which she sees as an expression of her faith; she has done showjumping and dressage for six years, taking part in State and inter-school dressage competitions; she competes successfully in distance running and triathlon in school and outside; and is a member of the school debating team. She agreed it is a heavy load, but she said: I am coping with it quite well. It balances my spiritual, physical and academic interests. I am able to switch from one to the other and completely focus on the one in hand, drawing strength from each.
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TEACHING STAFF
Mr Geoff Gannon at home with guitar (left); Mr Jayson Paterson in conversation
ASSORTMENT OF INTERESTS BEYOND THE CLASSROOM What sorts of interests and from beyond the classroom?
experiences Here is
do 130 St Paul’s a sample of these
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School counsellor Mr Geoffrey Gannon first became seriously interested in music in first year university: A decision to take God seriously and learn the guitar came in that first year. Music is a source of joy to me – it is a chance to praise God, to reflect on relationships and the world, and to get together with other musicians. It is a way of sharing myself. I began uploading some of my songs on to a free music website called mp3.com.au so that others could hear without my being present. The highlights for me about playing have been sharing worship songs at church, the excitement of others listening to my website and responding, and collaborating with former St Paul’s student instrumentalists Luke Webb, Isaac Harvey, Melanie Roddy and Chantal Nguyen and members of my church to create music.
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Teacher of languages Mrs Ruth Lenffer writes of some of her many interests: I am a team leader in AFS Intercultural Exchange, a volunteer not-for profit organisation of host parents to many exchange students. The aim is to break down cultural barriers, and work towards a more peaceful society. I also teach French, Italian and German privately and through the Nepean Community College in the Blue Mountains. I am a breakfast volunteer for the homeless in Katoomba every third Saturday of the month through the Salvation Army. I am also an examiner, marker and judge of HSC language and a course material writer for the Board of Studies and DET, keeping me up to date, and improving my language evaluation skills and my understanding of the performance of students under exam conditions. Head of Visual and Performing Arts Mr Jayson Paterson was appointed a senior International Baccalaureate marker early this year: I spent three days in Los Angeles in January with other senior examiners applying the new mark schemes to samples of work and learning how the new online training environment works. I spent most of February in online mentoring sessions with my own team of assistant examiners (16 in all) and in April looked at samples from assistant examiners to moderate. The whole process has been very rewarding.
teachers bring teachers’ very
to their job diverse input.
Assistant school pastor Rev Sarah Plummer is at the school four days a week and the other one day volunteers her time for the Lausanne Movement: It is a network of over 360,000 Christian organisations from all over the world that was founded in Lausanne Switzerland in 1974. A gathering of 5000 international leaders from 150 nations and in eight languages will be in October next year in Cape Town South Africa (http://www.lausanne.org). My role is to mobilise prayer for this network and this congress. In June this year I was in Seoul South Korea presenting two papers to the executive and international deputy directors. Working with so many international leaders in various languages gives me so much insight for informing our students at St Paul’s, a school that places considerable emphasis on being globally informed. Deputy Head of Middle School Mr Steven Coote says that he loves learning: That is what prompted me to undertake doctoral studies at the University of Sydney. My research topic is on leading a culture of contemporary learning. I am conducting a case study investigation of eight schools, both national and international, who are considered to be leaders in the area of knowledge-era schooling – a model of schooling that looks very different from the traditional methods of education. The new schooling aims to establish qualities such as self-confidence, optimism, high self-esteem, and a commitment to personal excellence. Head of History Mr Paul Humble is currently completing his MA in History: My thesis has been very useful in my work life as it has broadened my understanding of the political power that Christianity imbued the later Roman Empire with. It focuses on the contribution of Constantine to the rise of Christianity as the religion of the Empire. Constantine gave Christianity breathing space to grow and mature in the Roman psyche, free from persecution. This paved the way for the formal adoption of Christianity by the Christian Emperor Theodosius in 400CE. Other interests I have are renovations, golf, my family time, study, fellowship, film, reading, music.
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Mr Paul Humble addressing the final Year 12 assembly, 2009; and Mrs Ruth Lenffer at the school debutante ball, 2009
Director of International Baccalaureate Mr Antony Mayrhofer has always felt a vocation to lead people in learning environments: I started this in church youth and Bible study groups which led to a career in which I seek to combine teaching with modelling Christian leadership. I was always interested in international education, having completed a teaching practicum in India, so was excited by the school’s introduction of the International Baccalaureate (IB). This led to visiting schools throughout the Asia Pacific to authorise their introduction as an IB school or train Biology teachers physically and in an online environment. As Principal Biology examiner I set grades for 30,000 students worldwide.
researching a PhD thesis (Macquarie): I am looking at the effects Christian faith-based schooling has on English teaching. I have presented widely on the topic at various conferences and am also published in the fields of poetry, history and education. I have a passion for Aboriginal and early colonial archaeology, especially rock art in the Sydney district.
Teacher of English and Theory of Knowledge Mr David Hastie is currently
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Head of Gifted Education and Independent Learning Mrs Yvonne Hammer has a particular interest in children’s literature: I am a PhD candidate at Macquarie University in this field. I am completing my thesis through publication. Currently four papers have been published in refereed journals. Mrs Cathy Hill of St Paul’s, NSW Librarian of the Year in 2006-07, and I presented a paper at a library conference in Singapore in 2007, I presented a paper at an international children’s literature conference in Kyoto in 2007, and I also presented a paper at a similar conference in August this year in Frankfurt on refugee narratives where representatives from 45 countries were present.
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Director of Studies Mr Cameron Nunn has written a number of English textbooks: I have also written Unreal Books for Real Kids, on a Christian perspective of children’s literature; a novel, Shadows in the Mirror, which was nominated for six literary awards; and a second novel, Echo in the Memory, now being published. Most writing for me is a joy because it is the opportunity to create. Part of being made in God’s image is the desire to be creative. Writing gives the opportunity to take others on a journey of experience, to explore new ideas, to challenge old concepts, to understand the world from someone else’s perspective.
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JUNIOR SCHOOL AFL
Jack McNamara (in red) flies away from the opposition in the state final of the Paul Kelly Cup
‘jelling’ as a team Junior School Sport Coordinator Fiona Hornman sees team sport as a way of learning to work with others, and Australian Football League (AFL) is doing that quite well in the Junior School at St Paul’s. She outlines the season’s play:
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Isaac Heath has played AFL since he was seven years old: I have played both soccer and AFL. I prefer AFL which I think is a better game; it is more active than soccer. The position I generally play and enjoy playing is midfield. I like moving the ball around and getting it into the forwards.
Training takes place Wednesday afternoons after school, with Mr Philip Heath from the High School as our coach. They all come to after-school practices. The players are a keen group from Years 5 and 6. Half of them haven’t played before, but they have become a good team that plays very well.
Mark Van Den Berg, like Josh, began playing the game at lunchtime last year: I like all sports, so when the trials for AFL came up, I went for them. I enjoy and usually play in the forwards. My strengths are as a marker and at smothering a good kick from the opposing team. In the future, I’ll probably work on soccer because I am more involved in it and have been playing it longer.
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n Term 2, players tried out for the Paul Kelly competition at Jamison Park. It was a round robin competition and St Paul’s won it. The next step was the regional finals where they won 4 out of 5 games, coming second, and qualified for the state finals. They are in the top 24 of 900 teams around Australia. It is very exciting.
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Their best game was the final of the Paul Kelly competition. Unlike the game before it, which they won, but were lacking in focus and over-confident, they really settled down for the final. They passed well, they communicated well, they ‘jelled’ as a team, and they won by 50 points. Josh Goode started playing last year: I used to play at lunchtime and found it real fun. When the Paul Kelly Cup came up, I decided to try out for it. There were 20 who turned up for the trials, and 13 were chosen. I have found that I feel more comfortable as a defender in the backs than elsewhere, so that’s where I play. I like the security of not playing under pressure and being able to have lots of fun. Would I like to continue playing? Yes!
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HIGH SCHOOL BASKETBALL
Ben Wagenfeller flying to the ring while other basketball teams complete a Thursday afternoon training session.
Preparing for a strong presence High School Sport Coordinator Elliott McKimm looks to early preparation as a way to get Basketball moving at St Paul’s:
Mr McKimm then spoke about the girls’ teams: The 1st V team has been chosen, and is being coached by Nick Curran. The 10 chosen for the 1st V are mostly young – Years 9 and 10 players – but I am excited about their prospects: they could become quite formidable if they can stay together for three years. The panel of selectors included an experienced Dad and some former students. They have started training and the junior teams are being selected. Jessica Mellross of Year 10 has been playing since she was in Year 7: I had played netball before, so basketball was the obvious next thing. We improved a lot that first year. Each of the next two years we enjoyed our games and won some, but were hampered by having almost new teams each year. This year, some 30 students tried out the 1st V team and 10 of us were selected, but again, a new team, although most of us have played before. The aim is to get people to stay on. Why basketball? I do many physical activities each week – tennis, gym, dancing – but basketball is a sport where you have to work with others to gain success. I like working with others and the feeling I get when we win a game together.
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Jack Armsworth of Year 11 started at St Paul’s in Year 7 in 2005: Sport was compulsory and, as some friends were trying out for basketball and, as I enjoyed it, I decided to join. That first year we were virtual beginners, but we had excellent coaching and worked well together, so went as far as the semi-finals. By the time we reached Year 9, many of us had been together for two full years and went through to the finals of the U15s, just missing out on a win. Last year, we were a young 1st V, five of the nine coming from a Year 9 team, so we only won one game. Things will get better, because more and more young players are staying on. What do like about basketball? This is quicker and more intense than the big field sports that I play. Soccer is my top game, but I find basketball a release, and my friends are playing it. I play for the school, but I also play for myself. I think basketball is a good game for the school as you only need eight players which is an easier number to
find than for many other team games.
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n the past, we have waited until the winter sports ended, but this year, we are starting early. The level of interest in this sport in the school is high. Last year, in the Independent Schools’ Association (ISA), the boys won two premierships, the 13s and 14s, and the girls’ teams produced two semi-finalists. Younger teams have been doing better, so an important aim is to build up the seniors. The boys’ teams, coordinated by Mrs Belinda Wagenfeller, were engaged in a skills clinic each Wednesday afternoon from 3.30pm for an hour or two for four weeks until the beginning of September. In the second week of September, from the 60 to 70 boys at trials, a senior team was chosen for the competition which begins four weeks into October, and has a number of U14s in it. This will be a tough learning curve, but in three years they should be unbeatable. John Minor will be at the helm and Simon Walsh and Jack Armsworth will play. An amazing number of U13s have signed up; we could field three teams at that level.
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mathematics
All heading for Advanced Maths at university: Cameron Silvestrini, Edmund Kirkwood, Matthew Bennett and Alex Yang
finding order in the universe Acting Head of Mathematics Greg Tobin spoke to the school staff one morning on the subject - ‘The visible and invisible mathematical patterns that shape our existence’
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r Tobin began by speaking of his own background: I have not always enjoyed Maths. When I was in Primary School I found the repetition and parroting of number facts boring and irrelevant. It all came to a crunch when my teacher said to a few remaining number sceptics that we were not going out to lunch until we could recite multiplication tables specified for that day. Barbaric and effective, but it was not until mid high school that the light dawned on me of the power and purpose of Maths.
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One of the most important reasons we teach Maths is because we know that students need mathematical survival skills in an increasingly technological society. However, the real power and enjoyment of Maths comes when it is seen in a different light and on a higher level. In his book Life by the Numbers, Keith Devlin writes:
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Mathematics as it is practised by a remarkable range of people – from undersea explorers to special-effects designers – is creative, fun, full of vitality and, above all, about life. Mathematics – real Mathematics – is about trying to understand ourselves and the world we live in. Mathematicians take their inspiration from a surprising range of sources – questions about the origin of the universe, sports, or even children’s stories. They use Mathematics to investigate things that the eye cannot see, from the ocean deeps to the interiors of the stars. They develop methods to help in the fight against killer viruses, and they let us look inside the human mind. They use Mathematics to map out our world and the cosmos, to help us to understand how trees and flowers grow, and to create new worlds – for entertainment and for exploration. Isaac Newton and others have explored the visible and invisible patterns that shape the world we depend upon. We have the power through mathematical patterns to predict how fast an apple will fall and where it will land if it is projected through space. The equations of motion, the force of gravity and the forces that bind atoms together can be predicted and can lead to amazing human achievements but even then the why is unanswered. That why is found in what Paul said about Jesus in Colossians 1:15-20 which begins: He is the image of the invisible God, the first-born of all creation; for in him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or principalities or authorities – all things were created
through him and for him. Four of Mr Tobin’s Year 12 IB class are engaged in Mathematics tasks that have moved well beyond the basics into the application of that basic information to interesting projects. Alex Yang says: My extended essay looks at how grids of numbers can be used to represent three-dimensional animation. I find it quite interesting that Maths has practical use in computer graphics. A highlight was the National Mathematics Summer School 2009 which I was invited to attend. Matthew Bennett says: I find it interesting to view the world through mathematical theories that seem absurd but also seem to be true. Edmund Kirkwood says: I am intrigued by the change in thought in scientific developments, ie., the change between classical and relativistic approaches to kinematics. I enjoy the way such basic elements as Algebra and Calculus, which seemed to have so little application in the junior years, have so many applications in Science and Economics. Cameron Silvestrini is particularly struck by relativity: I am blown away by what a big idea it is. We can know so much about what we cannot experience. What is physically impossible we can conceptualise through numbers. All mentioned the value of the class working together and with Mr Tobin to explore the unknown together. Mr Tobin says: These students have reached the stage where they can largely set their own class and study agenda as they explore the vastness of the as yet unknown in Mathematics. What do the students intend to do with this knowledge? We are all thinking of doing Advanced Maths at Sydney University and will look to a career in such fields as computers, engineering, cutting edge science research or economics that uses Maths.
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BIKE EDUCATION
learning can be fun Year 4 Grade Leader Mrs Tarnya Wawn says that bike education has been a Year 4 activity at the school for some years:
They have a great competition where the students ‘race’ from start to finish. However, the object is to finish last. There are a series of heats that turn to finals then a grand final to find the grand champ – it’s great watching the students trying to go slow in order to win instead of the other way around – all without allowing their feet to touch the ground. After lunch they receive a walk through the road system (roundabout, traffic light set, crossings, T-junctions, give way signs, stop signs, pedestrian islands etc.) and have the road rules explained by a police officer. They also receive a ‘licence’ with 12 points on it. They are told they will lose two points for each infringement and will lose their licence if they lose all their points. The teachers and police (and sometimes parent helpers) all take time out watching the students ride around the road system and they pull over anyone who breaks a rule (and take two points off their licence). We always hope it won’t happen but there’s always at least one student who can’t help themselves and end up losing their licence – much like real life.
Ashwin Aggarwal felt it was the best excursion: It was very worthwhile. The most important things I learnt were about the road rules. They talked about wearing a helmet, watching where you’re going, watching out for motorbikes and remembering that signs are there for a reason. We were riding everywhere and were very active, which I always enjoy. I lost two points for trying to overtake. Caleb Hatcher also lost two points, in his case for going through a traffic light: I learnt where you need to give way, how to behave at a roundabout and the need to wear a helmet. It was the greatest excursion ever!
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Year 4 students attend one day per year during Term 3. They take their own helmets and the bikes are provided. They split into two groups. One group watches two bike/road safety videos while the other group does bike skills (riding slowly around cones etc.) They then swap.
One of the students who lost his 12 points said: I was going a bit fast and missed some road signs. But it was such fun! The best thing was the sprint on the bike.
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e attend the C.A.R.E.S. facility in St Marys. It’s run by the NSW Police.
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wedding bells : one plus one
On the morning of 16 June 2009, staff member Belinda Hollis married Peter Davies at Mt Tomah Botanical Gardens in an intimate gathering of family and friends.
On 9 January 2009, Craig Collier (class of 2002, right) married Angie Graham at St John’s Anglican Church Wilberforce. John and Kate Collier (left) are Craig’s happy parents.
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On 24 May 2009, Tim Gannon (class of 2001, centre) married Camellia W conducted by school pastor Rev. Peter Wilson. In the wedding party wer left respectively), Hugh Webb (class of 2002, on Camellia’s left), and Luke
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18 On 23 May 2009, Pippa Kentish (class of 2003) married Marcus Mills at the scenic spot of Highfield House Stanley Tasmania.
On 5 September 2009, Kathryn Cox (class of 2005) and James Ross were married by former Head of Junior School Rev. Canon John Campbell. Amongst the bridal party were former St Paul’s students Elizabeth Calvert (left), the bride (centre) and Chantel Russell (to the bride’s left), all from the class of 2005, and present Year 10 student Rebecca Cox (right).
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On 12 June 2009, staff member Joy Cox and husband Professor Michael Cox (right) celebrated the wedding of their son James (class of 2004) to Elise Cowderoy at St Peter’s Anglican Church Richmond.
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On 4 July 2009, staff member Alison Horsnell married James Taylor at St John’s Anglican Church Wilberforce.
19 On 20 June 2009, St Paul’s basketball coach David Thomas (class of 2005) married Trish Brown (also class of 2005) at Narrabeen Baptist Church
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On 19 December 2008, Lauren Collier (class of 2004, centre) married Tim Trotter (on her right) at Christ Church Springwood. The bridal party included former St Paul’s students Sarah Smith (class of 2005, on the bride’s right, behind), Jessie Garbellini (class of 2004, on the bride’s left, behind) and Lauren’s brother Craig (class of 2002, far right of the photo).
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Webb (class of 1998, on Tim’s left) at Leura Uniting Church in a ceremony re Celia Newman and Emma Smith (class of 1998, second and third from Webb (class of 2001, on far right).
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BOYS’ SUCCESSES
Clockwise from top left: Ben Trippett, Nicholas Deen-Cowell, Kyle Jaehne
soccer, archery, BMX bikes and chess Something of the variety of boys’ interests is represented in the four students here... Geordy Armsworth (Year 9) plays for the Marconi Stallions Premier League Soccer Club. Each year, the Manchester Cup competition is held all over the world. Geordy’s team won the Manchester Cup state titles, played in Melbourne and won the national titles and then went on to win the Pan Pacific title. Nike will be flying the team to Manchester to play against 19 other teams from around the globe. They are the first Australian team to have had the honour of participating in this international tournament.
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Ben Trippett (Year 10) first picked up a bow when invited to a friend’s birthday party at the Sydney Olympic Archery Centre in 2005. After winning a kidbow tournament the next year, he decided to get serious about archery and, over the next two years, won 20 medals, the best being in September 2008 when he established an Australian tournament record for Cadet Boys’ Reserve, even though he was at the bottom end of the 15 to 18 year age bracket. Then disaster struck. He injured the tendons on his shoulders: I couldn’t pick up a one kilo bag of sugar. I was broken. It was my life. I can never be completely right again. I do weights for arm, shoulder and back strength and, as long as I do those exercises, I can work at archery. I missed the championships this year, but will go to the national titles next year and have a goal of the Olympics in 2012 when I’ll be 19 and at my peak.
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Kyle (Year 4) and Declan (Year 2) Jaehne were one of two sets of siblings who competed in the BMX Australian titles in Perth in April and in the world titles in July. Both boys reached the quarter-finals, Declan placed 17th in the world for the eight-year-old boys and Kyle 20th in the world for the ten-year-olds. Their parents have said: The boys have returned from Adelaide with a renewed passion for the sport. Kyle said: I want to learn new skills and have fun racing in the future. I compete in the NSW titles in October and the Victorian titles in November. My goal is to get in the top three positions in Australia and take part in the world championships in South Africa in 2010. Nicholas Deen-Cowell (Year 10) played his first individual chess tournament in Year 7 and last year was the Sydney U15 champion: This year, I competed in adult competitions, and was placed equal 4th in the Sydney International Challengers and equal 19th in the Doeberl Cup Major. I play chess because I find the combinations and tactics really interesting, and I enjoy
the challenge of tournament games. As I’ve gained an understanding of the complexity and limitless possibilities of the game, I’ve started to appreciate the calculating ability of the grandmasters. I’ve enjoyed travelling to tournaments in many cities around Australia, such as Canberra, Adelaide and early next year to the Australian Junior Championships in Tasmania. I hope to play in the World Junior Championship (for Under 20s), become Australian Junior Champion and achieve a master title.
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FROM ST PAUL’S TO UTS
All in together: (from left) Reece Grogan, Daniel Sayer, Brianna Walsh, Jake Rennie and Belinda Pullicino
How a school class became a uni class It is normal that you say goodbye to your class at the end of Year 12 and start out on your separate path, carrying perhaps fond memories with you. But what if five members of the same class want to do the same university course?
So the five mentioned above have all taken the Visual Communications course at the University of Technology Sydney (UTS). Brianna writes: I was originally going to do Fashion and Textiles at UTS, but I decided that I wanted to do a degree that would give me a more diverse experience as I wasn’t sure what job I wanted to do after uni. I didn’t want to restrict myself to just one industry. I did some more research in the courses that UTS offers and found that Visual Communications was quite a well known and popular course. I have found it very rewarding and I’m able to incorporate my love of textiles into the work that we do. It’s a different kind of workload to school; most of my assignments are worth a lot and involve a fair amount of practical work. We don’t appear to have
Jake writes: My interest in Visual Communications started at the beginning of Year 11. I wanted to continue my passion for the visual arts and my growing interest in media and advertising, which Mrs Fox always urged me to pursue. The only course which met my strict criteria was visual communications at UTS. Throughout Year 11 & 12, I worked hard primarily to meet the requirements of the course (around 95 UAI), as well as sharing my passion for the course with many other people. Every day at UTS is a challenge and a learning step. Subjects such as Typography (extensive study of type/font) and Visual Systems & Symbols, which are what I enjoy most, teach us the finer details in visual communication design which make a subtle yet profound effect on the persuasion and clarity in a piece of visual communication. University for me is not a matter of attending lectures and tutorials, but more of a new lifestyle, full of ongoing collecting, photographing, learning, designing, reflecting and most importantly seeing everyday things in a new light. I hope that in the future I will have the capacity to work within corporate design and the advertising field, and I aspire to managing my own private agency one day.
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Although focused on individual interests, there was a collegial quality to the class which has continued beyond school. This perhaps encouraged them to share their plans for the future. Jake was always focused on furthering his studies in a graphic field. I think his enthusiasm rubbed off on others. I saw one of my roles as a consultant/mentor to the students – making suggestions, directing them to artists, encouraging them to take risks. The diversity of interests amongst 16 students has been very stimulating and enriching to my own practice as a teacher/practitioner. The benefits are that you learn much from them.
any exams as of yet which is a bonus! I’m still not sure what I would like to do afterwards; I’m just enjoying the wide variety of design practices and theory that I’m learning at the moment.
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Their teacher Mrs Louise Fox tells what happened to Jake Rennie, Brianna Walsh, Reece Grogan, Daniel Sayer and Belinda Pullicino from her 2008 Year 12 International Baccalaureate Diploma Visual Arts class: Each of the five came with their own interests and agenda that somehow translated into wonderful bodies of work. Belinda used her interest in Dance and explored it through photography, Brianna used her textiles strengths, Jake loved clouds and discovered Constable, Reece after a few hiccups became whimsical and playful in his work and Daniel, well, he managed to finish on a positive note and discovered Van Gogh in the process!
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RURAL FIRE SERVICES CADETS
The champion team at work: rolling and unrolling correctly and thereby caring for life-saving equipment
fired up to win St Paul’s Rural Fire Cadets Coordinator Mr Anthony Head indicates something of the pressure the brigade was under as it prepared for the national championships in April 2009:
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he brigade won the state championships in 2003, 2006 and 2008, winning last year against 12 other teams. We have built up a reputation as a ground-breaker. We have been asked to meet with other schools that wish to model a unit in their schools on ours. But such success puts pressure on our team. I keep explaining that we cannot be expected or expect ourselves to keep winning. More important than winning is building up our teamwork and our skills. We are a relatively strong team. We went into the national championships backed by 54 members (including 8 girls), 32 of them joining this year. The story of our team winning the national championships against 25 other teams across five states will be told below. We’ll defend our state title in September next year in Dubbo and our national title in April 2011 in Fremantle. Bill Andrews, Senior Deputy Captain, who is experienced both in the school unit and in his local Maroota South Rural Fire Brigade, explains something of the team that was selected from the unit to defend the championships: In October last year, we selected for the national championships from our brigade a crew leader, Alex Casalini, and five crew members, Noah Minor, Nicholas Mitchell, Nicholas McDonnell, Jonathon Wong and Michael Gemin. These members were all under the maximum age of 17 and all had differing levels of fire fighting and championship experience.
Noah Minor speaks of his involvement: I first heard about the cadets when they came to the Year 5 father-son camp in 2005 and I thought it would be a good opportunity for me. So when I came to Year 7 in 2007, I applied to join. I was a member of the crew that won the state championships at Tweed Heads in September 2008. Our team for the national championships had already done the basic skills work by the time we were selected in October 2008; the majority of our training was looking at previous championships and simulating them. We trained until the championships in April every Wednesday and Friday afternoon and for two full Saturdays. The skills we worked on were the portable pump, working with a range of tankers, team work and communication, and testing ourselves against national records. It was a boost to our confidence to actually break records by the end of our training. We felt during the competition that we had done well. It was such a good feeling to be able to share the emotion of winning with a team who were such good friends.
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COMMERCE MARKET WEEK
The realities of the marketplace: ‘It’s a do-or-die world out there’
How to do business An important aim of a commerce course is to give students an understanding of how a business is run. Market Week is a simulation activity that enables Year 9 students to put the theory about running a business into practice.
Mr Linfoot believes it was a useful activity: The students learnt a lot about working in a group, about the difficulties of running a business, and about the fact that they could confidently go out and make money. Some students who find classwork difficult found that they could make a business work, a very satisfying achievement. It was fun. Instead of learning from a textbook, they could learn in an enjoyable way. Many of Australia’s most successful entrepreneurs started their first business while at school. Dick Smith started his first business with money borrowed from his scout leader!
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All stalls were profitable, but the most profitable was Sugar Rush run by Kate Chalker, Paris Hansch, Jack Pollard and Kiara Stephenson. Kate said: We decided we would sell lollies and drinks, worked out a price – $1 for lollies and 80 cents for drinks – and advertised by putting posters around the school, but word of mouth was big. We bought the goods and made an after tax profit of $180. We prepared a balance sheet and had an assessment discussion about the activity afterwards. Jack said: It was interesting to get a feel for running a business; seeing things from the perspective of the business owner. But it’s hard work running a business; it’s do or die out there; you need a long-term business plan.
The school staff voted the Mingle with Mexico stall run by Shae Greentree, Malen Khean and Ellen McCallum as having the tastiest offerings. Shae said: We sold soft tacos for $2 each or two for $3.50, and on the last day no discounts were offered due to the popularity of the tacos. Our profit was $90 after tax. We sold everything. It was a good teamwork exercise; no one was boss; it was a great experience.
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Commerce teacher Mr Mark Linfoot explains the activity and the thinking behind it: The students learnt in class beforehand about the various types of business structure, the advantages and disadvantages of establishing a new business or purchasing an existing one, the importance of maintaining records in business and some introductory marketing. Then the students put this knowledge into practice by working as individuals or in partnerships to raise their own start up capital, to develop a product to sell and marketing it, and to run their own stalls at lunchtime at school for three days. They were able to keep any profits, out of which they had to pay a tax rate of 40% which was donated to the orphanage in the Congo supported by St Paul’s. They had to set a price, work out stock quantities, meet food handling requirements, manage money and keep their takings secure.
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No. 46 SPRING 2009
SCHOOL BOARD PROFILE
Brenda and Stephen Goode
Sharing financial skills school Mr Stephen Goode has finance committee since
been a 1996.
Director of the Board since FUTURUM addressed the
What is your background? My wife and I migrated to Australia from the UK in 1972 and soon afterwards I joined the Royal Australian Navy (RAN). I served in the RAN for 22 years working in the marine engineering branch, leaving with the rank of Commander. After leaving the navy I worked firstly as a manager of a non-profit company employing people with a disability, then I took over the position of CEO for Ability Options, a larger nonprofit organisation supporting about 1500 people with a disability. What are your sons doing now? Both my sons attended St Paul’s. Mark is currently a Federal Agent with the Australian Federal Police based at Sydney Airport. During the past two years he has served with the UN peacekeeping forces in East Timor and the Sudan. Mark is married with three children, all of whom are currently attending St Paul’s. Scott is in his last year at Moore Theological College, Newtown. He has just accepted the position of Assistant Minister in the Anglican Church in Dapto, commencing in January 2010. Scott is married with three children. What do you see the school as having given your sons? I believe St Paul’s gave my sons a sound education in a loving Christian environment. I believe the school enhanced our family home life, by reinforcing our own Christian ethos. Both boys became Christians during their time at St Paul’s. Today, I see our sons as working in their chosen careers to their full potential, conducting themselves ethically, and caring for their own families in a loving, God-like manner.
1994 and chairperson of its following questions to him:
the education and spiritual matters to those more wise than me. What have been the highlights of your time on the executive? The highlights occur for me every day, week, month and year and they are provided by the people that work at or attend the school in whatever capacity: teachers, students, administration staff, maintenance and so on. These highlights vary from exceptional academic results that seem to improve year after year, to students undertaking projects within the community either here or overseas to help those who are less fortunate than themselves. I also get joy from listening to or reading reports of students or staff successes time after time, year after year. Every time I visit the school, I am always reminded how special the school is, either by its lovingly tended grounds or some special insight I am privileged to observe by a teacher or student in the everyday operation of the school. What motivates you to work on the executive? I believe in Christian education. I believe St Paul’s offers an environment whereby children can learn and extend themselves to their full potential. On a practical level, I believe good management of St Paul’s is essential in order to enable the school to fulfil its obligations to its students, parents, teachers and its community. I believe I can assist St Paul’s and the school board in some small way with my management and financial experience.
What are your special interests on the executive? I believe I bring a businesslike approach to the utilisation of the school’s resources. Whilst many times over the years the school board has taken a leap of faith when we have borrowed money to build or made other financial decisions like introducing the International Baccalaureate programs, it has been done with the knowledge of the potential downside as well as the upsides. So, my special interest has been and is the finance and management issues, leaving
w:This edition of FUTURUM has been prepared by Ken Goodlet and 4777Daniel Weatherhead for St Paul’s Grammar School Penrith
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